StudTest â?? A Platform Supporting Complex and Interactive Knowledge Assessment

Authors

  • Vlado Glavini? Faculty of Electrical Engineering and Computing, University of Zagreb
  • Marko ?upi? Faculty of Electrical Engineering and Computing, University of Zagreb
  • Stjepan Groš Faculty of Electrical Engineering and Computing, University of Zagreb

DOI:

https://doi.org/10.3991/ijet.v3i1.722

Keywords:

authoring tool, e-learning, knowledge assessment

Abstract


This paper describes the model and prototype implementation of a knowledge assessment framework based on problem management components. In order to support student testing with complex problem types and enable usage of rich graphical user interfaces for solution entry, we have developed an e-examination model in which the core concept is a component that can generate complex questions and evaluate students' solutions with additional explanation generation, which we named prlet. The respective system implementation is described, which can operate under heavy loads.

Author Biographies

Vlado Glavini?, Faculty of Electrical Engineering and Computing, University of Zagreb

Professor at Department of Electronics, Microelectronics, Computer and Intelligent Systems at Faculty of Electrical Engineering and Computing, University of Zagreb, Croatia

Marko ?upi?, Faculty of Electrical Engineering and Computing, University of Zagreb

Researcher at Department of Electronics, Microelectronics, Computer and Intelligent Systems at Faculty of Electrical Engineering and Computing, University of Zagreb, Croatia

Stjepan Groš, Faculty of Electrical Engineering and Computing, University of Zagreb

Researcher at Department of Electronics, Microelectronics, Computer and Intelligent Systems at Faculty of Electrical Engineering and Computing, University of Zagreb, Croatia

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Published

2008-11-26

How to Cite

Glavini?, V., ?upi?, M., & Groš, S. (2008). StudTest â?? A Platform Supporting Complex and Interactive Knowledge Assessment. International Journal of Emerging Technologies in Learning (iJET), 3(1), pp. 33–39. https://doi.org/10.3991/ijet.v3i1.722

Issue

Section

Special Focus Papers