Assessment is the process by which the teacher and the student gain knowledge about student progress. Assessment systems should aim at evaluating the desired learning outcomes. In Melaka Manipal Medical College, (Manipal Campus), Manipal, India, the TEMM model (consisting of 4 assessment methods: Triple Jump Test, essay incorporating critical thinking questions, Multistation Integrated Practica...

This paper investigates the issue of degeneracy in student modeling with Dynamic Bayesian Network in Prime Climb, an intelligent educational game for practicing number factorization. We discuss that maximizing the common measure of predictive accuracy (i.e. end accuracy) of the student model may not necessarily ensure trusted assessment of learning in the student and that, it could result in im...

This focus of this paper is on the assessment of student performance in an information security risk assessment, service learning course. The paper provides a brief overview of the information security risk assessment course as background information and a review of relevant educational assessment theory with a focus on outcomes assessment. An example of how assessment theory was applied to thi...

A distinctive feature of intelligent game-based learning environments is their capacity for enabling stealth assessment. Stealth assessments gather information about student competencies in a manner that is invisible, and enable drawing valid inferences about student knowledge. We present a framework for stealth assessment that leverages deep learning, a family of machine learning methods that ...

A full understanding of text is out of reach of current human language technology. However, a shallow Natural Language Processing (NLP) approach can be used to provide automated help in the assessment of essays: our approach uses genre, cue phrases and a set of patterns. Cue phrases, with their associated semantics, are used in conjunction with patterns to identify categories of argumentation p...

Electronic portfolios (e-portfolios) are a paradigm in constructivist e-learning. They are capable of involving students in deep learning while serving as a meaningful way for both students and faculty to engage in outcomes-based assessment. E-portfolios have been shown to be a valid way to document student progress, encourage greater student involvement in the learning process, showcase work s...

University researchers and teacher facilitators implemented a state-funded professional development project during the 2005-06 academic year to help county middle school teachers improve student achievement in mathematics. In this paper, we discuss lessons and results from this innovative model, whose iterative cycle includes teacher content knowledge, item analysis from a high-stakes test, ped...

We have analyzed data from two online courses, designed to promote collaborative online learning, and in the contexts of two different cultures. Ongoing assessment (self, group, instructor) that actively engages students within the course (as opposed to instructor assessment at the end) is a central feature for achieving collaborative knowledge building in online dialog. Careful articulation an...

This column examines the experience, over three years, of a librarian embedded in an online Epidemiology and Evidence-based Medicine course, which is a requirement for students pursuing a Master of Science in Physician Assistant Studies at Pace University. Student learning outcomes were determined, a video lecture was created, and student learning was assessed via a five-point Blackboard test d...

This study describes the application of a Web-based portfolio for appreciation and peer assessment for visual-art education in elementary school. Besides examining the effectiveness of the proposed system in enhancing visual art education, this study also addresses how Web-based portfolios can help teachers to assess student learning progress and facilitate peer assessment. The results of quest...