Computing-Based Testing: conceptual model, implementations and experiments extending IMS QTI.
The use of objective tests in Technology Enhanced Learning (TEL) is based on the application of computers to support automatic assessment. Current research in this domain is mainly focused on the design of new question-items, being IMS Question and Test Interoperability (QTI) the recognized de-facto...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2011 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/69962 |
| Acceso en línea: | http://hdl.handle.net/10803/69962 |
| Access Level: | acceso abierto |
| Palabra clave: | Computing-Based Testing assessment IMS Question and Test Interoperability educational specifications platform-independent model platform-specific model mobile test test activity assessment in situ 62 |
| Sumario: | The use of objective tests in Technology Enhanced Learning (TEL) is based on the application of computers to support automatic assessment. Current research in this domain is mainly focused on the design of new question-items, being IMS Question and Test Interoperability (QTI) the recognized de-facto standard. This thesis claims that the domain can be extended with the design of advanced test-scenarios that integrate new interactive contexts for the visualization of question-items and tests, and that consider different types of devices and technologies that enable diverse activity settings. In this context, the dissertation proposes to term the domain as Computing-Based Testing (CBT) instead of Computer- Based Testing because it captures better the new technological support possibilities for testing. Advanced CBT scenarios can increase teachers’ choices in the design of more appropriate tests for their subject areas, enabling the assessment of higher-order skills. With the aim of modelling an advanced CBT domain that extends the current possibilities of QTI and related work, this thesis provides a set of contributions around three objectives. The first objective deals with proposing a Conceptual Model for the CBT domain considering three main dimensions: the Question-item, the Test and the Activity. To tackle this objective, the thesis presents, on the one hand, a framework to assist in the categorization and design of advanced CBT scenarios and, on the other hand, two models that suggest elements for technologically representing the Test and Question-item dimensions. The models are platform-independent models (PIM) that extend QTI in order to support advanced CBT. Besides, the use of patterns is proposed to complement the modelling of the domain. The second objective seeks to show the relevance, value and applicability of the CBT Conceptual Model through exemplary challenging scenarios and case studies in authentic settings. To this end, the dissertation evaluates the design and implementation of a set of CBT systems and experiments. All the experiments use the proposed CBT Conceptual Model for designing an advanced CBT scenario. For each case the CBT-PIMs serve as the basis for developing a particular CBT-PSM and system. The evaluation results show that the implementations foster educational benefits, enable the assessment of higher-order skills and enhance the students’ motivation. Finally, the third objective is devoted to propose extension paths for QTI. The collection of models proposed in the thesis suggests different extension directions for QTI so as to enable the implementation of advanced questions, tests and activities. The proposed systems and scenarios also represent reference implementation and good practices of the proposed extension paths. |
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