Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2009 ◽  
Vol 7 (4) ◽  
pp. 1-16
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2011 ◽  
pp. 283-298
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

INTEGRATING SPC TABLE FORMATIVE ASSESSMENT WITH SCORM

2007 ◽  
Vol 08 (04) ◽  
pp. 305-320
Author(s):  
WEN-CHIH CHANG ◽  
HUI-HUANG HSU ◽  
TIMOTHY K. SHIH ◽  
HSUAN-CHE YANG
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Reference Model ◽  
Test Problems ◽  
Complete Evaluation ◽  
Learning Content ◽  
E Learning ◽  
Evaluation Mechanism ◽  
Third Dimension ◽  
Student Problem

SCORM (Sharable Content Object Reference Model) is one of the international e-learning specifications, which provides sharable content, compatible run-time environment and learning profile. SCORM supports accessibility, adaptability, affordability, durability, interoperability and reusability. People can share their own learning content with each other and learn things on the Internet. SCORM learning content can run on the SCORM learning management system. However SCORM do not have a complete evaluation mechanism. The SP chart represents students and problems. It is a tool to analyze the relationship between students and their answers to test problems. In this paper, we integrate the SP chart into SCORM as a formative assessment and add course as the third dimension to strengthen SCORM assessment. The developed tool can be used for SCORM assessment in three perspectives: student-problem, course-problem, and student-problem. So any test problem set and the student performance can be thoroughly examined. The tool was applied to a class and the empirical results are presented in this paper.

scholarly journals E-Portfolio to Assess the 21stCentury Skills of Students in Smart E-Learning Environment

2020 ◽  
Vol 3 (1) ◽  
pp. 49-56
Author(s):  
Hala El-Senousy
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Assessment Tool ◽  
Digital Age ◽  
Thinking Skills ◽  
Assessment System ◽  
Problem Solving Skills ◽  
E Learning

In the digital age, the interaction between the ICT and the educational system has led to fundamental transformations and changes to all elements of the learning process. Intelligent devices have enabled the learner to access knowledge resources at any time and anywhere. Learning management systems have produced a smart E-learning environment which enables active learning, Communication, and interaction among users. Quality Assurance in Higher Education has become urgent and aspires to qualify graduates who have mastered diverse and varied skills appropriate with the digital age. The academic programs requisite to rely upon the evaluation of learning outcomes, not only cognitive but also skills, thus the modification of the current assessment system is demanded. This study identified the 21st century skills and performance of learners in five categories: Critical Thinking Skills, Problem Solving Skills, Digital Communication & Sharing Skills, the Productivity of Creative Innovation Skills, and Self Regulated Learning & Career Skills. While Higher education is required to provide evidence of student learning skills, the study suggests E-Portfolios, which are considered as a tool that allows the student to: organize, save, document, publish, and digitally share his work as an accurate assessment tool. The study discusses the foundations, principles, objectives, and analyzes the application of E-Portfolio as a learning and assessment tool of 21st century skills in higher education. Keywords: E –Portfolio, 21st century skill, Quality of smart E-Learning.

eWorkbook

2011 ◽  
pp. 145-166 ◽  
Author(s):  
Gennaro Costagliola ◽  
Vittorio Fuccella
Keyword(s):  
Architectural Design ◽  
Assessment Tool ◽  
Test Session ◽  
Graphical Analysis ◽  
Question Type ◽  
Testing System ◽  
Self Assessment ◽  
E Learning ◽  
On Line

On-Line Testing is that sector of e-learning aimed at assessing learner’s knowledge through e-learning means. In on-line testing, due to the necessity of evaluating a big mass of learners in strict times, the means for knowledge evaluation had to evolve to satisfy the new necessities: objective tests, more rapidly assessable, started gaining more credence in the determination of learners’ results. In this chapter, the authors present an On-Line Testing system, named eWorkbook, which can be used for evaluating learner’s knowledge by creating (the tutor) and taking (the learner) on-line tests based on multiple choice question type. Its use is suitable within the academic environment in a blended learning approach, by providing tutors with an additional assessment tool, and learners with a distance self-assessment means. Among other features, eWorkbook can record and visualize, in a suitable graphical format, learner’s interactions with the system interface during the test session. This is valuable information for understanding the learner’s behaviour when taking a test. In particular, the graphical analysis of the test outcomes has helped us in the discovery of several strategies employed by the learners to perform the test. In the paper, the main characteristics of the system are presented together with a rationale behind them and an outline of the architectural design of the system.

Formative Online Assessment in E-Learning

2011 ◽  
pp. 279-300
Author(s):  
Izaskun Ibabe ◽  
Joana Jauregizar
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Computer Assisted ◽  
Online Assessment ◽  
Self Assessment ◽  
Adaptive Assessment ◽  
E Learning ◽  
Online Formative Assessment ◽  
Planning Development

This chapter provides an introduction to formative assessment, especially applied within an online or e-learning environment. The characteristics of four strategies of online formative assessment currently most widely used—online adaptive assessment, online self-assessment, online collaborative assessment, and portfolio—are described. References are made throughout recent research about the effectiveness of online formative assessment for optimizing students’ learning. A case study in which a computer-assisted assessment tool was used to design and apply self-assessment exercises is presented. The chapter emphasizes the idea that all type of assessment needs to be conceptualized as “assessment for learning.” Practical advices are detailed for the planning, development, implementation, and review of quality formative online assessment.

