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Der Buchbeitrag ist ein inhaltlicher Auszug aus der online verfügbaren Vollversion, veröffentlicht als: Rüegg, M., & Messenzehl-Kölbl, L. (2023). Automatisierte Fernprüfungsaufsichten strategisch und konzeptionell planen: ein Vademecum für Bildungseinrichtungen. LeLa - LernLabor Hochschuldidaktik für Digital Skills. https://doi.org/10.21256/zhaw-2461, Während der Coronavirus Pandemie in den Jahren 2020/21 wurde an der Zürcher Hochschule für Angewandte Wissenschaften (ZHAW) punktuell eine automatisierte Fernprüfungsaufsicht eingesetzt. Basierend auf dieser Erfahrung berichten die Autoren über die strategische und konzeptionelle Planung von Fernprüfungsaufsichten. Die Autoren stellen die Grundformen digitaler Prüfungsaufsichten gegenüberund zeigen deren Vor- und Nachteile auf. Den Abschluss des Beitrags bilden Gelingensbedingungen für die Einführung von automatisierten Fernprüfungsaufsichten

Past paper drilling has been a core component in the English Language subject of the Hong Kong Diploma of Secondary Education (HKDSE), the university entrance examination in Hong Kong, China. Such drilling is normally done with pen and paper as this resembles the actual examination scenario. Nonetheless, this poses huge administrative costs when it comes to analysis of student work and performance. With such, various online platforms have been developed to allow students to complete past papers online. To investigate students’ perceptions towards using online platforms to complete examination papers, 25 Secondary 6 (Grade 12) students in a Hong Kong secondary school participated in a pilot programme in which they completed a HKDSE reading comprehension paper through an online platform accessed using school-provided Chromebooks in-class. Apart from using an online platform as the means of assessment, all other variables were kept controlled when compared to an actual in-school assessment. After the test, students were given tentative scores and immediate feedback generated through the platform’s auto-marking feature. They were also engaged in a short feedback session explaining their scores, strengths and weaknesses, before further follow-up sessions over the next few days centralizing on extra materials developed based on their weaknesses as identified in through their work. When comparing results from their pre-programme and post-programme surveys and when drawing on the teacher-researcher’s observation notes, findings showed that while initial perceptions of making use of an online platform to complete past papers saw an overall change from negative to positive, feedback was generally mixed in terms of technological requirements, efficiency, educational outcomes and physical demands.  Given the increasing importance of digital devices in the modern-day classroom, this paper sheds light on students’ perceptions towards using e-assessment tools and applications

Past paper drilling has been a core component in the English Language subject of the Hong Kong Diploma of Secondary Education (HKDSE), the university entrance examination in Hong Kong, China. Such drilling is normally done with pen and paper as this resembles the actual examination scenario. Nonetheless, this poses huge administrative costs when it comes to analysis of student work and performance. With such, various online platforms have been developed to allow students to complete past papers online. To investigate students’ perceptions towards using online platforms to complete examination papers, 25 Secondary 6 (Grade 12) students in a Hong Kong secondary school participated in a pilot programme in which they completed a HKDSE reading comprehension paper through an online platform accessed using school-provided Chromebooks in-class. Apart from using an online platform as the means of assessment, all other variables were kept controlled when compared to an actual in-school assessment. After the test, students were given tentative scores and immediate feedback generated through the platform’s auto-marking feature. They were also engaged in a short feedback session explaining their scores, strengths and weaknesses, before further follow-up sessions over the next few days centralizing on extra materials developed based on their weaknesses as identified in through their work. When comparing results from their pre-programme and post-programme surveys and when drawing on the teacher-researcher’s observation notes, findings showed that while initial perceptions of making use of an online platform to complete past papers saw an overall change from negative to positive, feedback was generally mixed in terms of technological requirements, efficiency, educational outcomes and physical demands.  Given the increasing importance of digital devices in the modern-day classroom, this paper sheds light on students’ perceptions towards using e-assessment tools and applications

The influx of technology in education has made it increasingly difficult to assess the validity of educational assessments. The field of information systems often ignores the social dimension during validation, whereas educational research neglects the technical dimensions of designed instruments. The inseparability of social and technical elements forms the bedrock of socio-technical systems. Therefore, the current lack of validation approaches that address both dimensions is a significant gap. We address this gap by introducing VAST: a validation framework for e-assessment solutions. Examples of such solutions are technology-enhanced learning systems and e-health applications. Using multi-grounded action research as our methodology, we investigate how we can synthesise existing knowledge from information systems and educational measurement to construct our validation framework. We develop an extensive user guideline complementing our framework and find through expert interviews that VAST facilitates a comprehensive, practical approach to validating e-assessment solutions.

The realities of the 21st century have led professors and lecturers to renew their learning assessment practices so that they are more adapted to and contextualized in the current professional world. Despite advances in teaching and learning, assessment methods may still deviate from practice in authentic contexts. Although some instructors are already familiar with more authentic assessments, most are accustomed to using exams as standard practices to test students' achievement of course objectives and essays to prepare students for research or written argumentation. Despite their benefits, such typical assessments often lack authenticity and do not develop the full potential of students' 21st-century learning or literacy skills such as communication, creativity, or working with technologies. Over the past decade, we have been witnessing the beginnings of a broader reflection on teaching, learning, and evaluating with technologies, including more authentic assessments. This reflective essay will present how technologies make it possible to diversify assessment methods, resulting in enhanced authenticity and development of 21st-century learning and literacy skills. Authentic assessment methods with technologies will be illustrated, e.g., recorded video presentations, explanatory interviews with descriptive assessment grids, PechaKucha presentations, blog posts, and social media and e-portfolios, with examples from several disciplines. Authors will also explain how proposing a number of methods to students for the same assessment may help answer their various needs and preferences without increasing instructors' grading load. Furthermore, authors will discuss how diversifying assessment methods with technologies often results in a transformation of assessment modalities. Beyond assessments as an evaluation of knowledge and/or skills at a fixed schedule, authentic assessments with technologies may become continuous or iterative processes with multiple feedbacks from i

Eine Kurzversion ist veröffentlicht als: Rüegg, Michael/Messenzehl, Lisa (2024). Digitale Fernprüfungsaufsichten wirksam gestalten. In: Charlotte Axelsson/Dana Blume/Benno Volk, Bildung, Praxistransfer und Kooperation (287-306). Bielefeld: transcript Verlag. https://doi.org/10.14361/9783839471807-014, Während der Coronavirus-Pandemie 2020/21 wurde an der Zürcher Hochschule für Angewandte Wissenschaften (ZHAW) punktuell eine automatisierte Fernprüfungsaufsicht zur Sicherstellung der akademischen Integrität eingesetzt. Basierend auf den dabei gemachten Erfahrungen berichten die Autoren über die strategische und konzeptionelle Planung von Fernprüfungsaufsichten. Sie stellen die Grundformen von digitalen Prüfungsaufsichten gegenüber und zeigen deren Vor- und Nachteile auf. Im weiteren Verlauf wird insbesondere der Einsatz automatisierter Fernprüfungsaufsichten vertiefend besprochen. Praxisnahe Leitfragen, Übersichtstabellen und Checklisten helfen Entscheidungsträgern, die Nützlichkeit und Risiken von Fernprüfungsaufsichten für die eigene Bildungseinrichtung einzuschätzen und deren Einsatz strategisch und konzeptionell zu planen.

