Authors:
Soraya Chachoua
;
Nouredine Tamani
;
Jamal Malki
and
Pascal Estraillier
Affiliation:
University of La Rochelle, France
Keyword(s):
e-Assessment, Scoring, Temporel Trace, Attempts Trace, Training Quality, Learner Behaviour, Resource Adaption.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Learning/Teaching Methodologies and Assessment
;
Metrics and Performance Measurement
Abstract:
e-Assessment in an e-learning system is aimed at evaluating learners regarding their knowledge acquisition. Available assessment methods are usually used at the end of a training activity in order to state if a given learner has either passed or failed a training unit or level, based on the grading results obtained. Most of grading processes follow the SCORM norm in the matter (Scorm, 2006) and make use of duration and number of attempts to compute the scores. These information are valuable in grading but they can also be exploited to capture the learner bahaviour during a training activity, and then assess both learner knowledge acquisition and training resource quality in terms of adequacy. Therefore, we consider in this paper duration and number of attempts as modeled traces, upon which we build a theoretical model for automated evaluation of learners’ knowledge acquisition evolution as a training activity progresses. The values obtained can be used to adapt training strategies an
d resources to improve both learner’s knowledge level and e-learning platform quality.
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