Metadata for assessment resources Muriel Foulonneau Tudor Research Centre Luxembourg [email_address]
Who we are <ul><li>Open source assessment platform (TAO) </li></ul><ul><ul><li>Used semantic technologies </li></ul></ul><...
Who we are (2) <ul><li>Research projects </li></ul><ul><ul><li>New types of items (Cogsim), interactive table </li></ul></...
Item development and management <ul><li>Manage information about items (classification, …) </li></ul><ul><li>Multilingual ...
Multiple models <ul><li>Mainly the structure, few metadata </li></ul><ul><ul><li>Metadata models are up to the test author...
Managing tests and items <ul><li>Item storage for longitudinal studies, for item model reuse </li></ul><ul><ul><li>Access ...
Standards for assessment resources <ul><li>For candidates </li></ul><ul><ul><li>IMS Learner Information Package? </li></ul...
Descriptive metadata <ul><li>LOM profile + </li></ul>
Usage data <ul><li>Test development and management </li></ul><ul><ul><li>Manage information about tests (classifications, ...
Multimedia resources <ul><li>Item authoring including multimedia resources </li></ul><ul><ul><li>How to select resources? ...
Need to <ul><li>Create equivalences between metadata models provided by test authors (preferably RDFS models) </li></ul><u...
Metadata for Assessment resources
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Metadata for Assessment resources

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18/01/2011
Aspect Metadata Plugfest

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Metadata for Assessment resources

  1. 1. Metadata for assessment resources Muriel Foulonneau Tudor Research Centre Luxembourg [email_address]
  2. 2. Who we are <ul><li>Open source assessment platform (TAO) </li></ul><ul><ul><li>Used semantic technologies </li></ul></ul><ul><li>Online/offline assessment services </li></ul><ul><ul><li>OECD PISA study (Programme for International Student Assessment) and PIAAC study (Adult education) – 40+ countries. </li></ul></ul><ul><ul><li>School monitoring (Luxembourg, Hungary) </li></ul></ul><ul><ul><li>Assessment of students awareness on health issues </li></ul></ul><ul><ul><li>Assessment of the efficiency of documents in increasing candidates’ skills + of instructional efficiency of specific trainings </li></ul></ul><ul><ul><li>Competence assessment for unemployed </li></ul></ul><ul><ul><li>Adaptive testing for language diagnostic in a language school </li></ul></ul>https://www.tao.lu < RDF >
  3. 3. Who we are (2) <ul><li>Research projects </li></ul><ul><ul><li>New types of items (Cogsim), interactive table </li></ul></ul><ul><ul><li>Item/test quality issues (TAO-QUAL) </li></ul></ul><ul><ul><li>Formative assessment </li></ul></ul><ul><ul><li>Attention data </li></ul></ul><ul><li>Developments </li></ul><ul><ul><ul><li>Medical assessment </li></ul></ul></ul><ul><ul><ul><li>Formative assessment: peer / self assessment </li></ul></ul></ul><ul><li>International cooperations </li></ul><ul><ul><li>ETS (TOEFL, US), Leipzig institute for Science Education (GE), NIER (Japan) … </li></ul></ul>
  4. 4. Item development and management <ul><li>Manage information about items (classification, …) </li></ul><ul><li>Multilingual and cognitive items </li></ul><ul><li>WYSIWYG* authoring </li></ul><ul><li>( * what you see is what you get) </li></ul><ul><li>Different item types/templates </li></ul><ul><li>(MCQ, Kohs, C-Test, Campus, Cascade, QTI, XHTML, HAWAI , …) </li></ul>
  5. 5. Multiple models <ul><li>Mainly the structure, few metadata </li></ul><ul><ul><li>Metadata models are up to the test authors </li></ul></ul><ul><ul><ul><li>E.g. for cognitive and socio-economic correlations </li></ul></ul></ul><ul><ul><ul><li>They can have models of competences to relate items to </li></ul></ul></ul><ul><ul><li>They do not create much metadata elements + they all have their own model (PhD student on model elicitation) </li></ul></ul>Item development and management Test development and management Test takers management Group management Results management
  6. 6. Managing tests and items <ul><li>Item storage for longitudinal studies, for item model reuse </li></ul><ul><ul><li>Access rights and security issues </li></ul></ul><ul><ul><li>Identification of items and tests </li></ul></ul><ul><ul><li>Item components, including metadata and multimedia resources (assets) </li></ul></ul><ul><ul><ul><li>In the item bank or in external multimedia repositories </li></ul></ul></ul>
  7. 7. Standards for assessment resources <ul><li>For candidates </li></ul><ul><ul><li>IMS Learner Information Package? </li></ul></ul><ul><li>For populations </li></ul><ul><ul><li>? </li></ul></ul><ul><li>Standard for tests and items : IMS-QTI </li></ul><ul><ul><li>Many local formats (e.g., HotPotatoes, Moodle, Blackboard) </li></ul></ul><ul><ul><li>Implementation is very partial in most platforms (CETIS survey 2010, ICOPER study (D6.1) </li></ul></ul><ul><ul><li>Exchanging items and tests across platforms </li></ul></ul><ul><ul><li>Managing items in item repositories </li></ul></ul><ul><ul><li>No autonomous representation of multimedia resources </li></ul></ul>
  8. 8. Descriptive metadata <ul><li>LOM profile + </li></ul>
  9. 9. Usage data <ul><li>Test development and management </li></ul><ul><ul><li>Manage information about tests (classifications, …) </li></ul></ul><ul><ul><li>Selection of items </li></ul></ul><ul><ul><li>Opportunity to sequence items by difficulty, weight, guessing… </li></ul></ul><ul><ul><li>Preview of created tests during the design phase </li></ul></ul>
  10. 10. Multimedia resources <ul><li>Item authoring including multimedia resources </li></ul><ul><ul><li>How to select resources? </li></ul></ul><ul><li>Phil Barker’s study on learning material (2008) </li></ul><ul><ul><li>Non education metadata models (e.g., DC, MODS, MPEG7) </li></ul></ul><ul><ul><li>But what is really useful? </li></ul></ul><ul><ul><ul><li>=> looking into the expectations of test authors </li></ul></ul></ul><ul><ul><ul><li>=> looking into the risks for items, primarily the risks of bias </li></ul></ul></ul><ul><li>Include cognitive and cultural aspects </li></ul><ul><ul><li>require both information on subjects and multimedia resources </li></ul></ul><ul><li>Different roles of multimedia resources in an item (e.g., content visuals vs context visuals), with different impacts </li></ul><ul><ul><li>=> is it possible to capture user generated data / paradata to get additional information? </li></ul></ul>
  11. 11. Need to <ul><li>Create equivalences between metadata models provided by test authors (preferably RDFS models) </li></ul><ul><li>Access harmonized data on multimedia resources for the test authoring interface </li></ul><ul><li>Have models for aggregating relevant usage data from assessment items used in formative assessment. </li></ul>http://llt.msu.edu/vol5num1/alseghayer/default.html
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