The system for remote assessment of knowledge automates formation of task (tickets) with questions and tasks for conducting intermediate and final monitoring of knowledge of students is offered. In the process of developing an electronic system for knowledge assessment, the basic requirements for a web application and the modules that the system consists of were determined, the main roles of users in the system and their functionality were identified, access rights were established. The technical, functional, and non-functional features of the software product are described, web technologies for creating an application for knowledge assessment are considered. The diagram of system sequences, the use-case diagram, which schematically describing roles and functions of agents in an information system, the diagram of classes of a database structure are presented with UML description. Based on the defined requirements for the resource in cloud-based learning environment, the following technologies for its development were chosen: the server programming language PHP, JavaScript programming language and its libraries were used, as well as the MySQL database with PhpMyAdmin tool for administration of chosen database management system. OpenServer software complex system was used to develop and test the application functionality. The usage of the proposed electronic assessment system of knowledge contributes to the formation of an open information and cloud-based learning environment of a modern educational institution, enhances the efficiency and more rational distribution of teacher time in preparing tests or exams, activates repetition of educational material and knowledge assimilation, indirectly motivates students to more honest learning.

The system for remote assessment of knowledge automates formation of task (tickets) with questions and tasks for conducting intermediate and final monitoring of knowledge of students is offered. In the process of developing an electronic system for knowledge assessment, the basic requirements for a web application and the modules that the system consists of were determined, the main roles of users in the system and their functionality were identified, access rights were established. The technical, functional, and non-functional features of the software product are described, web technologies for creating an application for knowledge assessment are considered. The diagram of system sequences, the use-case diagram, which schematically describing roles and functions of agents in an information system, the diagram of classes of a database structure are presented with UML description. Based on the defined requirements for the resource in cloud-based learning environment, the following technologies for its development were chosen: the server programming language PHP, JavaScript programming language and its libraries were used, as well as the MySQL database with PhpMyAdmin tool for administration of chosen database management system. OpenServer software complex system was used to develop and test the application functionality. The usage of the proposed electronic assessment system of knowledge contributes to the formation of an open information and cloud-based learning environment of a modern educational institution, enhances the efficiency and more rational distribution of teacher time in preparing tests or exams, activates repetition of educational material and knowledge assimilation, indirectly motivates students to more honest learning.

The system for remote assessment of knowledge automates formation of task (tickets) with questions and tasks for conducting intermediate and final monitoring of knowledge of students is offered. In the process of developing an electronic system for knowledge assessment, the basic requirements for a web application and the modules that the system consists of were determined, the main roles of users in the system and their functionality were identified, access rights were established. The technical, functional, and non-functional features of the software product are described, web technologies for creating an application for knowledge assessment are considered. The diagram of system sequences, the use-case diagram, which schematically describing roles and functions of agents in an information system, the diagram of classes of a database structure are presented with UML description. Based on the defined requirements for the resource in cloud-based learning environment, the following technologies for its development were chosen: the server programming language PHP, JavaScript programming language and its libraries were used, as well as the MySQL database with PhpMyAdmin tool for administration of chosen database management system. OpenServer software complex system was used to develop and test the application functionality. The usage of the proposed electronic assessment system of knowledge contributes to the formation of an open information and cloud-based learning environment of a modern educational institution, enhances the efficiency and more rational distribution of teacher time in preparing tests or exams, activates repetition of educational material and knowledge assimilation, indirectly motivates students to more honest learning.

The system for remote assessment of knowledge automates formation of task (tickets) with questions and tasks for conducting intermediate and final monitoring of knowledge of students is offered. In the process of developing an electronic system for knowledge assessment, the basic requirements for a web application and the modules that the system consists of were determined, the main roles of users in the system and their functionality were identified, access rights were established. The technical, functional, and non-functional features of the software product are described, web technologies for creating an application for knowledge assessment are considered. The diagram of system sequences, the use-case diagram, which schematically describing roles and functions of agents in an information system, the diagram of classes of a database structure are presented with UML description. Based on the defined requirements for the resource in cloud-based learning environment, the following technologies for its development were chosen: the server programming language PHP, JavaScript programming language and its libraries were used, as well as the MySQL database with PhpMyAdmin tool for administration of chosen database management system. OpenServer software complex system was used to develop and test the application functionality. The usage of the proposed electronic assessment system of knowledge contributes to the formation of an open information and cloud-based learning environment of a modern educational institution, enhances the efficiency and more rational distribution of teacher time in preparing tests or exams, activates repetition of educational material and knowledge assimilation, indirectly motivates students to more honest learning.

Im Zuge der Digitalisierung besteht der Wunsch, vermehrt Prüfungen elektronisch durchzuführen. Dies erfordert seitens der Hochschulen, dass neben der Erstellung digitaler Prüfungsinhalte, der Bereitstellung von Softwaresystemen zur Prüfungsdurchführung und ggf. der Anpassung bestehender Prüfungsregularien insbesondere entsprechende Hardwarelösungen und Räumlichkeiten vorgehalten werden müssen. Gängige Varianten sind derzeit die Nutzung von PC-Poolräumen, „Bring-your-own-Device“-Ansätzen (BYOD) oder der Aufbau „Stationärer Testcenter“. Ein alternativer Ansatz sind sogenannte „Mobile Testcenter“, bei denen portable Geräte (z. B. Notebooks oder Tablet-PCs) zur Prüfungsdurchführung verwendet werden. Im Rahmen des Verbundprojekts „MINTFIT E-Assessment“ der staatlichen Hamburger MINT-Hochschulen wurde in den Jahren 2019 und 2020 ein solches mobiles Testcenter zur gemeinsamen Nutzung aller Partnerinstitutionen aufgebaut, wobei Geräte zweier Produktfamilien erprobt wurden: Apple iPads (200 Stück) und Windows Notebooks (110 Stück). Der vorliegende Beitrag beschreibt Aufbau und Betrieb des mobilen Testcenters. Es werden technische (Geräte-Administration, Prüfungssoftware) und administrative (Prüfungsordnungen, Prüfungsplanung) Fragestellungen geklärt, Erfahrungswerte dokumentiert und insbesondere diskutiert, in welchen Fällen mobile Testcenter stationären vorzuziehen sind., In the course of digitization, there is a desire to conduct more examinations electronically. This requires in particular that the universities must provide appropriate hardware solutions and premises. Currently, the most common options are the use of PC pool rooms, “bring-your-own-device” approaches or “stationary test centers”. An alternative approach is so-called “mobile test centers”, where portable devices (e.g. notebooks or tablet PCs) are used to conduct examinations. Within the framework of the joint project “MINTFIT E-Assessment” of Hamburg’s public STEM universities, such a mobile test center for the joint use of all partner institutions was set up in the years 2019 and 2020, whereby devices of two product families were tested: Windows notebooks and Apple iPads. This article describes the setup and operation of the mobile test center. Technical and administrative questions are clarified, experiences are documented and in particular, it is discussed in which cases mobile test centers are preferable to stationary ones., Behörde für Wissenschaft, Forschung und Gleichstellung

E-assessment needs to provide detailed feedback that students would use. To this end, the content of feedback should include assessment information that is important to students. By using a convenient sample of twenty second-year undergraduate students, this study explored the extent to which different kinds of assessment feedback were important to students. Therefore, an online questionnaire was administered which, apart from asking values of some background variables including academic achievement, listed a number of different feedback techniques supporting activities applied in deep and strategic approaches to learning and studying. For each technique, students had to indicate the extent of the importance they assigned to it. It was found that: (1) although feedback techniques supporting a deep approach were as important to students as those supporting a strategic approach, the importance of the former was positively related to that of the latter; (2) feedback techniques supporting a deep approach were more important to females than males; (3) when the importance of all these feedback techniques together was considered in a specific way, their relevance to an increase in students’ knowledge, skills and motivation could be demonstrated. Although this study used a small sample that might characterise it as preliminary research, it revealed valuable findings, which due to their considerable effect size, make the sample size less questionable. Suggestions for further research are included.

