An instrument for the assessment of learning in online
education from the content analysis
Maurício Vieira Dias Júnior
Federal University of Alagoas
Brasil
mauriciodias.junior@gmail.com
Abstract—From the beginning, the online education became
evident the need for new ways of performing the process of
teaching and learning, as in the special case of its evaluation,
according to Rocha [1] "suffer interference from their
singularities". [2], [3], [4] and [5] also express concern with this
peculiarity of online assessment. [6] motivated the creation of
tools able to meet increasingly, this demand. With that emerge up
new strategies, with the inclusion of new instruments to absorb
the evaluation process referred to in this context. Among them,
there is the content analysis technique created by [7], which
provides an interpretation of quantitative and qualitative
interfaces (for example a forum) interactions arising by students
through computer tools that incorporate these techniques . The
purpose of this article was to conduct a literature review on the
relationship between the use of context analysis to evaluation in
online education, followed by the application of a real forum in
Tropes software in order to prove or disprove the help of these
instruments in the evaluation in online education.
Keywords— online assessment; content analysis; online
education; Tropes; forum
I. INTRODUCTION
A reflection on the part of teachers is needed, when it
comes to new trends on the evaluation, this is a support for
multiple instruments to obtain information for learning. There
is even the sight of a teacher "that is to" provide the student
learning, rather than the teacher "teaching being", which is a
mere transmitter of information [2].
Regardless of the classroom context or online, [8] awakens
the importance of evaluating the teaching-learning process
with its aim in educational practice. This review, being
dynamic and constructive, it is the support teacher, supporting
him in the conduct of the student in their learning. For this to
be possible, the assessor (teacher) will need to take a picture
of a researcher, committed the act to investigate.
Compared to the evaluation of classroom education, "the
evaluation of the discussion in distance education (DE), which
is already underway in the classroom teaching, gains a new
force in online education, appearing both as a barrier in the
teaching-learning process, so as a reflection of promoting the
practices of this process." [2]
These instruments need to contemplate the diversity of
students in regard to their ability to perform an evaluation
process with care to offer maximum equity between them,
978-1-5090-4596-9/16/$31.00 ©2016 IEEE
Luis Paulo Leopoldo Mercado
Federal University of Alagoas
Brasil
luispaulomercado@gmail.com
which certain practices may favor only certain students
Information and Communication Technologies (ICT) can
interfere with the way the teacher teaches and prepares her
lesson in how you communicate with the class and evaluate
the learning process of students. [2] [9]
The evaluation instruments refer here to the instruments
that allow the collection of data for the evaluation. Important
to emphasize this distinction, because this confusion may have
a negative tone to the teaching practice, since what matters is
the data collected by these instruments and not the instruments
at the conclusion of the act of evaluating. [8]
Allied to this, [9] alert the complexity of the assessment
regarding the need for a plan to define the forms of collection,
analysis and synthesis of information in order to raise
indicative relevant to the teacher and the students in the
practice of teaching and learning respectively.
This study identifies and relates the content analysis
technique, referred to here as a potential tool in the evaluation,
to support and at the same time add strength to the different
ways of assessing learning in the online context.
II. THEORETICAL FOUNDATION
A. Learning Assessment in Online Education
Currently, it is undeniable that online education is already
consolidated in contemporary education with the presence of
their Virtual Learning Environments (VLE) and ICT, and
support for regular classes or virtual room semipresential
courses or distance. It is also undisputed that the evaluative
methods in distance education are always revised and
improved, with a constant concern in numerous studies on this
topic [3]. So we need to think more relevant forms of
assessment in this context, given that it is a peculiar form of
education, compared to face reviews [2].
In distance education it is necessary to change behavior to
assess "the assessment in this scenario is no longer a
thermometer to measure the degree of knowledge of the
student and becomes a tool for changing practices, redefinition
of learning strategies, re-planning goals and objectives, and is
also an inclusion instrument, and no more classification,
restrictive and often punitive ". [3]
The assessment or evaluation process in distance education
it is necessary to consider their interference to their
particularities of a virtual learning environment, for example,
the lack of physical presence of the teacher and others. Thus,
given the diversification of the practices of teachers in this
context, researchers in this type of education, seek to
categorize these practices in three models, the following: 1)
based on artifacts from the internet - also called online
learning without physical presence of the teacher ; 2) mixed -
being optional the presence of the teacher and student; and 3)
blended - requires physical presence of the teacher and
student, with possibility of times the distance using a VLE [1].
