International Research Journal of Engineering and Technology (IRJET)
e-ISSN: 2395 -0056
Volume: 03 Issue: 03 | Mar-2016
p-ISSN: 2395-0072
www.irjet.net
Virtual Lab Using SCADA Avanti Meshram1, Indrayani Babhule2, Priya Thavare3 Trushali Kalmegh4, Vijay Masne5 1234Student,
5. Asst.
Department of Computer Science and Engineering, DBACER, Nagpur, Maharashtra, India Professor, Department of Computer Science and Engineering, DBACER, Nagpur, Maharashtra, India
---------------------------------------------------------------------***--------------------------------------------------------------------state of competence. However, testing was usually Abstract – This paper shows an introduction to assessment used and the aim behind this is to support and improvement of learning. Computer-based assessment, adaptive assessment and web-based assessment methodologies are represented here. The development of new digital technologies alleviated the implementation of many web-based assessment tools. Of first concern is web-based self-assessment that allows students to practice and measure their abilities. It has been widely used in open and distance education, but it can also improve persuing in traditional class. Adaptive features are usually added to web-based self-assessment tools to manage assessment process to individual needs. The use of post-test feedback can facilitate learning self-management and gives improvement to students performance. Web-based platform for automated student assessment has been used successfully. Key Words : adaptive assessment; student selfassessment; web-based assessment; e-assessment 1.INTRODUCTION Nowadays, the increasing accessibility of internet has emerged a great interest of the educational community in developing web-based assessment and self-assessment tools, to support not only distance learning, but also to improve learning in traditional class. Self-assessment that provides feedback facilitates the active involvement of students to step-by-step improve their knowledge in each subject. Adaptive self-assessment enables tailoring tests to student’s preferences and interpretation. A web-based self-assessment tool allows students to access self-assessment tests using a browser on their home computers. This paper starts with introducing the reader to assessment issues, regarding that assessment is used as a tool for learning. The advantages of computerized assessment, adaptive assessment and webbased assessment are discussed here. The significant importance are web-based adaptive self-assessment systems and leads to improvement in student performances. In the past, assessment was used to decide what extend students had reached the learning objectives. Testing was traditionally used to give qualification of student’s current © 2016, IRJET
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dissociated from instruction and was occurred within the regular flow of learning. Today, the purpose of assessment in education has changed. Assessment is assumed to be more a tool for learning, rather than a tool for grading. Recent assessment culture proposes the integration of assessment with instructions, in order to align. 2.LITERATURE SURVEY The learning and instruction more with assessment, Willis states that “Assessment for learning varies from assessment of learning not only its timing and its purpose but also in the ownership in the learning where the student voice is heard in judging quality.” The benefits of assessment for learning practice includes increased students’ encouragement, and self-determination in monitoring and planning their own learning process. Recently, Carless, Joughin and Mok presented the term ‘learning oriented assessment’ to describe an approach which seeks to bring to the foreground those aspects of assessment that encourage or support students learning. The basis of learning oriented assessment include three principles: the first principle proposes to engage students in processes that lead to assessment tasks as learning tasks. The second principle proposes students participation in evaluating their work and peers work. Finally, the third principle proposes the use of feedback to improve learning. The differentiation of two kind of assessment, summative and formative, is worthy of increased attention. Summative assessments are given periodically to determine student’s level at a particular point in time, such as at the end of a chapter or at the end of a semester. A summative assessment include a grade against an expected standard. Formative assessment informs teachers and students about student’s knowledge and skills during study, where adjustments regarding teaching and learning can be applied.
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