Conversation&;#x02010;Based Assessment

Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics: System Demonstrations

In this paper, we present ADVISER 1-an open source dialog system framework for education and research purposes. This system supports multi-domain task-oriented conversations in two languages. It additionally provides a flexible architecture in which modules can be arbitrarily combined or exchanged-allowing for easy switching between rules-based and neural network based implementations. Furthermore, ADVISER offers a transparent, user-friendly framework designed for interdisciplinary collaboration: from a flexible back end, allowing easy integration of new features, to an intuitive graphical user interface supporting nontechnical users.

1987

2009

New demands associated with living in a highly-technological and globally-competitive world require today's students to develop a very different set of competencies than previous generations of students needed. The general goal of education is to prepare young people to live independent and productive lives. Unfortunately, our current educational system is not keeping pace with these changes and new demands. The world is becoming increasingly complex and to make progress toward fixing educational woes, we need to have a good sense of bearings-where we are, and where we're heading. This paper is intended to provide such bearings, specifically in terms of a fresh vision for education. We envision new modes of learning and teaching using stimulating online environments such as games and simulations, coupled with an assessment infrastructure covering a broad set of competencies and other attributes to support learning. This represents a long view of the field to inform current R&D efforts.

Ael, 2004

15th annual internacional technology, education and development conference, 2021, Valencia. INTED 2021 Proceedings. Valencia, Spain: IATED Digital Library, 2021. p. 447-457., 2021

Different educational levels are promoting a model based on the development and assessment of professional competences, proposed by The European Higher Education Area (EHEA), on the Bologna Declaration. This learning process, including assessment, needs to be designed and implemented according to the competences acquired by students to achieve learning results previously expected. To do this, it is necessary to design learning activities and to know the way they are assessed. Learning assessment needs to be aligned with learning activities, intending to provide students with the possibility of accomplishing learning results and becoming more competitive. For this reason, people responsible for the education and learning process need to plan activities and the way results are assessed. Assessment is a crucial step in the education and learning process. It is necessary to monitor and improve the whole process, as well as to assess learning performance for every student individually. The use of an assessment with training purposes promotes a greater student's commitment and helps detect deviations in competence acquisition to be solved over time. The competence-based learning process has prompted such a transformation in the higher-education field that has attempted to satisfy current training requirements. In this context, at university, the use of rubrics is considered as an innovative educational tool, promoting competence assessment both for students and professors. Rubrics have become an important tool for competence assessment and customized feedback, them both being considered as a useful way to unify criteria for activity development and assessment uniting the assessment criteria. Rubrics permit to manage expectations for an activity or task, defining indicators that reflect the sides of the task subject to assessment, performance levels indicating the quality achieved and criteria to assign those performance levels and, using this quality, acquiring, and demonstrating the expected competences. Rubric design is not only a simple task for the professors responsible for both the subject and the activity, but it demands to define the competences that the student must acquire and demonstrate through the assessment. Some technological tools facilitate this task, although these tools are unknown. In this work, we present and recommend some tools and Online Platforms to facilitate and standardize evaluation rubric design in different areas, according to the activity to be developed and assessed. We recommend Evacolmix, iRubric, RubiStar, and Microsoft Teams, and we present a rubric example applied to students of Physics for Computer Science in the Degree in Computer Science and Engineering, offered by the School of Computer Science and Engineering at

National Center For Research on Evaluation Standards and Student Testing, 2007

This paper will describe the relationships between research on learning and its application in assessment models and operational systems. These have been topics of research at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) for more than 20 years and form a significant part of the intellectual foundation of our present research Center supported by the Institute of Education Sciences. This description serves as the context for the presentation of CRESST efforts in building the POWERSOURCE © assessment system as described in subsequent papers delivered at Session N2 of the 2006 annual meeting of the National Council on Measurement in Education. This paper will describe the relationships between research on learning and its application in assessment models and operational systems. These have been topics of research at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) for more than 20 years and form a significant part of the intellectual foundation of our present research Center supported by the Institute of Education Sciences, as well as of many of the research studies on learning and assessment funded by the Office of Naval Research. This description is intended not to advocate a general approach (although I do), but rather to serve as the context for subsequent presentations about CRESST efforts in building the POWERSOURCE © assessment system. Part 1. Rationale for Model-Based Assessment (MBA): Background of Our Efforts to Incorporate Learning Psychology Into Assessment Systems Definitions of Model CRESST R&D in assessment and learning fits two different but compatible definitions of the term "model." The first definition of model relates to the science it 1 Paper presented at the 2006 annual meeting of the National Council on Measurement in Education (NCME). Note that the first extended section of this piece is for those who have not heard or read the many discussions of model-based assessment as practiced at CRESST. The second section can be best understood by first understanding how the model is used. The section on relating learning to assessment design and use is most directly relevant to the presentation as described in the conference program.

2004

Minerva Programme of the European Commission. The project has been co-ordinated from Umeå University (Sweden), with development partners in England and Belgium (Sussex and Ghent universities, respectively) and a commercial partner, Orantic, the Swedish distributor of Questionmark software.

What are the elements that make up assessment-based instruction? How have assessments morphed over the last twenty years? How can these assessments improve education? What could be the next greatest opportunity for training assessments within the software industry? These questions make one consider the bigger picture of assessments in learning. Let us consider each question and find how it relates to learning today.

Education Week, 2007

Within the past 50 years, we've seen our country move from an industrial economy to an information-based economy. Now, early in the 21st century, it appears we are shifting to an innovation-based economy, one that requires what the psychologist Robert J. Sternberg calls "successful intelligence," a three-point foundation of analytical, practical, and creative skills. In other words, the measure of success in today's economy