1. Continuous e-Assessment of Student Learning Outcomes in a Multi-Agent Blended Learning System.
- Author
-
HAMMAMI, SALAH
- Subjects
LEARNING ,BLENDED learning ,DEVELOPMENTAL psychology & motivation ,EDUCATORS ,ACADEMIC achievement - Abstract
Continuous e-assessments of Student Learning Outcomes (SLOs) is a central feature of education as it provides accurate and complete status of the students' outcome achievement. However. the exiting continuous e-assessment methods are inherently macroscopic as they do not persuade continuous improvement in SLOs during their study period of each student. In this paper, we propose a Multi-Agent Blended Learning System (MA-BLS) to support Continuous e-Assessment Method (CAM) of SLOs. A fully automated CAM will be presented to enable continuous monitoring and evaluation of the progress of each SLO achievement which is covered in different courses during the entire period of an educational level and thus identify and suggest adaptive actions of improvement. A periodic Cumulative SLO-Transcriptlike report (SLO-T) reflecting the progress of students' achievement is generated and delivered to the students accompanying their traditional transcript. This SLO-T will facilitate a microscopic status to learners, educators as well as employers thus enabling focus identifications of the capabilities and improvement opportunities for lifelong skills development. To validate the proposed method, we have conducted an experiment on a representative sample of 40 students representing 53% of a batch for two years of their study period. Both cumulative and perception assessments were conducted on the same sample. Finally. a students' perceptions and opinions collected through survey on self-confidence and motivation has revealed satisfactory results in collsistence with the conducted cumulative achievement of their SLOs. This study contributes to advancing the field of technology-enhanced continuous e-assessment method of SLO and enhance teaching, learning process and improve academic programs. [ABSTRACT FROM AUTHOR]
- Published
- 2022