د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المشارك بكلية التربية بالزلفي

Assessment models

Assessment models in e-learning environments *
Daniela Dureva, Georgi Tuparov
Abstract: During the development of any e-learning course assessment is considered a very
important part as it measures the obtained knowledge, skills and competences. The assessment activities
such as testing, problem solving, collaborative or individual projects development, participation in
discussions etc These activities are to be modeled properly taking into account basic didactical properties of
an assessment unit. The assessment unit aggregates one or several assessment activities. Building
conceptual and physical models of assessment represents the focus of this paper. The relationships
between the proposed conceptual models and proper technological tools concerning the assessment
activities are discussed. Some possibilities to apply the assessment results into learner’s portfolio are
presented.
Key words: e-learning, assessment of knowledge, skills and competences,
INTRODUCTION
The assessment takes an important place during the development of any of elearning
course. It includes a variety of activities such as testing, problem solving,
collaborative or individual projects development, participation in discussions etc. The
object of assessment in the educational process is not only the knowledge. The
assessment area is enlarged toward the skills and competences. According to [2] the
competence is a mastering of knowledge and skills at level that is sufficient for their
application for doing of concrete work. This approach to use different assessment methods
should be applied in e-learning environments. The assessment methods are grounded on
relevant assessment activities e.g. test, individual or collaborative assignment, and
discussion. These activities could be aggregated in an assessment unit and they could be
used to measure student’s achievements and driving of learning path in concrete elearning
course, module, chapter, lesson etc..
The conceptual and physical models of an assessment unit are in the focus of this
paper. The paper is organized as follows: Section 1 deals with basic didactical properties
of assessment unit and assessment activities- learning objectives, criteria for success and
leaning styles. Conceptual models of assessment unit and assessment activities are
proposed in Section 2. Physical models of an assessment unit and activities are presented
in Section 3. The relationships between conceptual models and technological tools for
assessment activities are also considered. The possibilities for connections of the results
of assessment unit into learner’s portfolio are discussed.

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