2024-03-29T14:18:15Zhttps://www.tdx.cat/oai/requestoai:www.tdx.cat:10803/699622024-03-15T10:58:00Zcom_10803_236col_10803_690279
nam a 5i 4500
Computing-Based Testing
assessment
IMS Question and Test Interoperability
educational specifications
platform-independent model
platform-specific model
mobile test
test
activity
assessment in situ
Computing-Based Testing: conceptual model, implementations and experiments extending IMS QTI.
[Barcelona] :
Universitat Pompeu Fabra,
2012
Accés lliure
http://hdl.handle.net/10803/69962
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Santos Rodríguez, Patrícia,
autor
Programa de doctorat en Tecnologies de la Informació i les Comunicacions,
degree
1 recurs en línia (247 pàgines)
Tesi
Doctorat
Universitat Pompeu Fabra. Departament de Tecnologies de la Informació i les Comunicacions
2011
Universitat Pompeu Fabra. Departament de Tecnologies de la Informació i les Comunicacions
Tesis i dissertacions electròniques
Hernández-Leo, Davinia,
supervisor acadèmic
Blat, Josep,
supervisor acadèmic
TDX
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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