JISC

Summary

Innovation in e-learning and assessment is a prevailing theme in many HE institutions’ learning, teaching and assessment strategies, yet for the most part e-assessment content still seems to use either the “quiz” or “test” functionality of institutional VLEs or bespoke or commercial solutions such as QuestionMark Perception. This is sub-optimal for two reasons: firstly, if an institution adopts an alternate VLE or discontinues the use of the bespoke/commercial solution, all content is rendered useless; secondly, the content is not readily transferable. A shift to QTI2.1, as an open standard, would mitigate these issues. The Uniqurate project seeks to increase the number of open e-assessment content authors, and as result, the richness of assessment content available to students by delivering QTI authoring tools that can be used by a novice user, and by embedding these tools into several “client” institutions. 

Past research projects have already produced a number of authoring tools for QTI. However, most recently the focus of these projects has been the maths subject area, at the same time targeting expert users who are familiar with the QTI standard. The resulting complexity of the authoring tools, while appropriate for the previous audience, has limited adoption outside of this established research community. The Uniqurate project will embed the tools into new client institutions, initially coaching Academic Champions in the creation of simple questions. User feedback will inform a software development process that will seek to gradually modify the tools to better suit a wider, novice audience. We anticipate that a single composite application will emerge that combines the most suitable elements of the existing tools together with new features derived these “fresh” users.

The overarching aim is to deliver an authoring tool that can instantly be used by those new to both e-assessment and QTI. This will liberate authors from the risks and limitations of closed standards. It will enable authors to create content safe in the knowledge that its delivery is not dependent on the policies of their institution or commercial vendor, and will result in a greater amount of content being created. Tutors will have a wider range of choices when designing their courses, students will receive an improved learning experience as a result, and tutors will justifiably be able to state that they are meeting the demands of their institutions’ strategic vision.

Objectives

Use the expertise of the Learning Technology Research Group at Kingston University and other expert partners to modify existing/create new QTI authoring tools for use by novice users

• Create an web presence that can serve as a platform for community discussion and knowledge transfer
• Develop supporting documentation to support tool use by end users
• Produce software artefact(s) that are multiplatform and can be installed with a minimum of configuration
• Produce software artefact(s) that are sustainable and can be developed further in the future.
• Introduce and then expand usage of tools within partner institutions
• Ensure that information about the project is disseminated to the HE/FE community
• Increase overall usage of QTI2.1 in HE/FE community
• Increase use of e-assessment in HE/FE community
• Assist institutional staff in complying with institutional strategies on e-learning and assessment

Anticipated Outcomes & Outputs 

The primary output is expected to be a software tool or tools for the authoring of QTI e-assessment content, derived at least in part from existing software such as Mathqurate, Aqurate, Spectatus and Alpaqa. The success of this new tool will be judged on whether or not it is feasible for a novice user, with no previous experience of QTI, to sit down and use the tool to author electronic assessment content – in other words to author questions not QTI content. The primary outcome of providing such a tool will be an increase in usage of open standards for e-assessment, a reduction of risk on the part of those investing time and effort in authoring e-assessment content, and, consequently, an increase in e-assessment use in general. In turn, this will empower staff to better comply with institutional strategies calling for innovation in e-learning and assessment.