Wir präsentieren ein hybrides Prüfungskonzept für Veranstaltungen mit Software-Komponente. Am Beispiel der Prüfung Stochastics an der Technischen Universität Hamburg zeigen wir, wie das elektronische Prüfen von Kompetenz bei der Anwendung der Programmiersprache R realisiert werden kann. Die Prüfung zeigt das Potential einer Verknüpfung klassischer Papieraufgaben mit elektronischen Elementen. Der Computer dient hier sowohl als Werkzeug und Informationsquelle als auch als Programmierumgebung. Das Konzept besteht aus zwei infrastrukturellen Komponenten: einer lokalen Komponente bestehend aus Laptops mit vorinstallierter Software (isolierte Prüfungsumgebung Safe-Exam-Browser, RStudio Entwicklungsumgebung, PDF-Anzeige) und einer Serverkomponente (Abgabeprozess des Programmcodes, Protokollierung des Abgabezeitpunkts, Rückmeldung über erfolgreiche Abgabe). Die Serverkomponente wurde auch für eine schriftliche Abgabe im Fach Lineare Algebra verwendet.

[Abstract]: This study evaluates the impact of changes in the learning environment due to the COVID-19 restrictions at the university level in Singapore based on the grades and student evaluations of 282 students from two cohorts who in 2020 experienced in-class and online teaching consecutively and compares academic performance in both learning environments considering the existing relationship between student evaluations and teacher-student interaction. Results show differences in academic performance on the final exam between the two modes, however, these differences are not related to the student evaluation of the lecturer nor teacherstudent interaction as these remained unalterable despite the transition from in-class to online learning. The conclusion is that it is possible to maintain an optimum quality of education without alterations in student evaluations nor in teacher-student interaction in both online and inclass contexts. However, it is necessary to design a course appropriate assessment strategy consistent with the specific learning environment

Fully Individualised Programmable Exams (FIPEs) are physically or digitally written examinations in which the task descriptions are different for all students according to programmatically controlled variability. FIPEs reduce the risk of collaborative cheating while adhering to institutional equality policies by controlling how many differences are introduced. The individualisations are based on permutations, deviations, randomisations and sampling. They allow for meeting legal constraints and yet gaining the desired ability to further automate solutions checking. This paper contributes a software solution to address the need from exam specification to distribution. It introduces a categorisation for FIPEs, presents a working implementation to generate and disseminate exam documents and delivers an experience report in two curriculums, computer science and engineering sciences.

The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation., Este trabajo examinó el efecto que una evaluación virtual a través de Moodle tiene sobre la producción escrita de estudiantes de inglés como lengua extranjera (ILE) en Argelia. Para ello, se diseñó una investigación experimental con un grupo control pre-testpost-test. Participaron 42 estudiantes de ILE del departamento de inglés de la Universidad de Tlemcen (Argelia). Se dividieron en un grupo experimental (N=21) y un grupo control (N=21). Se utilizaron un pre-test y un post-test respectivamente antes y después del experimento como herramientas de investigación. Los datos se analizaron cuantitativamente utilizando SPSS IBM (20.0). Los resultados revelaron que la evaluación a través de Moodle tuvo un efecto significativo en los resultados del grupo experimental. Los investigadores concluyeron que el tipo de evaluación propuesto tenía algunos atributos pedagógicos, prácticos y emocionales que explicaban la mejora de las puntuaciones de los estudiantes y se cree que la evaluación virtual actuó como un apoyo pedagógico a la tradicional.

The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation., Este trabajo examinó el efecto que una evaluación virtual a través de Moodle tiene sobre la producción escrita de estudiantes de inglés como lengua extranjera (ILE) en Argelia. Para ello, se diseñó una investigación experimental con un grupo control pre-testpost-test. Participaron 42 estudiantes de ILE del departamento de inglés de la Universidad de Tlemcen (Argelia). Se dividieron en un grupo experimental (N=21) y un grupo control (N=21). Se utilizaron un pre-test y un post-test respectivamente antes y después del experimento como herramientas de investigación. Los datos se analizaron cuantitativamente utilizando SPSS IBM (20.0). Los resultados revelaron que la evaluación a través de Moodle tuvo un efecto significativo en los resultados del grupo experimental. Los investigadores concluyeron que el tipo de evaluación propuesto tenía algunos atributos pedagógicos, prácticos y emocionales que explicaban la mejora de las puntuaciones de los estudiantes y se cree que la evaluación virtual actuó como un apoyo pedagógico a la tradicional.

The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak., Peer Reviewed, Postprint (published version)

The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation., Este trabajo examinó el efecto que una evaluación virtual a través de Moodle tiene sobre la producción escrita de estudiantes de inglés como lengua extranjera (ILE) en Argelia. Para ello, se diseñó una investigación experimental con un grupo control pre-testpost-test. Participaron 42 estudiantes de ILE del departamento de inglés de la Universidad de Tlemcen (Argelia). Se dividieron en un grupo experimental (N=21) y un grupo control (N=21). Se utilizaron un pre-test y un post-test respectivamente antes y después del experimento como herramientas de investigación. Los datos se analizaron cuantitativamente utilizando SPSS IBM (20.0). Los resultados revelaron que la evaluación a través de Moodle tuvo un efecto significativo en los resultados del grupo experimental. Los investigadores concluyeron que el tipo de evaluación propuesto tenía algunos atributos pedagógicos, prácticos y emocionales que explicaban la mejora de las puntuaciones de los estudiantes y se cree que la evaluación virtual actuó como un apoyo pedagógico a la tradicional.

Fully Individualised Programmable Exams (FIPEs) are physically or digitally written examinations in which the task descriptions are different for all students according to programmatically controlled variability. FIPEs reduce the risk of collaborative cheating while adhering to institutional equality policies by controlling how many differences are introduced. The individualisations are based on permutations, deviations, randomisations and sampling. They allow for meeting legal constraints and yet gaining the desired ability to further automate solutions checking. This paper contributes a software solution to address the need from exam specification to distribution. It introduces a categorisation for FIPEs, presents a working implementation to generate and disseminate exam documents and delivers an experience report in two curriculums, computer science and engineering sciences.

Feedback has one of the highest effects on learning. To benefit from its use, it should provide information important to students. This information may support activities applied in deep and strategic approaches to learning and studying. Bearing in mind that the production of quality feedback can be a costly enterprise, this paper examines the actual implementation cost of feedback techniques that provide such information. Although this cost may appear high at first sight, it becomes (much) lower if the developer task is consider as a “fill in a form” task because only modest extra work beyond the typical is needed. An example how this task might be done is included.

