Constructing Learning Objects for Adaptive Assessments

H.G. Barbosa León, F.J. García Peñalvo, and M.J. Rodríguez Conde (Spain)


Learning Objects, Assessment, IMS specifications, Authoring tool, Learning style, Adaptive systems.


This article presents the work of an investigation to define learning objects for adaptive assessments. Two adaptation processes are described here, the first one is the adaptation in the level of complexity of the questions, and the second one is the adaptation in the final presentation according to the user’s learning styles. To define the items and exams, a model consisting of three levels of concretization and four sections for constructing adaptive assessments is presented.

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