Assessment plays important role in learning process in higher education institutions.
However, poorly designed exams can fail to achieve the intended learning outcomes of a specific course, which can also have a bad impact on the programs and educational institutes. One of the possible solutions is to standardize the exams based on educational taxonomies.
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However, this is not an easy process for educators. With the recent technologies, the assessment approaches have been improved by automatically generating exams based on educational taxonomies. Furthermore, it elaborates on the principles and requirements for generating exams automatically.
It also report on a prototype implementation of an authoring tool for generating exams to evaluate the achievements of intended learning outcomes. In general, assessment plays an important role in supporting the learning process of the students.
This will provide stakeholders good vision and overview of the learning process.
https://dating7ek.info/8menu/relative-and-absolute-dating-test-4549.php Recently, the era of education is complemented by effective utilization of technology For instance, developing learning materials using different applications, and using Virtual Reality xam Augmented Reality is used in many different domains. Furthermore, distance learning and e- learning are also good examples of the use of recent technology.
In many domains, learners can get certificates from higher education institution using Massive Open Online Courses MOOCs without being limited to the place and time.
Therefore, electronic exams have been used in a wide range of domains to measure the effectiveness of learning process. For this purpose, researchers proposed different approaches for generating exams to evaluate the effectiveness of the learning process Manuel Azevedo et al. One way to guarantee a correct measurement of the intended learning outcome ILO of a specific course module in higher education institutions is to provide proper questions that effectively measure the intended learning outcome in the conducted exams, exercises, quizzes, etc.
An dating quest que xam te for realizing such an effective assessment tools is to relate learning outcomes with both learning topics and questions related to each learning topic. The alignment is done using action verbs of the different levels of cognitive process.
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Other researchers Tofade et al. In general, an educational taxonomy is used to describe the learning outcomes using the courses syllabi. Furthermore, educational taxonomies can be used to provide an overview about the different level of understanding about specific learning concepts and topics. Another important dating quest que xam te for the use of Amria, A. For instance, course exams should include questions that asses different level of learning effectively.
Based on educational and pedagogical theories, researchers proposed click taxonomies to help educators in developing learning resources, assess- ments, and learning outcomes.
It is mainly based on six levels of the cognitive learning process: Furthermore, a list of different action verbs has been identified to describe the intended learning outcomes of a course.
Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract, and which are not only restricted to cognitive aspects but also deal with knowledge and skills. More educational taxonomies that are used in the assessment and evaluation are reviewed in Fuller et al. In general, there are three types of exam generation approaches Cen et al.
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The first type is related to offering a question repository that can be explored by educators to select the questions for a specific exam. This type is almost similar to the manual creation of the exam. However, the educators can inspect the stored questions in the database by means of a user interface.
The second type is related to generating the exam based on random selection of the questions. The third type is related to generating the exams by means of AI algorithms for realizing predefined rules to provide the exam.
Furthermore, similar questions or repetition of questions can happen in manual created exams. Another possible drawback is related to careless division of the total mark of the exam over the composed.
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