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learner self-assessment which extends our platform
E-TéléTP@AALP introduced in a previous paper.
The main objective of our approach is to evaluating
learners’ practical works about development of C++
object-oriented programs. The proposed approach
consists of four main phases: (1) generating UML
diagrams (class and communication diagrams) form
learner’s and teacher’s programs, (2) decomposing
of the generated diagrams into subdiagrams, (3)
applying hybrid matching techniques for diagrams
(class and communication) mapping, and (4)
applying composite matching techniques for
combining the results of the third phase.
The remainder of the paper is organized as
follows. In section 2, we give a brief overview of the
platform we developed. Section 3 briefly presents
the kinds of matchers we use. Section 4 presents the
self-assessment approach we propose. Finally, we
give a conclusion and future work directions in
section 5.
2 OVERVIEW OF THE
PLATFORM E-TÉLÉTP@AALP
Realized in 2009, E-TéLéTP@AALP (figure 1) is a
platform for teaching and training of remote
practical works in programming in data processing.
Its architecture is organized into three levels (e-
learning, remote programming interfaces). The
platform is developed in ASP/MYSQL and it works
on any operating system. It offers the following
services:
For learner
It allows learner to carry out remote practical work,
to fit in the platform, to seek collaborators, to choose
a computer programming language, to download a
programming language and to consult the statements
of remote practical work.
For teacher, originator of remote practical
works
It allows teacher to register, to consult remote
practical work envisaged in the formation, to create
a new remote practical work and to contact other
teachers.
For tutors
It allows tutor to monitor learners and offers
multiple choices questionnaires in order to help
learners to remember the main concepts of
programming languages.
2.1 Architecture of E-TéLéTP@AALP
As quoted above, the proposed platform (figure 1) is
organized into three levels:
E-learning level: This level describe
interactions between human actors (learner,
tutor, teacher), interaction models in remote
practical works, all possible configurations
(various training situations between actors ) in
remote practical works on programming
languages, the teaching situations in remote
practical works, collaboration between actors,
etc.
Interfaces level: it plays the role of
intermediary between the e-learning and
remote programming levels.
Remote programming level: It presents the
activities related to remote programming
(code edition, compilation, error correction,
execution, etc).
Whether in class or within the CEHL, the
assessment is a key means of determining learner’s
forces and weaknesses during a training process.
Thus we extended the platform E-TéléTP@AALP
by integrating a new component (figure 1, in red)
into its architecture that allows learner to evaluate
his programming skills.
3 HYBRID AND COMPOSITE
MATCHERS
3.1 Hybrid Matchers
The hybrid matchers combine various matching
approaches to determine the candidates for matching
by focusing on criteria and multiple information
sources. They can provide better matching with a
better performance than executing in a separate way
several matchers (reducing the number of passes
made on the models) (Bunke, 2000).
3.2 Composite Matchers
The composite matchers combine the results
evaluated independently by several hybrid matchers.
This capacity to combine matchers is more flexible
than the “hard” combination of particular matching
techniques that are executed simultaneously or in a
fixed order (in hybrid matchers). In contrast, a
composite matcher selects from a set of modular
matchers those based, for example, on the
application domain or the formalism of the
considered models. Moreover, a composite matcher
may allow a flexible scheduling of matchers by
running them both simultaneously and sequentially.
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