The need to be able to choose, perform and interpret the results from appropriate statistical tests is ubiquitous in many STEM disciplines and beyond. In this case study, we illustrate a learning and assessment approach that has been used successfully for first year Business School students taking a module on Business Decision Making for Marketing and Events. The objective of the module is to give students a grounding in statistics, including learning to use the SPSS package, and to apply the techniques learnt to a large real-world data set. Due to the large number of students and their diverse abilities the learning and teaching strategy is centred on using formative key skill e-assessments to encourage students to self-learn. On accessing each e-assessment, students are presented with a randomly generated data set, which they are required to import into SPSS to then appropriately analyse and report on. Marking and feedback occurs automatically on submission and repeated use ensures that a student thoroughly learns a key skill and covers various analysis outcome scenarios, for instance significant or not significant test outcomes. Each key skill e-assessment has multiple embedded links to comprehensive Help pages that provide SPSS ‘how-to’ information or output interpretation. Access to these means that staff in the PC sessions can concentrate on giving higher-level support as opposed to merely helping with the mechanics of producing SPSS output. The e-assessments were created using Dewis, which is a fully algorithmic open-source e-assessment system. Dewis’ ability to communicate with the R programming language facilitates the creation of authentic e-assessments, generating bespoke student data and providing answers that match SPSS screen output. The assessment of students’ statistical competency is by in-class e-exams, which are summative and sat under exam conditions. The fact that the formative and summative e-assessments are marked immediately by Dewis represen

The need to be able to choose, perform and interpret the results from appropriate statistical tests is ubiquitous in many STEM disciplines and beyond. In this case study, we illustrate a learning and assessment approach that has been used successfully for first year Business School students taking a module on Business Decision Making for Marketing and Events. The objective of the module is to give students a grounding in statistics, including learning to use the SPSS package, and to apply the techniques learnt to a large real-world data set. Due to the large number of students and their diverse abilities the learning and teaching strategy is centred on using formative key skill e-assessments to encourage students to self-learn. On accessing each e-assessment, students are presented with a randomly generated data set, which they are required to import into SPSS to then appropriately analyse and report on. Marking and feedback occurs automatically on submission and repeated use ensures that a student thoroughly learns a key skill and covers various analysis outcome scenarios, for instance significant or not significant test outcomes. Each key skill e-assessment has multiple embedded links to comprehensive Help pages that provide SPSS ‘how-to’ information or output interpretation. Access to these means that staff in the PC sessions can concentrate on giving higher-level support as opposed to merely helping with the mechanics of producing SPSS output. The e-assessments were created using Dewis, which is a fully algorithmic open-source e-assessment system. Dewis’ ability to communicate with the R programming language facilitates the creation of authentic e-assessments, generating bespoke student data and providing answers that match SPSS screen output. The assessment of students’ statistical competency is by in-class e-exams, which are summative and sat under exam conditions. The fact that the formative and summative e-assessments are marked immediately by Dewis represen

The state of emergency caused by the covid-19 pandemic has shown that teaching at this time is not easy. Teachers have to make more use of distance education and students have to adapt to that. Classic face-to-face study is not possible but asymmetric communication between the teacher and his students may be replaced by greater student independence and greater student effort. Within the subject theory of probability and statistics, a questionnaire was created to find how students manage distance education. It has been found out that they use the prepared tutorial videos and online assignments (in WeBWork platform) the most. They expressed that distance education prepared by the teacher can replace face-to-face study, but this form of learning is much more demanding and therefore they prefer classic face-to-face study., Stav nouze způsobený pandemií covid-19 ukázal, že výuka v této době není snadná. Učitelé všech stupňů musí více využívat distanční vzdělávání a studenti se tomu musí přizpůsobit. V rámci bakalářského předmětu teorie pravděpodobnosti a statistika byl vytvořen dotazník, který měl zjistit, jak si studenti poradili s distančním vzděláváním. Bylo zjištěno, že studenti nejlépe hodnotí připravená výuková videa a online úkoly (v platformě WeBWork). Vyjádřili také názor, že distanční vzdělávání připravené učitelem může nahradit klasické studium, ale online forma učení je pro ně náročnější (zejména časově), a proto upřednostňují klasické studium face-to-face.

Personal data use is increasingly permeating our everyday life. Informed consent for personal data use is a central instrument for ensuring the protection of personal data. However, current informed consent practices often fail to actually inform data subjects about the use of personal data. This article presents the results of a requirements analysis for informed consent from both a legal and usability perspective, considering the application context of educational assessment. The requirements analysis is based on European Union (EU) law and a review of current practices. As the main outcome, the article presents a blueprint which will be the basis for the development of an informed consent template that supports data controllers in establishing an effective and efficient informed consent form. Because the blueprint, and subsequently, the template, distinguishes between legal and usability requirements, it also provides the basis for the mapping of legal requirements in other (non-European) contexts., Web Information Systems

Antalet digitala examinationer har ökat kraftigt de senaste åren i takt med utveckling av nätbaserade kurser som erbjuds vid olika lärosäten. Examinationerna ställer nya krav på datorer, examinatorer och studenter för att garantera säkerhet och motverka fusk. En brittisk pilotstudie undersöker hur studenter upplever digital övervakning under examinationen. Resultatet visar att studenterna upplever en oro kring säkerhetsskydd och personlig integritet, även om det också finns en viss acceptans för övervakningssystemet., The number of digital examinations has increased significantly in recent years with the development of online courses offered by various higher education institutions. These exams place new demands on computers, examiners and students to ensure security and prevent cheating. A UK pilot study examines how students experience digital surveillance during examinations. The results show that students have concerns about security protection and personal integrity, although there is also some acceptance of the surveillance system.

Personal data use is increasingly permeating our everyday life. Informed consent for personal data use is a central instrument for ensuring the protection of personal data. However, current informed consent practices often fail to actually inform data subjects about the use of personal data. This article presents the results of a requirements analysis for informed consent from both a legal and usability perspective, considering the application context of educational assessment. The requirements analysis is based on European Union (EU) law and a review of current practices. As the main outcome, the article presents a blueprint which will be the basis for the development of an informed consent template that supports data controllers in establishing an effective and efficient informed consent form. Because the blueprint, and subsequently, the template, distinguishes between legal and usability requirements, it also provides the basis for the mapping of legal requirements in other (non-European) contexts., Web Information Systems