Given these possible modes found in distance education
courses, [9] to discuss the challenges of evaluation planning in
online environments, emphasizes the need to structure an
assessment methodology for each of these models of distance
education used for the pedagogical practice and student
learning can be effectively met. This is because each of these
models dictate different rules, such as: number of students, the
training of teachers to work in these environments, the support
staff, the inclusion of students in technology among others, are
factors that directly affect the evaluation procedures.
The teacher who accepts work in distance education, even
though the reference and practice of classroom education,
already incorporated into your reality, he risks a new scenario,
highly dependent on ICT is full of challenges, besides those
already known to the face. [4]
Even compared to the traditional model of assessment (in
person), the online evaluation requires breaking with the
traditional model, the teacher will have to search for new
positions, new engagement strategies in this context and must
reassess their practices to assess learning and their own
performance [5].
Overall, the courses offered in distance education mode,
adopt traditional approaches, with greater weight in the face
finals, influenced by technicality, even though self-styled
constructivists. It is difficult to promote a reflective
evaluation, critical and emancipatory, in a process of passive
and repetitive teaching, these attitudes are incompatible with
navigation in virtual learning environments, being formal or
not [10].
Therefore, it is necessary to develop specific tools to
provide mapping the interactions that emerge in the context of
these virtual environments, being able to track frequency and
individual production of the student, considering the process
of learning evaluation. Emphasizing this differentiation [6].
[5] reports that there is a very own particularity in the
classroom in an online digital environment, being very
different from the classroom based on the transmission of
pedagogy.
The learning evaluation should be carried out
continuously, being an intrinsic component of learning, always
seen as an educational resource, providing favorable
conditions for the student to learn, not just to judge student
learning. In this form of continuously evaluating, and possible
continuous regulation and dynamics of teaching and learning,
they have in the AVA spaces of different formats for the
development of integration and interaction of teachers and
students, namely: forums, journals, blogs, wiki portfolios ,
glossaries, autoavaliativas activities among others [11] [9].
Among the three classical methods of evaluation adopted
both in presence and in distance education, which are:
diagnostic, summative and formative, [3] shows the formation
as the most significant and the most widely used for distance
education, prevailing support the construction of knowledge of
the student throughout his career. This training mode is also
classified as participatory, self-evaluative, evaluative peer,
motivating, procedural among others, being a procedural
evaluation, continuous and online, allowing an individual or
collective look to their proper monitoring in the VLE.
The types of assessment (diagnostic, summative and
formative) together are defined as evaluation in motion that
enable "a link between the real and the possible, between the
objectives set and achieved, and should consider the current
context, which is multidisciplinary , hypertext and a
multimedia". [9]
Studies of the area that present the models and types of
assessment indicate that these are based on constructivism.
Regardless of the model or type, the assessment of learning in
online education should prevail disclosure of the criteria, as
explained in the organizational-procedural phase, defined by
[12] the student, how will be its implementation, thereby
reducing the "power" of the evaluator, making the natural
evaluation process [9].
B. Content Analysis Technique
The content analysis of text messages constitutes an
important reference under evaluation, with possible deep
verification of the relevance of the text in relation to the object
of knowledge. Studies reveal, from the mapping of content
interactions in the VLE, the categorization of four dimensions
of the constituents of the subject in these environments, they
are: cognitive, technological, social and emotional [6].
