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Title:
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IKMAAS: AN ASSESSMENT SYSTEM THAT ACCUMULATES TEACHERS TACIT KNOWLEDGE |
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Author(s):
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Chien-Yuan Su, Tzone-I Wang |
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ISBN:
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978-972-8939-46-5 |
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Editors:
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Piet Kommers and Pedro Isaías |
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Year:
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2011 |
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Edition:
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Single |
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Keywords:
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Computer-assisted assessment, teachers tacit knowledge of assessment, knowledge map, knowledge sharing. |
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Type:
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Full Paper |
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First Page:
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11 |
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Last Page:
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18 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Assessments play an important role that are used to evaluate learners comprehension of a subject and are therefore created using the developers implicit domain knowledge. Most elementary and junior high school teachers in Taiwan, as well as those in many other countries, compile their assessments using test items taken from item banks on CDs provided by textbook publishers or from those freely shared in online item banks. Although these resources provide assessment writing assistance, few of them share teachers tacit knowledge on the importance of both the concepts and concept relationships of a subject, which, if captured, made explicit, and made available to teachers, may help construct more effective assessments, thereby improving teaching performance. This study establishes a knowledge map-based assessment system to help elementary school teachers compile assessments and collect their tacit knowledge of specific topics using an implicit knowledge extraction mechanism. This collected knowledge is made explicit as concrete weights of the concepts and their mutual relationships and is then displayed graphically as a knowledge map used to guide teachers through assessment compiling. The knowledge extraction mechanism also operates in a real-time mode that analyses an assessment undergoing development and gives its author a real-time, updated knowledge map that reveals the overall distribution of its embedded concepts. Several experiments based on courses on science and technology of nature and life taught in elementary schools in Taiwan were conducted for this research. Eighteen teachers were involved in the experiments; the experimental results clearly indicate the potential of the system, as each of the teachers agreed that the presentation of knowledge maps helped them to comprehend the proportions of concepts they intended to test and helped them to notice concepts they may have ignored. |
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