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The IMS-QTI, and other related specifications have been developed to support the creation of reusable and pedagogically neutral learning scenarios and content, as stated by the IMS Global Learning Consortium. In this paper we discuss how current specifications both constrain the design of assessment scenarios, and limit content reusability. Key issues(More)
Argument structures for assessing lifelong competence in semantically rich-domains 191 Imran A. Zualkernan Towards a competency model for adaptive assessment to support lifelong learning ... 200 Abstract: Existing models of competence development are characterised by a fixed sequence of stages of which assessment by others and following a fixed set of(More)
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