The dialogue that is working on content analysis is the
essence for communicative negotiation in search of
knowledge: emerges the need to think of a framework that can
contribute to the culture of assessment of learning in online
education based on negotiation assumptions communicative,
which puts dialogue as essence in search of understanding and
collective agreements, and especially the procedural feedback
to improve processes for the construction of knowledge and
process management. [13]
One can understand that the use of VLE to carry out the
evaluation process in online education, constitutes a
socialization tool. In this socialization space (with discussion
and interaction), the dialogue set up in one of the principles of
"communicational paradigm" emphasized in online education
with argumentative discourse and negotiation strategies,
agreements, pacts and evaluative improvement [13]. [14] It
states that the evaluation is conceived through a
"communication tool that facilitates the construction of
knowledge in the classroom".
The terms "communication paradigm" and
"communication tool", sum up the history of content analysis,
which "is essentially reference the steps that the United States
marked the development of a communications analysis
instrument; It is to follow step by step the quantitative growth
and qualitative diversification of empirical studies supported
the use of one of the techniques classified under the generic
name of content analysis; It is to observe the post material
improvements and abusive applications of a practice that
works for over half a century. " [7]
Content analysis is "a set of methodological tools
increasingly subtle constantly improving, which apply to
'discourse' (content and continents) extremely diversified". [7]
In this technique, one has the interpretation of the subsidiary
content being deduced by inference judiciously.
This hermeneutic interpretation, to be controlled, it
becomes valid because of well-defined technical processes
that support for a thorough analysis. In this technique, one can
avail of both quantitative and qualitative approaches that
which is based on the presence (or absence) of possible
characteristic denote inferences and that based on the
frequency terms (replicate) certain fragments that give
characteristics to the contents of a text [7].
The content analysis technique is today a very important
tool in determining the content generated in online education,
becoming one of the most important instruments in assisting
the assessment of learning. [10]
C. Instruments for evaluation
There are several collaborative VLE learning, containing
instruments to carry out the evaluation of the student, we can
mention: TelEduc, Cyberg, Carnegie Mellon University,
WebCT, TopClass, ClassNet, AulaNet, Smart Hyperlearning
Meter System, Hot Potatoes, Question Mark, AvalWeb,
Moodle, A.autor, among others, and most of these, imbued not
only to improve the existing instruments, but also to overcome
the traditional forms of assessment. The vast majority of these
environments seeks to expand and improve its interactivity
and communication capabilities in order to contemplate a
comprehensive evaluation in a constructive manner, widely
considering the qualitative aspects [3].
The first instruments to assess VLE were the Learning
Environment Inventory (LEI), Classroom Environment Scale
(CES), the My Class Inventory (MCI) and Class Activities
Questionnaire (CAQ) [21]. The VLE mostly "provide
resources and services that enable gather information on the
needs and characteristics of students on the learning process of
their children as a whole, and also individually. It is up to
teachers propose different evaluation activities with creativity,
innovating in procedures in accordance with the class, learning
objectives, the deadlines, the purpose of that review ". [9]
The VLE have both internally and externally, some with
more and some with less precision tools for evaluation of
learning, such as: online tests, tracking system and analysis of
texts, information records generated by chats, information
records on forums, custom testing among others.
Among the external instruments to VLE to support the
evaluation, has the Tropesa software, created in 1994 by the
a established and for the indexing and retrieval of documents and information in a given field of
Link to download the Tropes: http://www.semantic-knowledge.com/download.htm
Semantic Knowledge. The Tropes is a free software for data
mining can be applied to large volumes of texts, with
summarization features and syntactic-semantic analysis
classification, ensuring relevance and quality in text analysis
[15].
For automatic indexing software is done satisfactorily, he
must be able to analyze a text considering the syntactic and
semantic criteria. In Fig. 1, there is a syntagmatic tree,
containing phrases name, adjective, verb, preposition and
adverb. These expressions provide rules that infer dependency
relationship, establishing a degree of subordination to other
phrases [16].
In the example of Fig. 1, the software needs to identify a
core, as Christiano and victory are cores of nominal sytagma,
on the syntactic functions is set to Christiano is subject and
victory is indirect object.
Fig. 1. Tree Syntagmatique [16]
The Tropes software has an ontological manager natural
language, as seen in Fig. 2, containing summarization,
semantic classification, qualitative analysis and knowledge
discovery, composing a Thesaurusb manager intelligent, based
on semantic networks and text analysis technologies in natural
language, backed with many ready to use ratings [17].
