Generador de pruebas objetivas adaptadas a las preferencias de presentación de los usuarios
[EN] The adaptative assessment systems are able to shwo the right questions adapted to the personal characteristics of each student by automatically detecting his/her level of knowledge based in the response to the las question presented (this is the traditional mehtod). However, we consider another kind of adaptation in addition to the tradional one, based on how the students perceive the information presented to them, with the purpose to ease the stress that traditionally is present in the users at the time there are performing a test. To address this situation, this thesis proposes the use of the IMS Question and Test Imteroperability (IMS QTI) as a method for annotating and modeling an adaptive test, incorporating two adaptation processes: in the level of complexity of each question and adapting the accompaing multimedia material in every question to the learning style of the student. Also, to ensure interoperability, these tests are fully defined using the QTI specification in an innovative way. To define the attributes of an adaptative test, we took into account the characterization techniques and elements for adaptation based in the actual authoring systems to define adaptative tests which use mostly the categorization of the level of complexity for each question. When this test is executed by the student, the level of complexity of the next question is selected based in the response to the actual question being showed to the student. Also we incorporate a second adaptation process based on the student learning style, by showing alternative multimedia material accompainng each question, allowing every student to understand better what is asked and answer, therefore, in a more assertive way. The experiment designed to test the hypothesis of this thesis was to develop an objective test of English skills to students in the University of Salamanca, creating a control group wich answered a test not adapted to their needs and the other group which answered a test adapted to the learning style of each student. Also, several statistical tests were designed to evaluate the hyphotesis of this study, contrasting the results of various parameters in the two groups. The topic of English skill was selected because is a topic that can be evaluated independently of the academic field of the students and because it allows the incorporation of multimedia material in audio and video formats, in addition to the traditional text format.
Tesis y disertaciones académicas, Universidad de Salamanca (España), Academic dissertations, Evaluación de alumnos, Teoría del test, Test adaptados, Lenguajes de marcado educativo, IMS QTI, Sistemas de evaluación adaptativa, Adaptive tests, Educational Markup Languages, Adaptive Assessment Systems
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