Modeling Assessment for Re-use of Traditional and New Types of Assessment

In the new learning approach assessment is integrated in learning and instruction and addresses complex traits (the abilities, the characteristics in a specific domain) of students. To match this new approach, new types of assessment are developed, like peer assessment or competence assessment. The development of these new assessments is an expensive and intensive activity. Exchange initiatives promise to reduce those efforts by the re-use of materials. But they also raise questions: is it a complete assessment or are there specific parts of an assessment that can be re-used? And is reuse limited to particular item formats? In order to support the re-use of both new and traditional assessment types an educational model for assessment is developed.In this article we present this model. The model is validated against [Stiggins, R. J. (1992). Het ontwerpen en ontwikkelen van performance-assessment toetsen [Design and development of performance assessments]. In J. W. M. Kessels, & C. A. Smit (Eds.). Opleiders in organisaties/Capita Selecta (pp. 75-91). Deventer: Kluwer (afl. 10)] guidelines for the development of performance assessments, the four-process framework of [Almond, R. G., Steinberg, L., & Mislevy, R. J. (2001). A sample assessment using the four-process framework. CSE Report 543. Center for study of evaluation, University of California, Los Angeles. Retrieved November 15, 2005 from http:// www.cse.ucla.edu/cresst/reports/tech543.pdf, Almond, R. G., Steinberg, L., & Mislevy, R. J. (2003). A four-process architecture for assessment delivery, with connections to assessment design. CSE Report 616. Center for study of evaluation. University of California, Los Angeles], a specification for the exchange and interoperability of assessments and performance assessment as a new type of assessment. The educational model for assessment gives new input to the alignment of the teaching, learning and assessment. (C) 2006 Elsevier Ltd. All rights reserved

Towards a methodology for educational modelling: a case in educational assessment

Giesbers, B., van Bruggen, J., Hermans, H., Joosten-ten Brinke, D., Burgers, J., Koper, R., & Latour, I. (2007). Towards a methodology for educational modelling: a case in educational assessment. Educational Technology & Society, 10 (1), 237-247.Interoperability of an educational system requires a model of the system in question. Such a model is a framework that contains its important concepts, processes and relations. Several models have been published but their development, which we call educational modelling, still is a tedious process. We lack clear guidelines or a methodology. In this article we present a case study, in which we take first steps towards the development of a methodology for educational modelling. We do so by analysing our current practice that we typify as expert-driven, model-centred and consensus-based. We explicate the assumptions under this approach and test whether they are met in the case. The results give rise to a number of guidelines that can be used by future projects and that provide a first step towards a more systematic approach to educational modelling

Development of a conceptual model for assessment

Op het terrein van onderwijs en ICT investeren onderwijsinstellingen, bedrijven, brancheorganisaties en overheden in het bewerkstelligen van leertechnologie-afspraken. Het doel van die gezamenlijke inspanning is om het onderwijs te kunnen verbeteren en efficiënter te maken. Gedeelde opvattingen, vastgelegd in specificaties en standaarden, maken uitwisseling van gegevens mogelijk tussen uiteenlopende systemen. Dat biedt grote kansen voor onderwijsvernieuwing. Basisgegevens hoeven slechts op één plek onderhouden te worden, maar zijn toch voor iedere instelling bruikbaar: eenmaal gemaakte lesmaterialen kunnen in verschillende leeromgevingen worden ingezet, studenten kunnen zich flexibel inschrijven voor cursussen aan verschillende instellingen terwijl hun studievoortgang zonder probleem wordt geregistreerd. Deze processen zijn essentiële voorwaarden voor een duurzame ontwikkeling van e-learning in de Lage Landen. Als samenwerkingsorganisatie voor het hoger onderwijs in Nederland neemt..

Development of a conceptual model for assessment

Op het terrein van onderwijs en ICT investeren onderwijsinstellingen, bedrijven, brancheorganisaties en overheden in het bewerkstelligen van leertechnologie-afspraken. Het doel van die gezamenlijke inspanning is om het onderwijs te kunnen verbeteren en efficiënter te maken. Gedeelde opvattingen, vastgelegd in specificaties en standaarden, maken uitwisseling van gegevens mogelijk tussen uiteenlopende systemen. Dat biedt grote kansen voor onderwijsvernieuwing. Basisgegevens hoeven slechts op één plek onderhouden te worden, maar zijn toch voor iedere instelling bruikbaar: eenmaal gemaakte lesmaterialen kunnen in verschillende leeromgevingen worden ingezet, studenten kunnen zich flexibel inschrijven voor cursussen aan verschillende instellingen terwijl hun studievoortgang zonder probleem wordt geregistreerd. Deze processen zijn essentiële voorwaarden voor een duurzame ontwikkeling van e-learning in de Lage Landen. Als samenwerkingsorganisatie voor het hoger onderwijs in Nederland neemt..

