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Qti Profiling
 

Qti Profiling

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Report on activities around QTI profiling by Wilbert Kraan.

Report on activities around QTI profiling by Wilbert Kraan.

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    Qti Profiling Qti Profiling Presentation Transcript

    • QTI 2.1
    • Overview
      • Approaches to implementation- an update
      • Korean QTI 2.1 tools:
        • Daulsoft teaching mate
        • Hangul word processor
        • Learning standard validator
      • QTI for Math profiling
        • IMS implementation survey
        • Strategy for QTI Math profile:
          • Basic – Medium – Large QTI + Math extensions
          • Expand QTI 2.1 with Math > profile down for UK
          • Merge or diverge from UPMC Math profile?
    • Assessment system infrastructure
    • Use case 1: subject centre
      • Division:
        • Subject centre bank and authoring
        • Institutional learning system
        • 3d party service delivery
      • Tight interoperability points internal, loose interoperability points external
      • Resources spread to those who care most
      • Strong reliance on QTI
    • Use case 2: regional federation
      • Division:
        • Each institution owns their own VLE and tests
        • Federation owns everything else
      • Easy integration
      • Adequate authoring tools a challenge
      • Does not rely much on QTI
    • Use case 3: national resource centre
      • Division:
        • Centre owns the item bank and contents
        • Institution everything else (other things being equal)
      • Complex many-to-one coordination points
      • Adequate authoring tools a challenge
      • Heavy reliance on QTI
    • Use case 4: Assessment content publishers
      • Division
        • National centre contracts content and tool vendor, holds item bank
        • Content vendor authors content, holds copyright
        • Tool vendor sells test tools
        • Institution does rest
      • Relatively many external interoperability points
      • Relies heavily on QTI if sustainability is a criterion
    • Use case 5: Institutional distributed learning environment
      • Division:
        • Institution creates and ownes all content
        • Authoring service vendor provides a range of tools and a storage facility
        • Test service provider provides test composition and delivery
      • Small number of external interoperability points
      • Medium reliance on QTI
    • QTI assessment system infrastructure
      • Therefore, for greatest interoperability:
        • Inverse relation between the complexity of the data exchanged, and the variation in applications that process that data
        • Hand responsibility for component to party with greatest interest
      • For profiling this means
        • Subjects set requirements for rich profile (assuming compromise or centralised infrastructure)
        • Else: lowest common technical denominator profile
    • The role QTI plays in the infrastructure
      • QTI as exchange format across the system
        • + Consistent semantics
        • - Difficult profile coordination problem between systems and over time
      • QTI as intermediary format between systems
        • + Supports legacy systems now
        • - Semantic roadblocks (unacceptable degradation between authoring and use)
      • For profiling, this means:
        • Intermediary format suits lowest common technical denominator profile
        • Exchange format suits rich subject profiles
    • The economics of interoperability
      • The expensive part:
    • Balancing demand with capability
    • The combinatorial interoperability problem
      • Symmetrical, many-to-many interoperability; 8 systems, 56 connections that need to work
    • The combinatorial interoperability problem ctd.
      • Asymmetrical, many-to-many interoperability; 8 source systems, 2 consuming systems, 16 connections that need to work
      • This how JPG, BIND, the web etc. work
    • Consequences for assessment
      • To align QTI capabilities with demand, and ensure interoperability:
        • Many authoring tools
        • Many test composition tools
        • Generic L/CMSs for item banks
        • A couple of assessment delivery engines
    • Tool architecture
      • Engines can be included in multiple ways:
        • Library / engine (e.g. qti engine)
        • Plug-in (e.g. Playr Moodle plug-in)
        • Web service
        • Widget
    • Thank you!
      • Wilbert Kraan
        • [email_address]