Over the last decade, a large number of e-assessment system and tools were developed. However, they all provide assessments that are characterized by a static structure (ordered sequence of questions, predefined start and ending, etc.). This approach does not consider students individual knowledge or characteristics. Instead, each student has to answer the same questions. The work presented in this paper focuses on a personalized e-assessment system (askMe!) that not only identifies, but also supports and even compensates deficits in students' individual learning by considering students' strengths and preferences. In this paper, the core, the adaptation model of the system is presented that defines what can be adapted, as well as when and how it is to be adapted
Over the last decade, a large number of e-assessment system and tools were developed. However, they all provide assessments that are characterized by a static structure (ordered sequence of questions, predefined start and ending, etc.). This approach does not consider students individual knowledge or characteristics. Instead, each student has to answer the same questions. The work presented in this paper focuses on a personalized e-assessment system (askMe!) that not only identifies, but also supports and even compensates deficits in studentsâ?? individual learning by considering studentsâ?? strengths and preferences. In this paper, the core, the adaptation model of the system is presented that defines what can be adapted, as well as when and how it is to be adapted.
The education of engineering students focuses not only on acquiring facts and procedures, but more importantly on integrating and using those knowledge to analyze problems, evaluate solutions, etc. The evaluation of these skills using traditional e-assessments is mostly not possible and currently still left to traditional assessment methods. The authors of this paper recognized the need for new e-assessment technologies and have developed a new personalized and interactive e-assessment system called askMe!. The focus of this paper is not only on presenting the askMe! system and its underlying concepts, but also on explaining the use of the system for supporting students in acquiring higher levels of knowledge. Finally, the paper presents an evaluation of the system both from the authors' as well as from the students' point of view
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