A topology and framework to aid the design of automated assessment

Abstract

Many computer science departments have seen an increase in class sizes. This has increased the need for efficient methods of assessment. The possibility of automating assessment without compromising the service to the student is explored. The selection of a particular assessment strategy needs careful consideration when designing automated assessment tools. A topology is presented that will aid the selection of assessment methods by considering ease of design and other requirements based around the desired learning paradigms. The topology is a tool that will facilitate analysis of learning environments and identify the role of agents. A sample of framework for the design of assessment is included.