Aligned, Embedded and Scalable Assessment Technologies
J.UCS Special Issue
Davinia Hernández-Leo
(ICT Department, Universitat Pompeu Fabra, Barcelona, Spain
davinia.hernandez@upf.edu)
Lluís Vicent Safont
(La Salle Open University, Andorra
vicent@uols.org)
1 Introduction
Information and Communication Technologies are providing enhanced and
new opportunities to assess learning. On the one hand, educational
practice includes the use of off-the-shelf technologies (surveys, mind
maps, etc.) since their affordances drive creative teachers to design
activities with assessment purposes. On the other hand, a first
generation of Assessment Technologies, particularly designed to this
aim, has been focused on online tests or quizzes composed of
traditional types of questions (e.g. multiple choice, multiple
response) [Redecker, 2013]. These assessment technologies are
typically integrated in Virtual Learning Environments (e.g., Moodle)
and there are learning technologies specifications providing
interoperable formats for the representation of tests and question
items (e.g., IMS Question & Test Interoperability). This special issue
solicited original research papers framing a new generation of
Assessment Technologies facilitating aligned, embedded and scalable
assessment. Section 2 describes we mean by aligned, embedded and
scalable assessment.
The special issue has been possible thanks to the support of the
steering and organization committee of CISTI2014, Conferencia
Ibérica de Sistemas y Tecnologías de la Información, and of
the colleagues acting as reviewers for this special issue. We
received 13 submissions, including extended versions of CISTI2014
papers and additional papers submitted as a result of an open call
for papers. Section 3 summarizes the five contributions that have
been included in this special issue after a careful
peer-review-process. The contributions have been written by authors
from four different countries. Finally, section 4 lists the
colleagues that have served as reviewers for this special issue.
2 Technologies for Aligned, Embedded, Scalable Assessment
Technologies for aligned assessment allow alignment of assessment with
the intended learning outcomes by making possible scenarios in which
students can demonstrate the competences they have developed in
authentic contexts [Biggs, 03; Santos, 12]. This is facilitated by
advanced learning technologies including digital games, mobile
technologies, immersive learning scenarios, etc.
Technologies for embedded assessment enable the integration of
assessment activities in learning flows, where the result of the
assessment may condition the following learning activity to be
presented to the students [Villasclaras, 13]. Technologies supporting
personalization or adaptive learning, the use of interoperability
specifications and standards can offer relevant approaches for
embedded assessment.
Technologies for scalable assessment are especially critical in curses
with no constraints in class size (e.g., Massive Open Online
Courses). Assessment technologies supporting feasible assessment in
massive online environments include quizzes embedded in videos, but
also self-assessment and peer-assessment systems [Kay, 13].
3 Contributions of the special issue
The five contributions comprising this special issue allow aligned,
embedded or scalable assessment, showing some of them support for a
combination of the assessment aspects.
The first paper "Introducing a Formative E-Assessment System to
Improve Online Learning Experience and Engagement" presents a general
tool implementing a formative e-assessment model [Hettiarachchi, this
issue]. The tool is designed for integration into the learning process
so as to facilitate embedded assessmenthat is aligned with the
expected learning outcomes. Evaluation results show that the tool is
able of providing students with personalized feedback, also suitable
for scalable skill assessment purposes, by tracking students'
progress considering elements that go beyond related approaches mainly
based on quizzes.
The article "Helping Teachers Align Learning Objectives and Evidence:
Integration of ePortfolios in Distributed Learning Environments"
[Lozano-Alvarez, this issue] proposes a scalable approach to tackle
evidence collection in distributed learning environments. The approach
builds on a strategy of alignment of the artefacts generated by
students along the learning experience with the pedagogical intent
expressed in a learning design. Based on this approach, the paper
introduces, and illustrate with an evaluation study, a technological
infrastructure for the automatic collection and organization of pieces
of evidence in an ePortfolio.
The paper "Interoperability Framework for Competencies and Learning
Outcomes" introduces a model for identifying, classifying and reusing
definitions of competencies and learning outcomes (MICRA) and an
ontology of the information management model (SICRA)
[Angélico-Gonçalves, this issue]. The MICRA model has been
applied to a particular case, where correspondence with Computer
Science Knowledge Areas is shown. The verification of its defined
functionalities led to ontology validation. This approach contributes
to further formalization of competency descriptions that can serve
purposes of evaluating the alignment between learning activities,
assessment and competencies within a course and when contrasting
courses in the frame of the European Higher Education Area.
In the paper, "A Context-aware Approach for Personalized Mobile Self-
Assessment" [Harchay, this issue], the authors use semantic Web
technologies to support embedded self-assessment in mobile learning
situations. The proposed techniques enable personalized assessment
activities and semantic access to contextualized semantic assessment
resources. An evaluation of a system implementing the proposed
techniques is also presented in the paper.
