Management of Assessment Resources in a Federated Repository of Educational

Resources

Israel Gutiérrez

Derick Leony

Andrés Franco

Raquel M. Crespo

Abelardo Pardo

Carlos Delgado Kloos

Motivation

• Focus on the teacher• European Space for

Higher Education• Creation of new courses

– Learning outcomes– Assessment as a key

process

Advantages of the usage of standards

• Objective: Gather and develop best practices about interoperable content as support to higher education and learning outcome oriented

• Results:• ICOPER Reference Model• Gathering of recommendations• New specifications and extensions to existing ones• Open ICOPER Content Space

What..?

• Learner assessment– Assessment resources– Assessment methods– Intended learning outcomes (EQF)

• Knowledge• Skills• Competences

– Annotations• Teacher reflection• Peer review• Students feedback

– Relations• Learning design

Learner assessment in the IRM

• Processes: assessment planning

Learner assessment in the IRM

• Processes: assessment activities

Learner assessment in the IRM

• Services– Search and retrieval of assessment resources– Publication of assessment resources– Updating learner’s outcome profile

Learner assessment in the IRM

• Data level

Big picture

• Assessment resources– Share– Re-use– Learning outcomes

oriented• Usage of standards

and specifications– IMS QTI 1.2 profile– ICOPER LOM profile

Open ICOPER Content Space

• Federated repository of educational resources

ICOPER-assessment application

• Assessment use cases– Search for assessment resources in a repository

• Filter by intended learning outcomes and assessment methods

– Import/re-use of assessment resources– Publish/share assessment resources– Update learner’s profile

• Stakeholders– Faculty members– Course developers

ICOPER-assessment application

• Virtual Learning Environment• Design of mock-ups• Usage of the OICS middle layer API

– Service level requirements

Step 1: Search and re-use of assessment resources

• Search of assessment resources– Filter by intended learning outcomes– Filter by assessment methods

• Import resources into a course• Re-use/editing of resources

Step 2: Publication of assessment resources

• Publication of created/remixed resources• Fill out required metadata for publication• Annotation of resources

– Peer review of the resources of a peer before its actual usage

Step 3: Deployment into a course

• Student view– Use of the resources created by the teachers

of other course• Teacher view

– Reflections about the performance of the resources (teacher reflection)

– Update resources in the repository

Step 4: Update of learner’s profile

• Teacher interface for closing a course• Update student profile with the achieved learning

outcomes• Visualization of the updated profile by the student

ICOPER-assessment application

• Evaluation– Engineering evaluation

• Implementers• Tool developers

– End user evaluation• Faculty members• Course developers

– Epistemological evaluation • Researchers• Standardization bodies

Conclusions

• Assessment resources should include information about– Intended learning outcomes– Recommended assessment methods– Annotations about resources

• Usage of integrated environment for outcome-based assessment

Thank you for your attention!

http://ariadne.cs.kuleuven.be/more/index.php?id=israel-gutierrez

Online demo: http://mozart.gast.it.uc3m.es:9000/

Contact: igutierrez@inv.it.uc3m.es