In order to write these question templates and to integrate the specific knowledge, a domain specific language was developed, which allows to abstract from the technical solution side and to describe the necessary components by using terms of the domain.Ī question-template incorporates sections for the name of the question, the author, date, version, as well as other sections for meta-information and sections for the integration of images or code examples. Through the use of certain facets from product line engineering, the proposed approach reuses domain specific knowledge to create a common template with specific fields for each feature that can occur in a question. This is accomplished by identifying and capturing commonalities and variabilities among the products, and then using this information to create a framework that allows for easy customization. The core assets in a product line engineering approach typically include requirements, design models, code, and test cases. This approach can save time and resources while also improving the consistency and quality of the resulting products. In product line engineering, software engineers create a set of core assets that can be used, reused and adapted across multiple products within a product line, rather than starting from scratch for each new product. Product line engineering is an approach to software development that emphasizes the reuse of existing assets and knowledge in order to develop and maintain a product line of related software products more efficiently (Apel et al., 2013). The main platform for which the prototype was developed is the web-based learning management system ILIAS, which we especially use for e-assessments. Additionally, certain characteristics from domain specific languages are used to model specific use cases for single-choice questions. ( 2013) is used to guide the overall development process. To further approach the creation and generation of examination tasks, feature oriented product line engineering based on Apel et al. At the forefront of this research stands the paradigm of generative software development according to the principles of Czarnecki ( 2004), whose aspects are applied to create a generator for single-choice questions. In the approach presented here, which is part of an ongoing research, different impulses from different fields are combined. The prototype presented in this paper focuses on multiple-choice, or more specifically single-choice questions. In order to ensure examination fairness, task variations or task specification can be used so that the tasks differ from each other and are designed differently. All in all, this requires a lot of time and effort to ensure that the questions possess an equal quality and difficulty. To prevent such actions, many educators started to create multiple versions of the same questions to at least hinder communication. Therefore, examiners had to assume that the students would use aids or solve the exams together. Furthermore, it was not allowed that the examinees and their surroundings were monitored. Due to data privacy, no identity check was carried out apart from the login to the exam. In the specific case of the University of Leipzig, the institution interpreted both German and EU law in such a way that virtually all exams were conducted online. This not only meant that in comparison with in person examinations, students were often able to use all of the lecture materials and notes, but this also opened up the possibility for students to easier communicate with each other. The COVID-19 pandemic situation not only forced the teaching to be in digital spaces, but also many exams had to be made available in some remote way. In such a way, content is clustered to be absorbed through small units of learning and to be made available on demand, so that learning is neither location- nor time-bound.Īdditionally, through the pandemic years, many changes had to be made and new situations had to be accounted for. This in turn drives educators to use automated and rapid feedback mechanisms further facilitated through smaller scaled learning experiences. Especially when teaching, learning and assessment concepts are moving more towards hand-on approaches with many exercises. Constructing exam questions is without saying a very time-consuming and challenging task for all examiners.
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