scholarly journals A Model of the Continual Adaptive Online Knowledge Assessment System

2020 ◽  
Author(s):  
Miran Zlatović ◽  
Igor Balaban ◽  
Željko Hutinski
Keyword(s):  
Adaptive System ◽  
Individual Learning ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Long Period ◽  
Learning Goal ◽  
Assessment Feedback ◽  
Goal Level ◽  
Cumulative Knowledge ◽  
Post Assessment

This chapter presents a model of a novel adaptive online knowledge assessment system and tests the efficiency of its implementation. System enables continual and cumulative knowledge assessment, comprised of sequence of at least two interconnected assessments, carried-out throughout a reasonably long period of time. Important characteristics of the system are: (a) introduction of new course topics in every subsequent assessment, (b) re-assessment of earlier course topics in every subsequent assessment iteration, (c) in an adaptive manner, based on student’s achievements during previous assessments. Personalized post-assessment feedback guides each student in preparations for upcoming assessments. The efficiency has been tested on a sample of 78 students. Results indicate that the proposed adaptive system is efficient on an individual learning goal level.

scholarly journals EVALUATION OF KNOWLEDGE OF STUDENTS ON GEOGRAPHY: PRINCIPLES, FORMS, A TECHNIQUE

2007 ◽  
Vol 4 (1) ◽  
pp. 34-39
Author(s):  
Laima Railienė
Keyword(s):  
School Reform ◽  
Positive Result ◽  
Key Words ◽  
Positive Emotions ◽  
School Administration ◽  
Assessment System ◽  
The Other ◽  
Knowledge Assessment ◽  
Qualitative And Quantitative ◽  
The One

According to scientists, assessment is tightly connecting teachers, students, parents, school administration. Teacher’s (assessor’s) role is becoming especially important because school reform has changed attitude towards assessment and has created favourable conditions for new ways of assessment. Assessment can show student’s achievement qualitative and quantitative value. Students’ knowledge assessment shows what is known well or weak. Knowledge testing and assessing have a positive result when it is being checked systematically. But it is not good to assess only acquired knowledge. It is very important to make knowledge system, to deepen, to activate students. It is also important to find out how students use theory in practice. If you want to assess correctly, you need to know the forms and kinds of assessment. It is very important not to forget that students must know what they are to remember, because it is impossible to memorize everything. All students want to get good marks. There are several reasons why students react sensitively. From marks parents judge about their child’s abilities and even future profession. On the one hand knowledge assessment gives positive emotions, on the other hand, it gives negative ones. Thus, teachers have to be very careful while checking and assessing. Students themselves need to be assessed, because they can’t know if they study well. Geography teacher has got very wide possibilities to check students’ knowledge and skill. But the most important thing is that students’ knowledge become deeper and stronger if they are checked up systematically and interestingly. Key words: knowledge assessment, assessment system, kinds of assessment, forms of assessment, assessment principles and criteria

Air Superiority Knowledge Assessment System

2005 ◽  
Author(s):  
S. E. Gehr ◽  
B. T. Schreiber ◽  
C. Metz ◽  
W. Bennett
Keyword(s):  
Assessment System ◽  
Knowledge Assessment

scholarly journals Simulation Game Outcomes: A Multilevel Examination of Knowledge Sharing Norms, Transactive Memory Systems, and Individual Learning Goal Orientations

2020 ◽  
Vol 51 (6) ◽  
pp. 830-858 ◽  
Author(s):  
Janice Francis Super ◽  
Teresa K. Betts ◽  
Heath Keller ◽  
Joy Roach Humphreys
Keyword(s):  
Knowledge Sharing ◽  
Team Performance ◽  
Memory Systems ◽  
Goal Orientations ◽  
Transactive Memory ◽  
Individual Learning ◽  
Planning System ◽  
Simulation Game ◽  
Transactive Memory Systems ◽  
Learning Goal

Background. Because computer-based simulation games are widely used in university classrooms, it is important to investigate factors which can lead to effective student team performance and positive individual outcomes. Aim. This correlational study aimed to examine the effects of knowledge sharing norms, transactive memory systems, and individual learning goal orientations on game outcomes. Method. The setting for this study was an undergraduate logistics and supply chain class. The class uses a serious simulation game which is designed to realistically mimic the business transactions within an enterprise resource planning system (ERP). Cross-sectional surveys captured individual learning goal orientations. After multiple rounds of simulation game play, subsequent surveys captured student reactions, perceptions of knowledge sharing behaviors, and transactive memory systems. Results. Two sets of analyses were conducted using a sample of 100 undergraduates performing in 42 teams. At the group-level, OLS regression results suggest that, while there was no effect on objective team performance, knowledge sharing norms enhanced perceptions of team performance, and this effect was mediated through the development of transactive memory systems. For individual-level outcomes, multilevel results suggest that knowledge sharing norms were positively related to satisfaction with the team, but not satisfaction with the task. However, transactive memory systems were positively related both satisfaction with the team and satisfaction with the task. Individual learning goal orientation was positively related to satisfaction with the task but not satisfaction with the team. Conclusion. Our findings suggest that learning goal orientations and norms for knowledge sharing are linked to positive outcomes of team-based simulation game learning activities. Because learning goal orientations are malleable and norms for knowledge sharing can be encouraged, these factors are within the influence of the instructor. As such, they should be nurtured and developed through the active encouragement of experimentation, exploration, and communication between team members.

scholarly journals Evolution of the Concept Map Based Adaptive Knowledge Assessment System: Implementation and Evaluation Results

2009 ◽  
Vol 38 (38) ◽  
pp. 13-24 ◽  
Author(s):  
Janis Grundspenkis ◽  
Alla Anohina
Keyword(s):  
Task Difficulty ◽  
Concept Maps ◽  
Multiagent System ◽  
Concept Map ◽  
System Thinking ◽  
Assessment System ◽  
Knowledge Assessment ◽  
Security Level ◽  
Knowledge Level ◽  
System Implementation

Evolution of the Concept Map Based Adaptive Knowledge Assessment System: Implementation and Evaluation ResultsThe paper represents the concept map based adaptive knowledge assessment system. Advantages of concept maps are analyzed emphasizing that the approach offers a reasonable balance between requirements to assess higher levels of knowledge according to Bloom's taxonomy and complexity of a system. Concept maps allow revealing of student's knowledge structure, promote system thinking and support process oriented learning where a study course is divided into stages in each of which knowledge assessment is carried out. The developed knowledge assessment system consists from a teacher's, learner's and administrator's modules and is implemented as a multiagent system. Four prototypes of the system developed within four projects are described. The first prototype supports only fill-in-the-map tasks where a learner must put given concepts in correct places. The second prototype provides changing the degree of task difficulty, thus, performing adaptation to a learner's knowledge level. The set of tasks are also extended by construct-the-map tasks. Improvements implemented in the third prototype allow using of directed arcs and standard relationships in concept maps. The three-tier architecture used in the fourth prototype is chosen to rise the security level of the system. Besides that learner's support is considerably expanded giving help and tutoring to a learner. Results of evaluation of the developed system's prototypes in different study courses are presented. The paper concludes with the comparison of all four prototypes using all main characteristics of the developed knowledge assessment system.

Assessing Distributed Mission Operations Using the Air Superiority Knowledge Assessment System

2007 ◽  
Author(s):  
Leah J. Rowe ◽  
Sara Elizabeth Gehr ◽  
Nancy J. Cooke ◽  
Winston Bennett
Keyword(s):  
Assessment System ◽  
Knowledge Assessment ◽  
Mission Operations
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