Fig. 2. Ontology Manager components Tropes [17]
The Tropes software is designed to help meet the large
volume of existing texts, especially on the web. In addition to
the English version, French and Spanish, also has other
languages, including Portuguese [17]. Its main features are:
accelerated reading, profound and objective analysis,
extraction of relevant information among others, incorporated
with text analysis technology, using dictionary with hundreds
of thousands of semantic classification and analysis techniques
reliable results of years of scientific research , there is to be a
free software (without financial costs) and easy to use.
b
"The thesaurus is a tool that gathers terms chosen from a conceptual framework previously
knowledge." [18]
 III. METHODOLOGY
This study was developed following the following
implementing steps: literature - reflection on the themes
evaluation of online education in learning, content analysis
technique and tools for evaluation of scientific papers that
related their contributions; identify software that incorporate
the content analysis technique in order to become a tool to
help assess the learning of a discussion forum on VLE - was
found and applied the Tropes software Forum 1 titled doctoral
discipline "Evaluation learning in the context of classroom and
distance learning ", with the participation / interaction of a
teacher and six students, set out in VLE - Moodle over a
semester school year 2015.2, containing relevant issues
questions of students in main touching on assessment of
learning; After performing the steps above have been reported
results and discussions from the applicability of the Tropes
software Forum 1 discipline, elucidating its main links with
the reasoned themes, generating their contributions to research
addressed.
activity: "search the network articles on learning assessment,
prepare a conceptual map available forum and expose your
comment on researched articles."
From now opened and used the Tropes in special version
7.2.3 in Portuguese. Importantly, there was no kind of
conversion and / or manual modification, only the file was
saved in text editor in .txt extension, and open normally in
Tropes software.
The software screens will be displayed, allowing you to
make the necessary related references the categories of [19]:
1) evaluation of the process of learning about the
theoretical aspects: questions of concepts and position of
people facing the same;

IV. RESULTS AND DISCUSSION

The ideas just come from participating in conversational
networks, and the words are not packages (representations),
but we consensual coordinations of action and holds meanings
or meanings in behavior and emotions. For this to be possible,
the technology has active role in these settings conversation Fig. 3. Screen of Tropes, with the star graph – verb-sintagma evaluate
networks [19].
It can be seen in Fig. 3 that extracts (2) removed from the
In asynchronous virtual discussion, such as the forum and forum on the verb assess quantitatively reflected in 14
mailing lists, the assessment is highly revealing with regard to occurrences (1) and graphically filtering was revealed
levels of learning because students have the opportunity to
qualitatively by type stars (3).
read the responses of colleagues, therefore, developing a more
ready response to answer containing more content [20]. Here they were highlighted and addressed the
In a study of the use of computer networks (Internet) to characteristics of this category expressing learning from the
emerge conversations networks in institutions, the use of ICT theoretical aspects. Just as an example, the word "evaluate"
[19], analysis was made through a mailing list on a production resulting in 14 instances forum was revealed to positions,
written by teachers and students. including conceptualizing second [8], [5] (2) and questioning
students as an example: "So, how to evaluate a group of 30-40
In this analysis, we identified frequency evaluative students who think in different ways ...?" (2).
assessments have been made from the very conversation
among participants. From this moment, it was possible to 2) evaluation of the learning process as the broader
categorize and describe in detail, four types of analyzers: 1) contexts: reflections of the people on their professional,
evaluation of the process of learning about the theoretical personal experiences, further reflections etc.;
aspects: questions of concepts and position of people facing
the same; 2) evaluation of the learning process as the
broader contexts: reflections of the people on their
professional, personal experiences, further reflections etc; 3)
evaluation regarding the use of technological engagement:
references to own technological engagement; 4) evaluation as
to the interaction between participants in the group. [19]
In order to ensure the assessments evaluative contained in
study [19], this study will be based to determine whether the
application of the Tropes software Forum 1 discipline
"Evaluation of learning in the context of classroom and
distance learning", the 2nd half of 2015 in the VLE - Moodle
will include the four categories defined by author as "rules" of Fig. 4. Screen of Tropes, with graphic spheres – human-sintagma name
evaluation subsidies.
