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    Service-oriented flexible and interoperable assessment: towards a standardised e-assessment system

    173007_173007.pdf (200.5Kb)
    Access Status
    Open access
    Authors
    AL-Smadi, M.
    Guetl, Christian
    Date
    2011
    Type
    Journal Article
    
    Metadata
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    Citation
    AL-Smadi, Mohammad and Guetl, Christian. 2011. Service-oriented flexible and interoperable assessment: towards a standardised e-assessment system. International Journal of Continuing Engineering Education and Life-Long Learning. 21 (4): pp. 289-307.
    Source Title
    International Journal of Continuing Engineering Education and Life-Long Learning
    DOI
    10.1504/IJCEELL.2011.042789
    ISSN
    15604624
    School
    School of Information Systems
    Remarks

    Copyright © 2011 Inderscience

    URI
    http://hdl.handle.net/20.500.11937/33770
    Collection
    • Curtin Research Publications
    Abstract

    Free-text answers assessment has been a field of interest during the last 50 years. Several free-text answers assessment tools underpinned by different techniques have been developed. In most cases, the complexity of the underpinned techniques has caused those tools to be designed and developed as stand-alone tools. The rationales behind using computers to assist learning assessment are mainly to save time and cost, as well as to reduce staff workload. However, utilising free-text answers assessment tools separately form the learning environment may increase the staff workload and increase the complexity of the assessment process. Therefore, free-text answers scorers have to have a flexible design to be integrated within the context of the e-assessment system architectures taking advantages of software-as-a-service architecture. Moreover, flexible and interoperable e-assessment architecture has to be utilised in order to facilitate this integration. This paper discusses the importance of flexible and interoperable e-assessment. Moreover, it proposes a service-oriented flexible and interoperable architecture for futuristic e-assessment systems. Nevertheless, it shows how such architecture can foster the e-assessment process in general and the free-text answers assessment in particular.

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