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Seminario eMadrid

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Transcript

  • 1. Open Standards and Specifications for Outcome-based Assessment
    Israel Gutiérrez
    Universidad Carlos III de Madrid
    Madrid, April 12th 2010
  • 2. Standards and Specifications
  • 3. Computer-based assessment
    Reduce effort and costs: permit continuous assessment
    Assessment re-use: interoperability needed
    Variety of assessment formats
    Proprietary: MoodleXML, HotPotatoes, Blackboard
    Ad hoc: OpenMark
    IMS QTI
    Open Standards and Specifications for Assessment
  • 4. Outcome-based Assessment
    Universities developing an outcome-based learning strategy
    Adaptation to European Space for Higher Education
    Improve course structure for accreditation (ABET)
    Creation of new courses
    Learning outcomes
    Assessment as a key process
  • 5. Outline
    Analysis of assessment standards and specifications
    Usage of assessment formats in Europe
    Interoperability issues
    Next generation assessment scenarios
    Best practices
  • 6. Methodology
    Analysis of Assessment Standards and Specifications
    Metamodels (UML diagrams) from MDA
    Understand better studied formats
    Abstraction from syntax (XML binding)
    Focus on content
  • 7. Studied Assessment Formats
    Assessment purpose
    General purpose
    IMS QTI
    FML
    OpenMark
    SuML
    QAML
  • 8. Qualitative Comparison
    Key features
    Multiple response allowance
    Correct response indication
    Metadata capabilities
    Hybrid question management
    Question types (from FREMA)
    Constructed: essay, short answer, FIB, etc.
    Constrained: MCQ, MRQ, TF, matching, etc.
    Miscellaneous: simulations, practical sessions
  • 9. Assessment Formats Comparison
  • 10. Project results: WP6
    Assessment Formats Usage in Europethe current picture – methodology and sample description
    Sample size
  • 18. Geographical Distribution
  • 19. Assessment Formats Study: Resultsthe current picture – key conclusions
    • Scarce re-use of assessment resources
    • 20. Scarce acceptance of IMS QTI specification
    • 21. High technological diversity
    • 22. LMS, ad-hoc tools, etc.
    • 23. Diversity of assessment methodologies
    • 24. formative/summative, various types of activities, face-to-face/blended/elearning settings, etc.
  • Interoperability Issues: IMS QTI
    Scarce use of the specification
    Incomplete support in LMS
    i.e. adaptive material
    Flexibility handicaps
    QTI profiles
    Versions instability: 1.2.1 or 2.1?
    Versions are not backwards compatible
  • 25. Assessment Interoperability
    Moodle
    QTIlrn
    QTIclix
    QTIexport
    QTIMoodle
    QTI 1.2.1
    QTI 1.2.1
    QTI 1.2.1
    .LRN
    Clix
  • 26. Next Generation Assessment Scenarios
  • Assessment Resources Interoperability Proposal
    Assessment resources
  • 29. Objective: Gather and develop best practices about interoperable content as support to higher education and learning outcome oriented
    Results
    • ICOPER Reference Model
    • 30. Gathering of recommendations
    • 31. Open ICOPER Content Space
    • 32. One of the most successful eContent+ projects since 2004
  • Open ICOPER Content Space
    • Federated repository of educational resources
  • Outcome-based Assessment App
    Use cases
    Search for assessment resources in a repository
    Filter by intended learning outcomes
    Filter by assessment methods
    Import/re-use of assessment resources
    Publish/share assessment resources
    Online demo: http://mozart.gast.it.uc3m.es:9000/
  • 33. Outcome-based Assessment App
    Use cases (cont.)
    Annotate assessment resources
    Peer review
    Teacher reflection
    Student feedback
    Update learner’s profile
    Stakeholders
    Faculty members
    Course developers
    Online demo: http://mozart.gast.it.uc3m.es:9000/
  • 34. Outcome-based Assessment App
    Learningoutcome-based search
    Implementation for dotLRN
    based on ICOPER LOM profile
    Learningoutcome profile update
  • 35. Outcome-based Assessment App: Evaluation
    Engineering evaluation
    Implementers
    Tool developers
    End user evaluation
    Faculty members
    Course developers
    Epistemological evaluation
    Researchers
    Standardization bodies
  • 36. ICOPER Assessment app
    Assessment resources should include information about
    Intended learning outcomes
    Recommended assessment methods
    Annotations about resources
    Usage of integrated environment for outcome-based assessment
  • 37. Best Practices for Assessment
  • 38. Thank you for your attention!
    http://www.it.uc3m.es/igrojas/index.html
    igutierrez@inv.it.uc3m.es