Die Infrastruktur zur Durchführung von elektronischen Prüfungen ist meist stationärer Natur, d.h. sie werden in eigens dafür eingerichteten Räumen auf stationären Geräten durchgeführt. Das Hamburger MINTFIT Projekt [1] beschreitet hier einen anderen Weg und weicht vom Konzept eines stationären Testcenters ab, hin zu einem mobilen. Beim Hamburger MINTFIT Projekt handelt es sich um ein Kooperationsprojekt im Bereich E-Assessment von vier Hamburger Hochschulen und einem Universitätsklinikum, das neben der Erstellung von elektronischen Einstufungstests für das Studium sowohl das technische Konzept für ein mobiles Testcenter entwickelt und umsetzt als auch die fachlichen Inhalte für die elektronischen Prüfungen erstellt. Von der mobilen Variante eines Testcenters versprechen wir uns ein Höchstmaß an Flexibilität, zum einen durch unterschiedliche Familien portabler bzw. mobiler Geräte (Laptops und Tablets), zum anderen durch den bedarfsgerechten Einsatz der Geräte an variablen Standorten. Ausgehend von unseren bisherigen Erfahrungen mit elektronischen Prüfungen [2] stellen wir in diesem Beitrag unser Konzept eines mobilen Testcenters mit unterschiedlichen Gerätefamilien und orts- sowie geräteabhängigem LAN- bzw. WLAN-Netzwerk vor. Dabei gehen wir sowohl auf den technischen Aufbau des Testcenters als auch den Ablauf einer elektronischen Prüfung von der Anmeldung durch einen der Kooperationspartner, über den Antransport zum Prüfungsort, den Auf- und Abbau der Geräte sowie die Durchführung der Prüfung vor Ort bis hin zum Abtransport der Geräte ein. Quellen: [1] https://www.mintfit.hamburg/, zuletzt aufgerufen am 21.10.2019 [2] Kruse K., Seifert C. (2018). Implementing Computer-assisted Exams in a Course on Numerical Analysis for Engineering Students. Proceedings 19th SEFI MWG, Coimbra Portugal, S. 33-38, Often, the infrastructure for conducting an electronic examination is of a stationary form, i.e. the examination is done in a room with a fixed installation of clients (e.g. desktop PCs or thin clients). Hamburg's MINTFIT project [1] diverges from the standard model of a stationary test center to a mobile test center. Hamburg's MINTFIT project is a cooperation of four universities and a university medical center in Hamburg. Besides electronic entry-level tests, the project develops and implements the concept of a mobile test center as well as creates the content for electronic assessment. The mobile form of a test center shows great promise for flexibility, on the one hand due to different families of portable and mobile clients (laptops and tablets), respectively, on the other due to the use of the mobile test center tailored to the needs at varying locations. On the basis of our previous experience with electronic assessment [2] we present our concept of a mobile test center with different families of clients and a network (LAN/WLAN) which depends on the location and the clients. We dwell on the technical concept of the test center as well as the process of conducting an electronic examination by one of the partners of the project, from the transport to the location of the examination, to building up the test center and conducting the on-site examination, up to breaking it down and the transport back from the location. References: [1] https://www.mintfit.hamburg/, retrieved on 21st October 2019 [2] Kruse K., Seifert C. (2018). Implementing Computer-assisted Exams in a Course on Numerical Analysis for Engineering Students. Proceedings 19th SEFI MWG, Coimbra Portugal, p. 33-38

Dieser Beitrag legt am Beispiel des von Prof. Dr. Dorothee M. Meister initiierten Projektes «E-Assessment NRW» dar, welche weitreichenden Herausforderungen es bei der Einführung von E-Assessments gibt. Dabei werden drei Handlungsfelder – Technik, Didaktik und Recht – bei der Einführung, Implementierung und Umsetzung von E-Assessments betrachtet und herausgestellt, welche Chancen eine kooperative Zusammenarbeit unter Berücksichtigung hochschulinterner Prozesse bietet und welche Konsequenzen sich daraus für die Medienpraxis an Hochschulen ergeben. Der Fokus des Beitrags liegt auf der kooperativen Zusammenarbeit im Bereich von Weiterbildungs- und Vernetzungsformaten., The paper «cooperation as a strategy – implementing e-assessments at universities» shows, on the example of the «E-Assessment NRW» project initiated by Prof. Dr. Dorothee M. Meister, the challenges in the introduction of e-assessments at universities. In regarding to the three dimensions of -technology, didactics and law- we developed an approach for a cooperative basis in account to organisational structures at universities and their consequences for media practice. The paper focusses on the field of training and networking formats in higher education.

In vielen Lehrveranstaltungen der Angewandten Mathematik wird man, um einen Einblick in realistische Probleme zu geben, mit großen Berechnungen konfrontiert, die typischerweise von Computern durchgeführt werden. Bei Prüfungen zu solchen Themen werden die Studierenden jedoch oft gebeten, die erlernten Methoden - geeignet für große Systeme - mit Stift und Papier auf sehr kleine Probleme anzuwenden. Um diese Lücke zu überwinden, kann man entweder aufhören, diese Methoden zu lehren, oder die Art und Weise der Prüfung ändern. Auf diesem Poster werden wir versuchen, ausführlich zu beantworten, warum und wie wir in einem bestimmten Kurs computergestützte Prüfungen eingeführt haben. Wir werden auch auf die Kosten eingehen, die damit verbunden sind, um diese mit den erwarteten Vorteilen zu vergleichen. Der Rahmen dieser Prüfung kann als Beispiel dienen und leicht auf andere Kurse, Institutionen und Bedürfnisse übertragen und angepasst werden., In many courses on applied mathematics, in order to give a glimpse on realistic problems one is faced with large computations which are typically done by computers. However, when it comes to exams on such topics students are often asked to apply the learned methods - suited for large systems - to very small problems by pen-and-paper. In order to overcome this gap one can either stop teaching these methods or change the way of examination. On this poster we will try to answer in more detail why, and how, we implemented computer-assisted exams in a particular course. We will also comment on the costs doing this in order to compare with the expected gains. The framework for the exam may serve as an example which can be easily transferred and adjusted to other courses, institutions and need.

Outside university, students encounter disciplinary practices mediated by technological resources. In this sense, the real world is decidedly resource-rich. In contrast, most educational assessments remain decidedly resource-poor. Situated versus mindbased perspectives of cognition fundamentally differ in the role they ascribe to such resources in cognition and learning. To mindbased perspectives, they are a source of input, to situated perspectives they are constitutive to cognition itself. We assessed the validity of resource-rich versus resource-poor assessments of learning outcomes from resource-rich versus resource-poor learning activities. The study implemented an in-class 2x2 between-subjects experimental design in an introductory programming course with 192 first semester BSc engineering students. Both types of assessment were sensitive to differences in learning outcomes, indicating validity for both. Results indicate resource-rich assessments may be more ecologically valid, while – intriguingly – the resource-poor assessments were more sensitive to transfer of learning. Furthermore, the resource-rich learning activities better facilitated learning for transfer.

This paper presents the activities, main research lines and projects of the GIST research group, since the year 2012 to 2019, Este artículo presenta las actividades, principales líneas de investigación y proyectos del grupo de investigación GIST desde el año 2012 hasta el 2019.

This paper presents the activities, main research lines and projects of the GIST research group, since the year 2012 to 2019, Este artículo presenta las actividades, principales líneas de investigación y proyectos del grupo de investigación GIST desde el año 2012 hasta el 2019.

Attention to Digital Security Issues and risks requires action to reduce the uncertainty generated by coexistence in the digital society. This study has as main purpose to become acquainted with the competence level of university students in digital security and the scope of an intervention implemented and evaluated in environments that are enriched with technology. 154 students from two universities in Spain and Portugal participate. The evaluation for the level of competence in digital security is an activity previous to the intervention in which the participants perform a total of 1012 activities using various technological tools. Results show that 93.5% of participants have an intermediate level of competence. As part of the intervention, 148 digital narratives and 141 afterthoughts about netiquette and social media are analyzed. The descriptive analysis of the evaluation shows the result of an average assessment of 82.13. The future educators must be competent and aware of the importance that this area has in education and in society. Training to create a safer and more responsible digital citizenship in the use of technology and the internet is fundamental., La atención a los problemas y riesgos relacionados con la seguridad digital requiere acciones educativas para reducir la incertidumbre que genera la convivencia en la sociedad digital. Este estudio descriptivo tiene como propósito conocer el nivel competencial de estudiantes universitarios en el área de seguridad digital y el alcance de una intervención implementada y evaluada en entornos enriquecidos con tecnología. Participan 154 estudiantes de dos universidades de España y Portugal. La evaluación del nivel competencial en seguridad digital es actividad previa a la intervención en la que los participantes utilizando diversas herramientas tecnológicas realizan en total 1012 actividades. Los resultados muestran que el 93.5% de participantes tienen un nivel competencial intermedio. Como parte de la intervención se analizan 148 narrativas digitales y 141 reflexiones sobre netiqueta y redes sociales. El análisis descriptivo de la evaluación a la intervención, da como resultado una valoración media del grupo de 82.13. Los futuros educadores deben ser competentes en ésta área y ser conscientes de la importancia que esta tiene para la educación y en la sociedad. Es importante su formación para la conformación de una ciudadanía digital más segura y responsable en el uso de la tecnología y de Internet.

