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Support Interoperability and Reusability of Emerging Forms of Assessment Using IMS LD and IMS QTI
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Author(s): Yongwu Miao (Open University of The Netherlands, The Netherlands), Jo Boon (Open University of The Netherlands, The Netherlands), Marcel van der Klink (Open University of The Netherlands, The Netherlands), Peter Sloep (Open University of the Netherlands, The Netherlands)and Rob Koper (Open University of the Netherlands, The Netherlands)
Copyright: 2011
Pages: 20
Source title:
Handbook of Research on E-Learning Standards and Interoperability: Frameworks and Issues
Source Author(s)/Editor(s): Fotis Lazarinis (University of Teesside, UK), Steve Green (University of Teesside, UK)and Elaine Pearson (University of Teesside, UK)
DOI: 10.4018/978-1-61692-789-9.ch001
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Abstract
Emerging forms of assessment (e.g., self-/peer assessment and 360 degree assessment) involve multiple phases and multiple roles/persons, which are process-oriented assessment. IMS Question and Test Interoperability (QTI) is an open technical specification for task-oriented assessment, which has insufficient expressiveness to specify emerging forms of assessment. Meanwhile, existing software tools supporting emerging forms of assessment lack interoperability and reusability. In this chapter, the authors claim that a combined use of QTI and IMS Learning Design (LD) is able to support interoperability and reusability of emerging forms of assessment. In order to support this claim, they analyze the characteristics of four emerging forms of assessment from the perspective of process technologies and present the method to specify emerging assessment forms using QTI and LD. Furthermore, the authors present the difficulties and problems that they encountered when modeling emerging assessment forms and propose possible solutions to solve the problems.
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