The paper "Virtual Learning Scenarios for Qualitative Assessment in
Higher Education 3D Arts" describes gamification techniques and game
engines for an immersive virtual reality environment supporting
Scenario Centered Curriculum activities that enable the assessment of
skills related to 3D arts [Vicent, this issue]. Students immersed in a
game have to think, design, convey, validate, and build a civil
project using technologies that help in the assessment process. The
assessment is embedded in the learning process of creating of a 3D
complex model focused on the construction of a building in a virtual
space.
4 Reviewers
We would like to recognize all our colleagues who served as reviewers
for this special issue. We express our gratitude for their valuable
work on reviewing all contributions.
- August Climent (La Salle Open University, Andorra)
- Raquel M. Crespo (Universidad Carlos III de Madrid, Spain)
- Michael Derntl (RWTH Aachen University, Germany)
- Juan M. Dodero (University of Cádiz, Spain)
- David Fonseca (Universitat Ramon Llull, Spain)
- Paulo Fosatti (Unilasalle Canoas Brazil)
- Cynthia Ganote (Saint Mary's University of Minnesota, USA)
- Ana Guerrero (Universitat Oberta de Catalunya, Spain)
- Wolfgang Greller (Vienna University of Education, Austria)
- Enosha Hettiarachchi (Universitat Oberta de Catalunya, Spain)
- Rebecca Hopkins (Saint Mary's University of Minnesota, USA)
- Seiji Isotani (University of São Paulo, Brazil)
- Marco Kalz (Open University of the Netherlands)
- Alejandra Martínez-Monés (Universidad de Valladolid, Spain)
- Javier Melero (Université Pierre et Marie Curie, France)
- José Montero (Universitat Ramon Llull, Spain)
- Yishay Mor (Independent Consultant, UK)
- Mar Pérez-Sanagustín (Pontificia Universidad Católica de Chile, Chile)
- Francesca Pozzi (Instituto per a la Tecnologia Didattiche, Italy)
- Simos Retalis (University of Piraeus, Greece)
- Alvaro Rocha (University of Coimbra, Portugal)
- Adolfo Ruiz (Tallinn University, Estonia)
- Patricia Santos (University of West England, UK)
References
[Angélico-Gonçalves, this issue] Angélico Gonçalves, M.J.,
Rocha, A., Pérez-Cota, M., Interoperability Framework for
Competencies and Learning Outcomes, Journal of Universal Computer
Science, this issue.
[Biggs, 03] Biggs, J: Aligning Teaching and Assessment to Curriculum
Objectives,Imaginative Curriculum Project, LTSN Generic Centre, 2003.
[Kay, 13] Kay, J., Reimann, P., Diebold, E., Kummerfeld, B.: MOOCs: So
Many Learners, So Much Potential, Intelligent Systems, 28(3), 70-77,
2013.
[Harchay, this issue] Harchay, A., Cheniti-Belcadhi, L., Braham, R.:
"A Context-aware Approach for Personalized Mobile Self- Assessment",
Journal of Universal Computer Science, this issue.
[Hettiarachchi, this issue] Hettiarachchi, E., Mor, E., Huertas, M.A.,
Guerrero-Roldan, A-E.: Introducing a Formative E-Assessment System to
Improve Online Learning Experience and Performance, Journal of
Universal Computer Science, this issue.
[Lozano-Alvarez, this issue] Lozano-Alvarez, A., Asensio-Pérez,
J. I., Vega-Gorgojo, G., Martínez-Monés, A.: Helping teachers
align learning objectives and evidence: integration of ePortfolios in
Distributed Learning Environments, Journal of Universal Computer
Science, this issue.
[Redecker, 13] Redecker, C., The Use of ICT for the Assessment of Key
Competences, JCR Scientific and Policy Report, European Commission,
2013.
[Santos, 12] Santos, P., Hernández-Leo, D., Pérez-Sanagustín,
M., Blat, J.: Modeling the Computing Based Testing domain extending
IMS QTI: a Framework, models and exemplary implementations, Computers
in Human Behavior, 28(2012), 1648-1662, 2012.
[Vicent, this issue] Vicent, Ll., Villagrasa, S., Fonseca, D.,
Redondo, E.: Virtual learning scenarios for qualitative assessment in
higher education 3D arts, Journal of Universal Computer Science, this
issue.
[Villasclaras, 13] Villasclaras, E., Hernández-Leo, D.,
Asensio-Pérez, J.I., Dimitriadis, Y.: Web Collage: an
implementation of support for assessment design in CSCL macro-scripts,
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