Technological Aids to the Efficient Assessment of Prior Learning - E-Infrastructures and Technologies for Lifelong Learning - page 332

Figure 3. UML class diagram for the assessment design

type of relation between the UML classes) and
complies with the requirements of a complete
conceptual model as defined by Koper and Van
Es (2003):

cies, assessment plans), and to reuse these
in other contexts.

• Interoperability and sustainability:

Separation between the description stan-
dards and interpretation technique, thus
becoming resistant to technical changes
and conversion problems.

• Flexibility: The assessment model must be

able to describe assessments that are based
on different theories and models. • Comp leteness: The assessment model

must cover the whole assessment process,
including all the typed objects, the relation-
ship between the objects and the workflow.

• Formalization: The assessment model

must be able to describe assessments and
their processes in a formal way, in order
to be machine-readable and to enable auto-
matic processing.

• Reproducibility: The assessment model

must describe assessments so that repeated
execution is possible. • Reusability: The assessment model must

make it possible to identify, isolate, de-
contextualize and exchange useful objects
(e.g. items, assessment units, competen-

The question is whether this educational model
for assessment is a sufficient solution to allevi-
ate the burden of following the entire workflow