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The current education system lays more emphasis on developing overall performance of an individual, from basic level of proficiency through to the highest level of excellence. This is also reflected in the various methods of assessment that are used by educators. Competence is defined as the ability of a person to handle a complex professional task by integrating the relevant cognitive, psychomotor and affective skills. To assess a person's competence, qualitative, descriptive, narrative and quantitative information about him is required. It becomes greatly difficult to use such qualitative information to judge a person's competence in the presence of simple, pre-defined standards. Some emerging forms of assessment, such as self- and peer assessment, accreditation of prior learning, and 360 degree assessment are gaining acceptance and popularity in education. For task oriented assessment, IMS Question and Test Interoperability (QTI) are developed as open technical specification. This document discusses how a combined use of QTI and IMS Learning Design (LD) is able to support interoperability and reusability of emerging forms of assessment. The paper also analyze the characteristics of four emerging forms of assessment from the perspective of process technologies and present the method to specify emerging forms of assessment using QTI and LD. The difficulties and problems that were encountered during the process of modeling emerging forms of assessment and their solutions are also listed in the paper.
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