Adaptive e-Assessment System: A General Approach

David Baneres, Xavi Baró, Ana-Elena Guerrero-Roldán, M. Elena Rodriguez


On any type of course (on site or online), a learner is evaluated whether he has acquired the knowledge and competences provided in the course. The evaluation should be performed by evaluating his progression by means of the interaction in the classroom or assessment activities. Mostly, assessment activities are used to check the level of expertise of the learner. Typically, the assessment model and assessment activities of subjects in official programmes are the same for all the learners, since they should be evaluated having the same opportunities and conditions. However, when the learner is evaluated based on a continuous assessment model, he is demonstrating on each activity his knowledge and proficiency level and, at the same time, his reputation could be also built based on the actions he is performing within the course. Therefore, the assessment model can be particularly adapted for each learned based on this information. In this paper, we present a general system to adapt any component of the assessment process (model, activity, question…) based on different evidences gathered from the learning process of the learner.


adaptive assessment; adaptive learning; trust, security; e-learning

Full Text:


Copyright (c) 2017 David Baneres, Xavi Baró, Ana-Elena Guerrero-Roldán, M. Elena Rodriguez

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
Creative Commons License
Scopus logo Clarivate Analyatics ESCI logo EI Compendex logo IET Inspec logo DOAJ logo DBLP logo Learntechlib logo EBSCO logo Ulrich's logo Google Scholar logo MAS logo