Development of a GSP Integrated Formative Assessment System on Geometric Creativity

2010 ◽  
Vol 108-111 ◽  
pp. 979-984
Author(s):  
Yuan Chen ◽  
Pi Hsia Hung
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Assessment System ◽  
Intervention Effect ◽  
Geometric Problem ◽  
Interactive Exploration ◽  
Geometric Concepts ◽  
Scoring Rubrics ◽  
On Line ◽  
Exploration Environment

A GSP integrated learning and assessment system (LAS-GSP) is developed to provide students an interactive exploration environment and on-line feedbacks on geometric problem solving. Three tasks of maximal segmentation are developed to investigate the applicability and intervention effect of the system. There are four scoring elements for students’ on line assignments: (1) systematic approaches, (2) correct solutions, (3) originality of representation, and (4) function derived. The characteristics of students’ learning progress are discussed by the scoring rubrics applied. The results suggest abstract geometric concepts can be visualized, internalized, and enhanced at an earlier age, if mind-tool can be effectively implemented.

scholarly journals Use of an Adaptive e-Learning Platform as a Formative Assessment Tool in the Cardiovascular System Course Component of an MBBS Programme

2020 ◽  
Vol Volume 11 ◽  
pp. 989-996
Author(s):  
Subir Gupta ◽  
Nkemcho Ojeh ◽  
Bidyadhar Sa ◽  
Md Anwarul Azim Majumder ◽  
Keerti Singh ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Cardiovascular System ◽  
Assessment Tool ◽  
Learning Platform ◽  
E Learning

scholarly journals Synchronous Virtual Environments for e-Assessment in Higher Education

Comunicar ◽  
2012 ◽  
Vol 20 (39) ◽  
pp. 159-167 ◽  
Author(s):  
Rocío Yuste-Tosina ◽  
Laura Alonso-Díaz ◽  
Florentino Blázquez-Entonado
Keyword(s):  
Latin American ◽  
Qualitative Methodology ◽  
Assessment Tool ◽  
Assessment Method ◽  
Assessment System ◽  
Online Course ◽  
Virtual Classrooms ◽  
Secondary School Education ◽  
Whole Process ◽  
E Learning

This research studies an assessment system of distance learning that combines an innovative virtual assessment tool and the use of synchronous virtual classrooms with videoconferencing, which could become a reliable and guaranteed model for the evaluation of university e-learning activities. This model has been tested in an online course for Secondary School Education Specialists for Spanish, Portuguese and Latin American graduates. The research was designed from a qualitative methodology perspective and involved teachers, students and external assessors. During the whole process great care was taken to preserve data credibility, consistency and reliability, and a system of categories and subcategories that represents online assessment has been developed. The results confirm that we have made considerable progress in achieving a viable, efficient and innovative educational model that can be implemented in Higher Distance Education. Also, videoconferencing and synchronous virtual classrooms have proved to be efficient tools for evaluating the e-assessment method in virtual learning spaces. However, we need to keep testing this model in other educational scenarios in order to guarantee its viability. En el presente trabajo de investigación se somete a estudio un sistema de evaluación de los aprendizajes en enseñanza a distancia en el que, combinando un tipo de evaluación virtual pedagógicamente innovadora y el uso de aulas virtuales síncronas, con videoconferencia, pueda acreditarse un modelo fiable y garante de evaluación de los procesos de enseñanza/aprendizaje para actividades de e-learning universitarias. El modelo se ha probado en un curso online de Especialista en Educación Secundaria dirigido a titulados universitarios españoles, portugueses y latinoamericanos. Desde una perspectiva metodológica cualitativa, se diseñó una investigación cuyos participantes han sido el profesorado y el alumnado protagonistas de la formación, así como evaluadores externos. Durante todo el proceso se han cuidado especialmente los aspectos relacionados con la credibilidad, consistencia y confirmabilidad de los datos obtenidos, extrayendo de modo inductivo un sistema de categorías y subcategorías que representan la evaluación de los aprendizajes en procesos formativos online. Los resultados confirman que se ha avanzado en la consecución de un modelo innovador de e-evaluación viable, eficaz y que garantiza su aplicación en enseñanza superior a distancia. Asimismo, el uso de videoconferencias y de las aulas virtuales síncronas para realizar entrevistas de eevaluación ha resultado ser un instrumento eficaz en espacios virtuales de aprendizaje. De cualquier modo, se evidencia la necesidad de continuar experimentando este modelo en otros escenarios educativos.

Detection of Misconceptions and Misleading Questions by Using Quantitative Diagnostic Assessment

2014 ◽  
Vol 12 (2) ◽  
pp. 26-50 ◽  
Author(s):  
Martin M. Weng ◽  
Wen-Chih Chang ◽  
Neil Y. Yen ◽  
Timothy K. Shih ◽  
Hui-Huang Hsu
Keyword(s):  
Assessment System ◽  
Learning Performance ◽  
Online Assessment ◽  
Domain Specific ◽  
Rule Space ◽  
Rule Space Model ◽  
E Learning ◽  
And Performance ◽  
Incorrect Information ◽  
Student Problem

Researches into E-Learning pay emphasis on how the technology is applied for comprehensive learning support in various perspectives. Lots of advantages are involved while performing the E-Learning. For example, timely contents are applicable to be delivered via the Internet, and in a similar manner, instant feedback which identifies the learning performance would be obtained through an online assessment system. In this article, a diagnostic approach for learning performance evaluation of student is proposed. Two primary issues are concentrated based on the analysis of quantitative assessment results. First the authors identify the misconceptions on specific subject(s) that students have learned and provide remedial suggestions about their learning status to students. Second, because questions may have several incorrect information to students, hence the authors approach provide suggested revisions to instructors. The proposed approach employs the Rule-Space model and the Student-Problem chart and is implemented in an online assessment system to obtain corresponding data (e.g., learning behavior) and performance (e.g., learning status). The feasibility is demonstrated through an empirical study (i.e., a series of pre-post tests) which was conducted in a domain-specific course (i.e., Fundamental of Information Technology) with around 450 students in a calendar year.

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