IMS QTI Research Articles

Assessment Management System based on IMS QTI 2.1

Traditionally, teachers have made use of exams to evaluate learners during the educational process as a course requirement or to measure concept assimilation presented in a lecture/class/course. E-learning testing systems in general did not help to improve the level of learning because it does not reflect a learner's personal characteristics. In recent years, in order to solve these problems, online learners can be judged by the learning site tests that provide lectures, school, or recognized government through learning results. The online test management for learners evaluates management techniques, learner's analysis of assessment results, report results, and provides heavily-relied feedback technology. According to the individual evaluation result, learning outcomes are used for the next stage of education and promotion. Therefore, in this paper, we propose to design and develop a prototype assessment system in accordance with international standards on the interoperability test items. While focusing on the item bank management system, create online testing, evaluation system; a question authoring tool was developed to create a simple form of items. In addition, Import and Export were designed as a form of international standards-based assessment items for sharing between different systems evaluation questions through management module development.

Focusing on content reusability and interoperability in a personalized hypermedia assessment tool

This paper presents the development of a modularized hypermedia testing tool, called iAdaptTest, based entirely on e-learning specifications and discusses how this architecture improves the reusability and the interoperability of the learning data. All the categories of data,--that is--topics, user profiles, testing data, adaptive rules, and testing results are coded in XML format complying with Topic Maps, IMS LIP and IMS QTI. The data are stored in distinct files and can be independently shared across different educational applications. The paper concludes with an evaluation study concerning the creation of formative and summative assessments for adult seminars. Through focused interviews, the participants of the study identified the ability to share information and the multi-criteria adaptation options as the most important features of the system. Further, in the second phase of the evaluation the files produced were shared with other educational applications and thus it was verified that the learning data could be imported and rendered correctly.

Engineering an interoperable multimedia assessment authoring and run-time environment conforming to IMS QTI

In this paper we present the development of a multimedia assessment tool conforming to the latest version of IMS QTI learning standard. Initially, a presentation of the development of IMS QTI is given and relevant research papers are analysed. Then, the requirements analysis and the development decisions for the assessment tool are discussed. At the end of the paper the assessment tool is evaluated and the method of validating its output is presented.

Using Information Retrieval to Detect Conflicting Questions

Although e-learning has advanced considerably in the last decade, some of its aspects, such as e-testing, are still in the development phase. Authoring tools and test banks for e-tests are becoming an integral and indispensable part of e-learning platforms and with the implementation of e-learning standards, such as IMS QTI, e-testing material can be easily shared and reused across various platforms. With the knowledge available for reuse and exam automation comes a new challenge: making sure that created exams are free of confl icts. A Confl ict exists in an exam if at least two questions within that exam are redundant in content, and/or if at least one question reveals the answer to another question within the same exam. In this paper we propose using information retrieval techniques to detect confl icts within an exam. Our solution, ICE (Identifi cation of Conflicts in Exams), is based on the vector space model relying on tf-idf weighing and the cosine function to calculate similarity. ICE also combines the hybrid recommendation techniques of the EQRS (Exam Question Recommender System) in order to propose replacements for confl icting questions.