Assessment management system
Introduction
In education, the term "assessment management system" usually refers to an online platform that facilitates student assessment. The term is also used design all sorts of tracking and evaluation systems, e.g. work performance, or compliance with rules.
“An assessment management system (or AMS, as they are often termed) is an “electronic system or structure״ that facilitates the gathering and reporting of assessment data on student learning outcomes (Shupe 2007, 51).”, cited by Instruction and Assessment Management
There are several types, e.g. system that allow defining, testing and administering standardized quizzes (e.g. Docimo, tacit performance assessment systems (where judges evaluate behavior), simulation/game based assessment, or e-learning platforms that allow evaluating a collection of student productions.
Requirements
According to Barchino et al. the EMFA model [1] defines the following requirements.
1. Flexibility: The assessment model must be able to describe assessments that are based on different theories and models.
2. Formalisation: The assessment model must be able to describe assessments and its processes in a formal way, so that it is machine-readable and automatic processing is possible.
3. Reusability: The assessment model must make it possible to identify, isolate, decontextualize and exchange useful objects (e.g. items, assessment units, competencies, assessment plans), and to reuse these in other contexts.
4. Interoperability and sustainability: Separation between the description standards and interpretation technique, thus becoming resistant to technical changes and conversion problems.
5. Completeness: The assessment model must cover the whole assessment process, including all the typed objects, the relationship between the objects and workflow.
6. Explicitly typed objects: The assessment model must be able to express the semantic meaning of different objects within the context of an assessment. 7. Reproducibility: The assessment model must describe assessments so that repeated execution is possible. 8. Medium neutrality: The description of an assessment, where possible, must be medium neutral, so that it can be used in different (publication) formats, like the web, or paper and pencil tests. 9. Compatibility: The assessment model must fit in available standards and specifications.
Standards
- QTI for standardized test items
Example systems
- Docimo
- Texas assessment
- Taskstream by Watermark
- TouchStone, example of a non-educational assessment system
Links
Bibliography
Banta, T. W., & Palomba, C. A. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. John Wiley & Sons.
Barrett, H. (2004). Differentiating electronic portfolios and online assessment management systems. In Society for Information Technology & Teacher Education International Conference (pp. 46-50). Association for the Advancement of Computing in Education (AACE).
Barrett, H. (2005). Storytelling in higher education: A theory of reflection on practice to support deep learning. In Society for Information Technology & Teacher Education International Conference (pp. 1878-1883). Association for the Advancement of Computing in Education (AACE).
Miller,A.H., B.W. Imrie, K. Cox (1998). Student assessment in higher education: a handbook for assessing performance, Kogan Page, Ltd, London (1998)
Douce, Christopher, David Livingstone, and James Orwell. 2005. Automatic test-based assessment of programming: A review. J. Educ. Resour. Comput. 5, 3, Article 4 (September 2005). DOI=http://dx.doi.org/10.1145/1163405.1163409
Mitri, Michel (2003) A Knowledge Management Framework for Curriculum Assessment, Journal of Computer Information Systems, 43:4, 15-2
Mitri, M. (2003). Applying tacit knowledge management techniques for performance assessment. Computers & Education, 41(2), 173-189.
Yorke, M. (1998). The management of assessment in higher education. Assessment & Evaluation in Higher Education, 23(2), 101–116. doi:10.1080/0260293980230201
- ↑ EMFA, 2005, Educational model for Assessment Version 1.0, Educational Technology Expertise Centre (OTEC) Open University of the Netherlands. Secretary Development Programme P.O. Box 2960 6401 DL Heerlen the Netherlands.