Improving Cognitive Decision-Making into Adaptive Educational Systems through a Diagnosis Tool based on the Competency Approach

Najoua Hrich, Mohamed Lazaar, Mohamed Khaldi


Adaptive Educational systems (AES) does not necessarily lead to a better learning. Several kinds of research reveal that the problem is due to, on the one hand, the accent is put mainly on the technological tools to the detriment of the pedagogical aspect. On the other hand, there is a lack of the importance given to the assessment which is an integral part of the learning-teaching process and the professional act of primary importance which gives the decisions and the consequences that result from it. In this paper, we propose a solution for the diagnostic evaluation based on competency approach especially on the pedagogy of integration. The proposed solution allows getting information about the available learners’ knowledge level by presenting an assessment based on the common definition given to competencies by the majority of the authors of the domain. İn this context, the assessment process proposed is presented on two steps: the first step, we evaluate resources related to the competence to verify their acquisition degree and to remediate if necessary, the second step will evaluate the capacity of leaner to mobilize those resources in order to apprehend a situation and respond to it in a more or less relevant way. This research aims to present a new vision in the context of the assessment into adaptive educational systems.


assessment process, competencies, ontologies, adaptive educational systems; knowledge level; learning style;

Full Text:


Copyright (c) 2019 Hrich Najoua, Mohamed Khaldi

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