Modelling Language

Background

The ECAAD methodology is an extension of the Evidence Centred Design Methodology (ECD, see above). ECD sees assessment (any form of assessment) as the process of getting from questions about students' knowledge and learning to activities in learning environments (top-down view), and of how then observations on students' learning can be propagated upwards through the evidence model to a model of a student's proficiencies. This view of assessment has been developed in projects such as Evidence-Centred-Design (ECD, Mislevy et al., 1999) and on Principled Designs for Inquiry (PADI, Riscontente et al., 2007). ECD draws attention to the fact that assessment tasks are usually designed tasks. Otherwise, there is no basis for determining their validity to foster learning, and the validity and reliability of the assessment.

Requirements V1: FOCUS Modelling Procedure

NEXT-TELL's ECAAD methodology generalizes ECD by extending ECD to formative assessment and to assessment that is embedded in ICTs other than quiz and testing engines. ECAAD further extends ECD by employing methods of (meta-) modelling for the specification of both learning activity sequences and assessment methods. Finally, ECAAD generalizes ECD by extending the role of the assessment designer to the teacher, and by a full integration of assessment design into learning activity planning. 

For the initial version of requirements elicitation, the focus relates to establish a modelling procedure ("Vorgehensmodell") as step-by-step guidelines for the user. For development, these steps and results are used to detail the modelling language elements, as well as algorithms and mechanisms needed.

For each of the elements, the requirements on modelling language and mechanisms are listed.