This study discusses university-level e-education on circuit theory. Automatic assessment activities were realized in the learning environment Moodle with symbolic math enhancement plugin STACK. With a comprehensive set of self-study e-assignments, the desired outcome was to help the students to improve their conceptual understanding. Here, the instructional approach is to assign take-home e-activities during the course. The rationale for such approach is to guide the student to prepare themselves for the final exam. This study discusses the learning results in comparison with the traditional paper-assessments conducted in the previous year. E-activities can improve learning, but a lot of attention must be paid to two issues: realizing the activities and accompanying students’ varying learning skills. Moreover, the structure of a circuit theory e-quiz differs from a typical mathematics quiz, which is also discussed here

La problématique de l’évaluation des équipes dans le domaine de l’éducation a été, jusqu’à maintenant, partiellement résolue. Beaucoup de recherches ont été faites dans ce champ d'études en ce qui concerne l’évaluation des équipes à un seul niveau de hiérarchisation dans les cas où un membre d’équipe évalue son chef d’équipe, et,inversement, lorsqu’un chef d’équipe évalue les membres de son équipe. Cependant, l’évaluation des équipes dans ce contexte ne prend pas en considération le cas de l’évaluation des équipes à plusieurs niveaux de hiérarchisation contrairement au domaine de la gestion, où l’on résout ce problème grâce aux systèmes de gestion et aux systèmes d’information qui évaluent des équipes à structure arborescente. Cette thèse veut résoudre cette problématique et proposer des méthodes d’évaluation des équipes à plusieurs niveaux de hiérarchisation en plus de réaliser une application informatique accessible par Internet, application qui implanterait ce processus d’évaluation dans le domaine de l’éducation. L’actuel projet doctoral propose donc une solution pour permettre l’évaluation des équipes à plusieurs niveaux de hiérarchisation dans le domaine de l’éducation. Généralement, lorsqu’un enseignant évalue le travail de plusieurs étudiants, l’évaluation est la même pour tous. Cela permet à l’enseignant de porter un jugement sur l’atteinte des objectifs d’apprentissage par les étudiants ainsi que de classer ceux-ci selon les résultats obtenus. Cependant, dans certains cas, il se peut que des cours, des examens ou des tâches d’évaluation complexes puissent être exécutés en équipe et que ces équipes puissent compter plusieurs niveaux de hiérarchisation. Dans ce cas, l’objet d’évaluation n’est plus forcément le même pour tous les étudiants et peut ainsi varier en fonction de leur position hiérarchique au sein de l’équipe. Certains étudiants seront simplement membres d’une équipe, tandis que d’autres seront chefs d’équipe ou même administrateurs de groupe. De

This paper presents the activities, main research lines and projects of the GIST research group, since the year 2012 to 2019, Este artículo presenta las actividades, principales líneas de investigación y proyectos del grupo de investigación GIST desde el año 2012 hasta el 2019.

E-Assessment kann den Prüfungs- und Korrekturaufwand für die Lehrenden drastisch reduzieren. Es sollte aber auch dazu genutzt werden didaktisch anspruchsvolle Aufga-ben zu entwickeln. Im Rahmen von verschiedenen elektronischen Prüfungen in der Mathematik an der Technischen Universität Hamburg schreiben wir adaptive elektroni-sche Aufgaben mit automatischer Korrektur, und auf diesem Poster werden wir Aufga-benkonzepte vorstellen, mit denen sich die Qualität von Prüfungen verbessern lässt. Um insbesondere in großen Gruppen den Trainingsprozess für jede Studierende indivi-duell fair zu gestalten, zeigen wir wie Randomisierungen effizient genutzt werden können, um individualisierte Realisierungen einer Aufgabenklasse automatisch erzeugen zu können. Am Beispiel von Aufgaben aus dem Bereich der Mathematik werden wir vorstellen, wie sich eine Fehlerbehandlung analog zur händischen Bewertung inkl. Folgefehlerbehandlung abbilden lässt. Des Weiteren zeigen wir, wie sich Programmier- und interaktive Aufgaben an Laptops ergänzend zu einer schriftlichen Prüfung realisieren lassen., E-assessment can drastically reduce the amount of work for teachers generated by of examinations and grading of exams. However, it should also be used to develop didactically demanding tasks. As part of various electronic exams in mathematics at the Hamburg University of Technology, we are writing adaptive electronic tasks with automatic grading, and on this poster we will present concepts of tasks to improve the quality of examinations. In order to design the training process individually and fairly for each student, especially in large groups, we show how randomizations can be used efficiently to automatically generate individualized realizations of a task class. Using tasks from the field of mathematics as examples, we will show how error handling can be treated analogously to manual grading including the handling of subsequent faults. Further, we show how programming or interactive tasks on laptops can be implemented in addition to a written examination.

This paper outlines the key issues of remotely invigilated online exams (RIOEs) and presents ways to avoid and resolve the issues for educators who are considering implementing them. The purpose of this paper is to share the lessons learned during the process of implementing and evaluating RIOEs and highlight the key considerations required to conduct RIOEs more seamlessly, whilst minimising students’ cognitive load. With the continued growth, and future importance of online tertiary education, this paper provides an important contribution to the understanding of the best methods and practices by which to conduct online examinations and provides a foundation for continued research and enhancement of effective RIOEs. The paper follows an extensive Action Learning process to develop and present a case study that was conducted across nine fully online business courses in a start-up venture for the University of South Australia. Cognitive load theory underpins the case study, which enabled the researchers to gain profound understanding into the RIOE process, identify issues and offer resolutions. RIOEs require more systematic and effective design compared to traditional paper-based exams and should be supplemented by early and clear communication with students. Educators should enable and encourage students to rehearse the exam service access procedures prior to their exams and students should be provided with real-time responsive technical support for any ad hoc issues that may present during the exam. These factors play a critical role in ensuring the successful implementation of RIOEs.

This paper outlines the key issues of remotely invigilated online exams (RIOEs) and presents ways to avoid and resolve the issues for educators who are considering implementing them. The purpose of this paper is to share the lessons learned during the process of implementing and evaluating RIOEs and highlight the key considerations required to conduct RIOEs more seamlessly, whilst minimising students’ cognitive load. With the continued growth, and future importance of online tertiary education, this paper provides an important contribution to the understanding of the best methods and practices by which to conduct online examinations and provides a foundation for continued research and enhancement of effective RIOEs. The paper follows an extensive Action Learning process to develop and present a case study that was conducted across nine fully online business courses in a start-up venture for the University of South Australia. Cognitive load theory underpins the case study, which enabled the researchers to gain profound understanding into the RIOE process, identify issues and offer resolutions. RIOEs require more systematic and effective design compared to traditional paper-based exams and should be supplemented by early and clear communication with students. Educators should enable and encourage students to rehearse the exam service access procedures prior to their exams and students should be provided with real-time responsive technical support for any ad hoc issues that may present during the exam. These factors play a critical role in ensuring the successful implementation of RIOEs.