Integrating Assessment into E-learning Courses

Joosten - ten Brinke, D., Gorissen, P. & Latour, I. (2005). Integrating Assessment into E-learning Courses. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 185-202). Berlin-Heidelberg: Springer Verlag.Assessment is an integral part of learning, requiring learners to demonstrate the knowledge or skills they have acquired throughout the course. In this chapter, we focus not only on summative assessments, which are given at the end of a course, but also on formative assessments, that is to say, the use of assessments throughout the course whereby students are informed how to improve their learning by being given constructive feedback. The feedback in formative assessments is meant to guide students’ learning. Also, their results can lead to a better understanding of personal educational needs. The design of assessments should concur with the design of instruction and learning. Thus, the Learning Design specification (LD 2003) enables developers to formalize learning and the Question and Test Interoperability specification (QTI 2003) enables the formalization of testing. The first part of this chapter will introduce assessment and its relation to learning design. Subsequently, the second part of the chapter presents the QTI specification and the structures and features it provides for describing assessments. Examples of how QTI and LD structures can be integrated will be shown and explained. Even though there is as yet no normative de-scription of this integration available, the examples will clarify how both specifications enhance each other and how they interact. Their possibilities and impossibilities will be illustrated, using the two specifications in their current form, QTI version 2.0 and LD 1.0. The last part considers a possible integration of LD and QTI with the four processes of assessment

Integrating Assessment into E-learning Courses

Assessment is an integral part of learning, requiring learners to demonstrate the knowledge or skills they have acquired throughout the course. In this chapter, we focus not only on summative assessments, which are given at the end of a course, but also on formative assessments, that is to say, the use of assessments throughout the course whereby students are informed how to improve their learning by being given constructive feedback. The feedback in formative assessments is meant to guide students’ learning. Also, their results can lead to a better understanding of personal educational needs. The design of assessments should concur with the design of instruction and learning. Thus, the Learning Design specification (LD 2003) enables developers to formalize learning and the Question and Test Interoperability specification (QTI 2003) enables the formalization of testing. The first part of this chapter will introduce assessment and its relation to learning design. Subsequently, the second part of the chapter presents the QTI specification and the structures and features it provides for describing assessments. Examples of how QTI and LD structures can be integrated will be shown and explained. Even though there is as yet no normative de-scription of this integration available, the examples will clarify how both specifications enhance each other and how they interact. Their possibilities and impossibilities will be illustrated, using the two specifications in their current form, QTI version 2.0 and LD 1.0. The last part considers a possible integration of LD and QTI with the four processes of assessment

Conceptual model for assessment

conference paper and presentation on the assessment modle developed within the testing projec

Ontwikkeling van een conceptueel model voor assessment

Op het terrein van onderwijs en ICT investeren onderwijsinstellingen, bedrijven, brancheorganisaties en overheden in het bewerkstelligen van leertechnologie-afspraken. Het doel van die gezamenlijke inspanning is om het onderwijs te kunnen verbeteren en efficiënter te maken. Gedeelde opvattingen, vastgelegd in specificaties en standaarden, maken uitwisseling van gegevens mogelijk tussen uiteenlopende systemen. Dat biedt grote kansen voor onderwijsvernieuwing. Basisgegevens hoeven slechts op één plek onderhouden te worden, maar zijn toch voor iedere instelling bruikbaar: eenmaal gemaakte lesmaterialen kunnen in verschillende leeromgevingen worden ingezet, studenten kunnen zich flexibel inschrijven voor cursussen aan verschillende instellingen terwijl hun studievoortgang zonder probleem wordt geregistreerd. Deze processen zijn essentiële voorwaarden voor een duurzame ontwikkeling van e-learning in de Lage Landen. Als samenwerkingsorganisatie voor het hoger onderwijs in Nederland neemt..