In this paper we present a structured set of Design Patterns (DPs) that deals with tracking
students while they solve problem in specific domains such as programming or mathematics. Our
collection of 17 DPs yields a three step approach: First step: to collect and analyze information on
each student for each exercise; Second step: to build a higher level view of one student's activity on
a set of exercises; Third step: to build an overview of the whole class activity. To evaluate our DP
set we investigate whether our DPs account for experiences from the literature as a first step toward
a Pattern Language for Students’ Assessment
%0 Journal Article
%1 delozanne2007structured
%A Delozanne, Élisabeth
%A Calvez, Françoise Le
%A Merceron, Agathe
%A Labat, Jean-Marc
%D 2007
%J Journal of Interactive Learning Research (JILR)
%K ERC-CSL assessment design designpatterns eassessment learning patterns wleformativeeassessment
%N 2
%P 309-333
%T A Structured Set of Design Patterns for Learners' Assessment
%U http://www.math-info.univ-paris5.fr/~delozanne/Publi/Publi2006/Aida-JILR11-7-06.pdf
%V 18
%X In this paper we present a structured set of Design Patterns (DPs) that deals with tracking
students while they solve problem in specific domains such as programming or mathematics. Our
collection of 17 DPs yields a three step approach: First step: to collect and analyze information on
each student for each exercise; Second step: to build a higher level view of one student's activity on
a set of exercises; Third step: to build an overview of the whole class activity. To evaluate our DP
set we investigate whether our DPs account for experiences from the literature as a first step toward
a Pattern Language for Students’ Assessment
@article{delozanne2007structured,
abstract = {In this paper we present a structured set of Design Patterns (DPs) that deals with tracking
students while they solve problem in specific domains such as programming or mathematics. Our
collection of 17 DPs yields a three step approach: First step: to collect and analyze information on
each student for each exercise; Second step: to build a higher level view of one student's activity on
a set of exercises; Third step: to build an overview of the whole class activity. To evaluate our DP
set we investigate whether our DPs account for experiences from the literature as a first step toward
a Pattern Language for Students’ Assessment},
added-at = {2009-10-19T02:28:32.000+0200},
author = {Delozanne, Élisabeth and Calvez, Françoise Le and Merceron, Agathe and Labat, Jean-Marc},
biburl = {https://www.bibsonomy.org/bibtex/221ff7cc204738df25723309b828ad45f/yish},
interhash = {9547b19a75620a683a377c3d1cca9211},
intrahash = {21ff7cc204738df25723309b828ad45f},
journal = {Journal of Interactive Learning Research (JILR)},
keywords = {ERC-CSL assessment design designpatterns eassessment learning patterns wleformativeeassessment},
number = 2,
pages = {309-333},
timestamp = {2015-10-10T15:27:54.000+0200},
title = {A Structured Set of Design Patterns for Learners' Assessment},
url = {http://www.math-info.univ-paris5.fr/~delozanne/Publi/Publi2006/Aida-JILR11-7-06.pdf},
volume = 18,
year = 2007
}