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Abstract
Online learning has been growing continuously in the last decade, accelerated by the pandemic Coronavirus, in order to offer learners new possibilities for learning and to guarantee pedagogical continuity. But some aspects, including the learning assessment, are still in development and require profound changes to meet the demands of the 21st century. However, by taking advantage of artificial intelligence techniques and new learning theories, it would be possible to create an assessment system in accordance with the active learning approach. This paper illustrates the models, algorithms and design used to create a formative and summative assessment system that will be mobilized to evaluate learner’s knowledge, skills and competencies.
Highlights
ICTs and E-learning are becoming more and more integrated in education and training process
Check the pedagogical relevance of the authoring system, which verified via pedagogical staff feedback concerning the structure, quality and consistency and services provided by the application
They confirmed the effectiveness of the educational structure adopted by the OCBA authoring system (Avg = 84%) as well as the consistency of the design with the vision of the competency-based approach (Avg = 83%) 71% state that the elements taken into account by each of the proposed evaluation activities are largely sufficient
Summary
ICTs and E-learning are becoming more and more integrated in education and training process. There are numerous commercial and open source e-learning platforms with various functionalities and services. Despite these technological advances, certain aspects, including learning assessment, are still in the classic test format. We are invited to rethink the way we design the assessment process so that it is able to meet the demands of the 21st century skills [13] and reflect learner’s competencies. In this contribution, we will describe a model of formative and summative online learning assessment adapted to the competency-based approach. This article will be an opportunity to report the main results in terms of pedagogical and ergonomic relevance following the implementation of this model
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