Abstract
E-learning is increasingly gaining its usage. In the COVID-19 period, its importance even increased. One of the important e-learning processes is e-assessment. Suitable e-evaluation implementation depends on multiple factors. One of the factors for suitable testing implementation is alignment between users’ needs for a specific purpose testing and its implementation possibilities. Therefore in this paper, we analyze what are students’ needs for e-evaluation system in knowledge level testing and self-evaluation testing cases. Student survey and multi-criteria decision-making were used to find out how students rank different criteria of e-assessment and how linear, graph-based, and tree-based testing structures rank based on these criteria.
Highlights
Knowledge assessment is one of the key elements in the education process
An analysis of the literature shows that adaptive testing is important in both the development of personalized e-learning systems and adaptive knowledge assessment systems
The e-evaluation area is dependent on multiple factors
Summary
Knowledge assessment is one of the key elements in the education process. Knowledge evaluation is used as a means to analyze, guide, and promote students' performance [1]. E-assessment can improve student learning as well, encouraging students to learn sincerely and apply a deep learning approach to get some confirmation, evaluation of his or her study results [2]. If the challenges are too great, one can return to the state of flow by learning new skills [4]. Learners need to be given tasks and learning materials of the right complexity and presented in the right order. This is especially important in personalized and adapted e-learning systems. In adaptive or/and personalized e-learning systems the possibility for the learner to properly assess his / her level of knowledge, and for the teacher to present tasks during the assessment in such a way that the learner's level of knowledge would be properly assessed is one of the most important factors [5]-[8]
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