The significance of big data advancement has benefited various organizations to leverage the potential insights and capabilities of big data in organizational performance and decision-making. However, the analytics outcome and quality of big data analytics (BDA) implementation has yet to be addressed. Therefore the aims of this paper are to identify and analyze the affecting factors and elements of BDA implementation and to propose a conceptual model for effective decision-making through BDA implementation assessment. The model is developed based on three dimensions such as performing data strategy (organization), collaborative knowledge worker (people) and executing data analytics (technology). The findings of this ongoing study proceeds with designing a proposed conceptual model with the research hypothesis and may provide a better assessment model for effective decision-making in the long run.

The significance of big data advancement has benefited various organizations to leverage the potential insights and capabilities of big data in organizational performance and decision-making. However, the analytics outcome and quality of big data analytics (BDA) implementation has yet to be addressed. Therefore the aims of this paper are to identify and analyze the affecting factors and elements of BDA implementation and to propose a conceptual model for effective decision-making through BDA implementation assessment. The model is developed based on three dimensions such as performing data strategy (organization), collaborative knowledge worker (people) and executing data analytics (technology). The findings of this ongoing study proceeds with designing a proposed conceptual model with the research hypothesis and may provide a better assessment model for effective decision-making in the long run.

Recent developments in teaching and learning in higher education require of institutions to create learning environments which would enable their students to move away from the traditional, established norms of a surface learning approach to student engagement, and strategic and deep learning approaches. The latter are believed to ensure the delivery of graduates who can cope with the demands of the twenty-first century. In order for students to appropriately change their way of learning, there should also be a shift from the current focus on their abilities and lecturers’ teaching, to how they could learn best, and how they confront the learning process. Current views suggest that appropriate teaching and learning can occur if students are motivated to actively and deeply engage in the learning task by using teaching-learning activities that have been shown to have a high impact on student success. Furthermore, students can be empowered by using information and communication technologies (ICTs) to identify and reflect on what they learn, and improve their learning in this way. This can be effectively done in the context of blended learning, which includes face-to-face teaching and learning, e-learning, and also e-assessment. This usually takes place by involving special ICT-supported learning management systems (LMSs) that should ease the lecturer’s task of managing the teaching and learning environment, and also enhancing students’ learning experience. In light of the significance of ICT-enhanced teaching, learning, and assessment of student success in higher education, this study endeavoured to identify how student assessment should feature in an e-learning environment and how such e-assessment could best be implemented through the Moodle LMS. This does not only apply in my own teaching of Information Technology (IT) as a discipline, but also in the teaching of IT by other IT lecturers at the Computer Training Institute (CTI) in South Africa. A literature review

The general objective of this research was to design and evaluate a system of Soft skills assessment in b-learning en- vironments of teaching-learning in Higher Education, level committed to the comprehensive and relevant professional training. Specifically, the skills commitment, communication, innovation, leadership and teamwork, which are inherent in the integral formation of the person because they facilitate their proper performance in the personal, social and or- ganizational context. The research was carried out at the Complutense University of Madrid, through a sample of 893 students from the Faculties of Education, Physical Sciences and Sociology, during the 2015-2016 academic year. A pretest-posttest design was used with an experimental group and a non-equivalent control group, in the b-learning and face-to-face context, respectively. Likewise, it relied on the foundations of e-Learning-Oriented e-Assessment (e-EOA), the methodology of problem-based learning (ABP), communication through electronic forums and the wiki as a collabo- ration tool. For the data collection, five scales were applied, before and after a quarter of intervention, with the interest of measuring the level of acquisition of said skills. After the analysis of covariance, the results reveal that teamwork was the Soft skills with the highest level of achievement among the students participating in the b-learning modality, while the commitment, communication and innovation skills developed significantly better in the face-to-face context Regarding the learning of leadership skills, it was verified that the context has no repercussion., L’objectif général de cette recherche était de concevoir et d’évaluer un système d’évaluation des compétences géné- riques dans des environnements d’apprentissage b-learning de l’enseignement- apprentissage dans l’enseignement supérieur, niveau engagé pour une formation professionnelle complète et pertinente. En particulier, l’engagement des compétences, la communication, l’innovation, le leadership et le travail d’équipe, qui sont inhérents à la formation intégrale de la personne, car ils facilitent leur exécution dans les contextes personnel, social et organisationnel. La recherche a été effectuée à l’Université Complutense de Madrid, auprès d’un échantillon de 893 étudiants des facultés d’éducation, de sciences physiques et de sociologie, au cours de l’année universitaire 2015-2016. Une conception pré-test post-test a été utilisée avec un groupe expérimental et un groupe témoin non équivalent, respectivement dans les contextes b-learning et face à face. De même, il s’appuyait sur les fondements de l’évaluation électronique axée sur l’apprentissage en ligne (e-EOA), de la méthodologie de l’apprentissage par résolution de problèmes (ABP), de la communication par le biais de forums électroniques et du wiki en tant qu’outil de collaboration. Pour la collecte des données, cinq échelles ont été appliquées, avant et après un quart d’intervention, dans l’intérêt de mesurer le niveau d’acquisition desdites compétences. Après analyse de la covariance, les résultats ont révélé que le travail d’équipe était la compétence générique présentant le plus haut niveau de réussite parmi les étudiants participant à la modalité b-learning, tandis que les compétences d’engagement, de communication et d’innovation se contexte face à face En ce qui concerne l’apprentissage de la compétence en leadership, il a été vérifié que le contexte n’a pas de répercussion., El objetivo general de esta investigación fue diseñar y valorar un sistema de evaluación de competencias genéricas en entornos b-learning de enseñanza-aprendizaje en la Educación Superior, nivel comprometido con la formación integral y pertinente de profesionales. Específicamente, las competencias compromiso, comunicación, innovación, liderazgo y trabajo en equipo, las cuales son inherentes con la formación integral de la persona porque facilitan su desempeño adecuado en el contexto personal, social y organizacional. La investigación se desarrolló en la Univer- sidad Complutense de Madrid, mediante una muestra de 893 estudiantes de las Facultades de Educación, Ciencias Físicas y Sociología, durante el curso 2015-2016. Se utilizó un diseño pretest-postest con un grupo experimental y otro de control no equivalente, en el contexto b-learning y presencial, respectivamente. Asimismo, se apoyó en los funda- mentos de la e-Evaluación Orientada al Aprendizaje (e-EOA), la metodología del Aprendizaje Basado en Problemas (ABP), la comunicación a través de foros electrónicos y la wiki como herramienta de colaboración. Para la recogida de los datos se aplicaron cinco escalas, antes y después de un cuatrimestre de intervención, con el interés de medir el nivel de adquisición de dichas competencias. Realizado el análisis de covarianza, los resultados revelan que el trabajo en equipo fue la competencia genérica con mayor nivel de logro en los estudiantes que participan en la modalidad b-learning, mientras que las competencias compromiso, comunicación e innovación se desarrollan significativamente mejor en el contexto presencial. Respecto al aprendizaje de la competencia liderazgo, se verificó que el contexto no tiene repercusión.

