Title:	EDUCATIONAL ASSESSMENT OF STUDENTS IN PRIMARY SCHOOL IN TUNISIA
Author(s):	Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji
ISBN:	978-989-8533-68-5
Editors:	Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías
Year:	2017
Edition:	Single
Keywords:	Assessment Technology, m-evaluation, Semantic Web, Context
Type:	Full Paper
First Page:	28
Last Page:	34
Language:	English
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Paper Abstract:	Regardless of the study level, the assessments applied in the different educational institutions in Tunisia raise many questions. Do these practices indicate the learners’ cognitive metamorphoses? Do formative and summative evaluations intend to access knowledge acquisition at the expense of understanding? Is the content of the evaluation approaches and instruments an important part of the learners’ previous knowledge? Is there any relationship between this content and the specific knowledge base of the learner? Does the evaluation instruments structure provide access to knowledge construction? Is this structure oriented towards the evaluation of low-level cognitive skills more than to the assessment of high-level cognitive skills? Does the assessment context introduce affective variables that may influence learners’ results in a negative way? Do the used instruments allow consistently determining the learners’ strengths and weaknesses? Do the correction criteria respect all the learner’s responses worth to build up a special knowledge? Do objectivity requirements influence these criteria more than the cognitive value of responses? In fact, all of these questions risen show the seriousness and complexity of the evaluation problem in the school environment as well as the cognitive progress of the learners. They are quite related to the subject matter of the evaluation instruments and their structure as well as their objectives and the background they are taking place in than to the correction criteria. In this paper, we propose a personalized evaluation environment for mobile learning. We first introduce m-evaluation scenario. Then, we describe this personalization as well as the architecture of the evaluation environment composed of Web services and based on communication between these services carried out via Semantic web technologies. The environment presented allows assessing the learners’ knowledge of a particular teaching content by first of all searching, then selecting and finally generating a test well adapted to their knowledge level. In fact, a new course will be introduced once the evaluation is accomplished. We also managed an experimentation based on concluding the student’s satisfaction degree.
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