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Using Open Technical E-learning Standards and Service-orientation to Support New Forms of E-assessment. Yongwu Miao, Colin Tattersall, Judith Schoonenboom, Krassen Stevanov, Adelina Aleksieva-Petrova Manchester, January 12, 2007. Overview. Introduction to New Forms of Assessment

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Yongwu Miao, Colin Tattersall, Judith Schoonenboom, Krassen Stevanov, Adelina Aleksieva-Petrova


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Presentation Transcript
slide1

Using Open Technical E-learning Standards and Service-orientation to Support New Forms of E-assessment

Yongwu Miao, Colin Tattersall, Judith Schoonenboom, Krassen Stevanov, Adelina Aleksieva-Petrova

Manchester, January 12, 2007

overview
Overview
  • Introduction to New Forms of Assessment
  • Characteristics of New Forms of Assessment
  • A Standard-based Approach to Model New Forms of Assessment
  • Delivering New Forms of Assessment in Today’s Open Infrastructure
  • Comparison with Software Development Approaches to Support New Forms of Assessment
  • Conclusions and Future Work
new forms of assessment
New Forms of Assessment
  • Traditional forms of assessment

multiple-choice, filling-in-blank, sliding, ranking, matching, ……

  • New forms of assessment (NFA)

self-/peer assessment, 360 degree feedback, portfolio assessment, ……

  • Competence assessment is usually based on new forms of assessment
characteristics of new forms of assessment
Characteristics of New Forms of Assessment

• Involvement of multiple roles/users

• Variety in task types

• Complex process control

• Exchange of information

Explaining through a peer assessment example

a peer assessment example
A Peer Assessment Example

• Students are instructed how to conduct this peer assessment

• Each student selects a different paper and reads it

• Each student then prepares a brief article (400-500 words) about their chosen paper

• Pairs of students then exchange articles and review each other’s articles

• Each student writes a response to the review, revise the article, and then submit documents including paper, original article, reviewed article with the reviewer’s comments, response and the final version of their article to the tutor

• The tutor then marks on students’ exercises

slide6

A Peer Assessment Example

learner1

tutor

learner2

Involvement of multiple roles/users

slide7

A Peer Assessment Example

learner1

tutor

learner2

instruction

instruction

instruction

selecting/reading paper1

selecting/reading paper2

writing article1

writing article2

reviewing article2

reviewing article1

responding review1

responding review2

final assessment1

final assessment2

Variety in task types

slide8

final assessment1

final assessment2

A Peer Assessment Example

learner1

tutor

learner2

instruction

instruction

instruction

selecting/reading paper1

selecting/reading paper2

writing article1

writing article2

reviewing article2

reviewing article1

responding review1

responding review2

Complex process control

slide9

A Peer Assessment Example

learner1

tutor

learner2

instruction

instruction

instruction

selecting/reading paper1

paper1

paper2

selecting/reading paper2

writing article1

article1

article2

writing article2

reviewing article2

review2

review1

reviewing article1

responding review1

response1

response2

responding review2

final assessment1

final assessment2

Exchange of information

a standard based approach
A Standard-based Approach

A combined use of IMS LD, IMS QTI, and assessment-specific services

  • Using IMS LD to model multi-role/user-involved assessment processes
  • Using IMS QTI to model traditional assessment tasks and using assessment-specific services to model special assessment tasks
  • Using IMS LD to model a learning flow with complicated process controls
  • Using IMS QTI, IMS LD, and assessment-specific services to model complicated dataflow

As a consequence, a competence assessment process can be modeled as a unit of assessment, a specific unit of learning which contains assessment-specific elements (e.g., QTI documents and assessment-specific services

slide11

play

method

condition

act

expression

action

role-part

component

role

activity

environment

property

show/hide

staff

learner

learning

support

assessment

learning object

service

An extended

IMS LD model

notification

activity-description

internal

external

change-property

assessor

assessee

item

assessment_test

assessment_item

outcome

A simplified

IMS QTI model

assessment-specific

service

QTI_type

resource

item_body

response_processing

interaction

response

learning design (or assessment design)

unit of learning (or unit of assessment)

delivering new forms of assessment
Delivering New Forms of Assessment

Using today’s open technical e-learning infrastructure

  • Including IMS LD compatible engine like CopperCore
  • Including IMS LD compatible client like SLeD
  • Including IMS QTI compatible player like APIS
  • Including assessment-specific services like a concept-mapping tool and a simulation tool
delivering new forms of assessment1
Delivering New Forms of Assessment

A screenshot of execution of peer assessment example

comparison with traditional software development approaches
Comparison with Traditional Software Development Approaches

Many software tools supporting new forms of assessment have been developed and used. In comparison with these tools, our approach has advantages in

  • Supporting for interoperability
  • Supporting for flexibility
  • Supporting for seamless integration with learning processes
conclusions and future work
Conclusions and Future Work

Conclusions:

  • New forms of assessment can be modelled as units of assessment through a combined use of IMS LD, IMS QTI, and assessment-specific services
  • In comparison with traditional software development approaches, the standard-based approach fosters interoperability, flexibility, and seamless integration with learning activities

Future Work:

  • developing a high-level assessment authoring tool which enables practitioners to define their own customized assessment models
  • Developing mechanisms to transform such assessment models into units of assessment automatically