La e-evaluación se ha convertido en un aspecto nuclear para lasuniversidadesque desarrollan sus programas educativos bajo entornos en línea, cobrando especial protagonismo en aquellas institucionesque utilizan con sus estudiantesel trabajo colaborativo como estrategia de aprendizaje.En este marco, se analizanlos resultados de un estudio basado en el método de encuesta, cuyoobjetivoha sido analizar las valoraciones del alumnado de magisterioderivadas del sistema de e-evaluación desarrollado en su experiencia de trabajo colaborativo en cinco asignaturas. Los datos evidencian la importancia que los estudiantes conceden al feedback del profesor, la necesidad de que la evaluación se centre tanto en procesos como en resultados y la pertinencia de desarrollarauto-evaluaciones y co-evaluaciones de carácter grupal, E-assessment has become a key component for higher education institutions embracing online education programs and it has turned into even more relevant in the context of institutions adopting collaborative work as a learning strategy with their students.Within this framework the present work introduces the results of a research based on the survey method whose main purpose has been to analyze Pre-Primary and Primary Education student’s perceptions on the e-assessment system in a collaborative work experience in the context of five degree subjects. Student’s perceptions reveal the relevance of teacher feedback, stand out the need to assess the process and the outcomes of collaboration and confirm the appropriateness of carrying out self-assessments and group peer-assessments

Introduction: An assessment test enables the evaluation of an individual’s competence or ability. Such tests are important for both teaching and professional training institutions, as well as for the recruiting of human resources in the enterprise. Objectives: The present paper introduces the “Evaluate” web application, for the analysis of assessment tests. Methods: The design and implementation of the application is described, which allows the management of assessment items, used to constitute evaluation tests, upon which results the main descriptive statistic values used under the classical test theory in the analysis of assessment tests are calculated. The application was developed in Python, within the Django framework, and tested with real assessment tests. Results: Scores are assigned to each assessment item, and various statistics — such as difficulty and discrimination index, point-biserial correlation, test internal consistency coefficient — can be obtained upon the answers of the subjects, as well as a graphic analysis of the performance of each subject on each assessment item, as well as on the test as a whole. Conclusions: The “Evaluate” application makes a meaningful contribution to a better knowledge of assessment tools used in competence evaluation, by allowing the detection of inconsistencies and the consequent improvement in the process., Introdução: Um teste de aferição permite a avaliação de uma dada competência ou capacidade de um individuo. Estes testes são importantes quer no âmbito de instituições de ensino, quer no âmbito empresarial para o recrutamento de recursos humanos. Objetivos: O artigo tem como principal objectivo apresentar a aplicação web designada "Evaluate" para a análise de testes de aferição. Métodos: Descreve-se o desenho e implementação da aplicação que permite fazer a gestão de questões ou itens de aferição, a partir dos quais é possível a construção de testes de avaliação. A partir dos resultados dos alunos na resolução desses testes, são calculadas as principais estatísticas descritivas usadas na análise de testes de aferição das aprendizagens ao abrigo da teoria clássica dos testes. A aplicação “Evaluate” foi desenvolvida em Python usando a framework Django e foi testada com provas de aferição reais. Resultados: Para cada teste são atribuídas cotações aos itens e, a partir das respostas dos alunos, são obtidas diversas estatísticas tais como: índice de dificuldade e de discriminação, correlação ponto-bisserial, coeficiente de consistência interna do teste. A aplicação permitir ainda a análise gráfica do desempenho dos alunos por cada item e no teste como um todo. Conclusões: A aplicação “Evaluate” é uma ferramenta que contribui para um melhor conhecimento dos instrumentos de aferição usados na avaliação de conhecimentos, permitindo identificar inconsistências e consequentemente introduzir melhorias no processo., Introducción: Una prueba de evaluación permite la evaluación de una determinada competencia de un individuo. Estas pruebas son importantes tanto en el ámbito de las instituciones de enseñanza, tanto en el ámbito empresarial para la contratación de recursos humanos. Objetivo: El artículo tiene como principal objetivo presentar la aplicación web designada “Evaluate” para análisis de pruebas de evaluación. Métodos: Se describe el diseño e implementación de la aplicación que permite hacer la gestión de cuestiones, a partir de los cuales es posible la construcción de pruebas de evaluación. A partir de los resultados de los alumnos en la resolución de estas pruebas, son calculadas las principales estadísticas descriptivas utilizadas en el análisis de pruebas de evaluación de los aprendizajes bajo la teoría clásica de las pruebas. La aplicación “Evaluate” fue desarrollada en Python usando el framework Django y fue probada con pruebas de evaluación real. Resultados: Para cada prueba se asignan cotizaciones a los ítems y, a partir de las respuestas de los alumnos, se obtienen diversas estadísticas por cada ítem e por cada prueba. La aplicación permite además el análisis gráfico del desempeño de los alumnos por cada ítem y en la prueba como un todo. Conclusiones: La aplicación “Evaluate” es una herramienta que contribuye a un mejor conocimiento de los instrumentos de medición usados en la evaluación de conocimientos, permitiendo identificar inconsistencias y consecuentemente introducir mejoras en el proceso.

The paper presents innovative trustworthy services to support secure e-assessment in web-based collaborative learning grids. Although e-Learning has been widely adopted, there exist still drawbacks which limit their potential. Among these limitations, we investigate information security requirements in on-line assessment learning activities, (e-assessment). In previous research, we proposed a trustworthiness model to support secure e-assessment requirements for e-Learning. In this paper, we present effective applications of our approach by integrating flexible and interoperable Web based secure e-learning services based on our trustworthiness model into e-assessment activities in on-line collaborative learning courses. Moreover, we leverage Grid technology to meet further demanding requirements of collaborative learning applications in terms of computation performance and management of large data sets, in order for the trustworthy collaborative learning services to be continuously adapted, adjusted, and personalised to each specific target learning group. Evaluation in a real context is provided while implications of this study are eventually remarked and discussed., Peer Reviewed, Postprint (author's final draft)

The professional training requirements change rapidly, this is due to the new paradigm of competency-based training in the university environment has moved to the foreground. Eta to reality, we must consider that there are teachers with great experience, but one that only plan for skills, others who plan and methodologies used for the development of skills, but do not assess competency and others who know nothing. The aim of this paper is to detect some signs and symptoms that most teachers have not been attenuated and are challenges to be overcome, especially the process of evaluating the activity by which information is collected systematically with a view to issuing a value judgment about a certain aspect. In addition to the challenges overcome by the traditional teaching, some strategies, resources and tools that facilitate the recognition of skills and teachers can use to perform the competency evaluation process are suggested. Key strategies are: real or authentic assessment, simulations, problem-based, integrated in the learning process, with matrices or headings, with multiple instruments, portfolios and blog, self-evaluation, co-evaluation and e-assessment. Keywords: Competition, evaluation, higher education, portfolio, self-assessment and evaluation., Las exigencias formativas de profesionales cambian vertiginosamente, esto obedece al nuevo paradigma de formación basado en competencias que en el entorno universitario ha pasado a los primeros planos. Ante esta realidad, debemos considerar que existen docentes con una gran experiencia, pero unos que sólo planifican por competencias, otros que planifican y usan metodologías para el desarrollo de competencias, pero no evalúan por competencias y otros que no conocen nada. El objetivo de este artículo es detectar algunos signos y síntomas que la mayoría de los docentes no han logrado atenuar, y que son retos que tienen que superar, de manera especial el proceso de evaluación que es la actividad mediante el cual se obtiene información de manera sistemática, con el fin de emitir un juicio de valor acerca de un aspecto determinado. Además de los retos a superar por el docente tradicional, se sugieren algunas estrategias, recursos y herramientas que facilitan el reconocimiento de las competencias profesionales, y que pueden usar los docentes para realizar el proceso de evaluación por competencias. Entre las principales estrategias encontramos: la evaluación real o auténtica, con simulaciones, basada en problemas, la integrada en el proceso de aprendizaje, con matrices o rúbricas, con múltiples instrumentos, el portafolio y bitácora, la autoevaluación, la co-evaluación y la e-evaluación.