REBUILDING
EDUCATION

Abstract

With this redesign, our goal is to offer secondary education a new tool to effectively assess knowledge. Our redesign brings forth a multitude of advantages over classical methods of assessing, such as taking a written exam, for both students and teachers. By considering several perspectives, we concluded that it would be possible to combine computerized adaptive learning with finely grained learning objectives. For this, an algorithm would be written, which will analyze a student’s answer to the questions asked, adapt the upcoming theory and questions based on the current level of knowledge shown by the student. This allows for a further enrichment of the knowledge of a student where needed. As a result, educators will have more time to focus on teaching and sparking students’ curiosity, rather than grading or developing assessments. Consequently, this could reduce workload, improve efficacy of learning and give both the teacher and student insights into the learning process. Students, teachers, and policymakers will benefit from our redesign, as it allows for a more personalized program for each student, without compromising the learning goals for the national exams, as well as a clear, goal-oriented way to prepare for these.