It can be seen in Fig. 4, the passages (2) withdrawn from
The forum was initiated on January 14, 2016 and his last the post, of the reference human life, reflected quantitatively
post was set on 19 April 2016. He had 40 posts, the main
in 270 instances (1) and graphically filtering was revealed
qualitatively by the type balls (3).
Here they were highlighted and addressed the
characteristics of this category expressing learning from the
broader contexts: personal, professional and future
considerations. For example, in reference to "learning"
resulting in 270 occurrences forum, future and personal
reflections of the environment by the students were revealed,
one can quote the message "It is necessary to rethink the
current model we have in assessment practices and seek to
overcome them "and relations of political words, environment,
urban planning contained in the graph (2).
3) assessment on the use of technological engagement:
references to own technological engagement;
Fig. 5. Screen of Tropes, with the actors chart – name-sintagma learning
It can be seen in Fig. 5, the extracts (2) removed from the
forum on the reference learning quantitatively reflected in 57
occurrences (1) and graphically filtering was revealed
qualitatively by type actors (3). They were highlighted and
addressed the characteristics of this category expressing
learning about the use of technological engagement that
students are involved. For example, in reference to "learning"
resulting in 57 occurrences in the forum, it was revealed the
questions about the use of ICT in VLE by students, can be
cited the messages: "Testing the tool" and "Guys, I'm having
trouble resizing the figure for the dimensions required in
Moodle (500kb)" (2).
4) Evaluation as to the interaction between participants
in the group
Fig. 6. Screen of Tropes with graphic breakdown - interaction of participants
It can be seen in Fig. 6, extracts (2) removed from the
forum on the interaction of the participants. Here they were
highlighted and addressed the characteristics of this category
express to learn about the interaction between the students,
through feasible verbs, which accounted for 72.4% (1) of all
verbs in the forum, with 406 appearances. As an example, it
was revealed the interactions between participants, can quote
the message ". Present your questions about the conceptual
map that created" (2).
It was possible to work with the Tropes software, which
proved even not having used all its resources, a tool to assist in
the evaluation of learning in a discussion forum. You can
quickly extract information about a very large amount of text.
It was possible to demonstrate that through ICT
engagement in technological environments, there is a fertility
and expansion of questions, providing constant exercise of
authorship in the collective. This network is increased and
updated in talk and emote a cognitive ecology coupled to
technologies being transmitted by an institutional mode of
operation.
V. CONCLUSION
Even being implemented through instruments that enable,
automatically, the collection of data for evaluation, evaluation
in distance education must be reflective, critical and
emancipatory, just like that, the achievement of quality,
awareness and assessment of impairment is possible. [21] So
this tool is only an aid to the teacher with the research
function/researcher seeking grants to fulfill it with the task of
assessing student learning in an online education.
Were also observed in this study, which are necessary to
evaluate new proposals on online education. For though it has
many tools for this purpose and that they promise to overcome
the traditional forms of assessment, however, and are mostly
paid and complex, it holds only the data analysis
quantitatively.
It also became clear that the type of evaluation most
recurrent and used for online education is the training, the
main pedagogical foundation base constructivism. Notably
this instrument is procedural evaluative character as has been
addressed over the theoretical foundation, the most recurrent
evaluation by VLE. It is evident, even though applied only 40
messages, the software features a lot of ease and clarity in
order to provide subsidies to assess.
In these environments are offered means capable of
emerging assessments of metacognitive skills, as well as the
learning strategies and history of changes caused by the
performance of students during the course. You can also
identify two significant aspects of the evaluation of online
courses, the first is the evaluation of learning and the second is
to evaluate the performance of participants [20].
The instruments to assess need, through a planning capable
to lead strategically and differently the trajectory of the
student in an online education, according to its course model
(blended, mixed among others), contemplate the particular of
each student skills regarding its implementation in an
evaluation process, with the teacher's mission to define
instruments with more equality among all participants, without
privileging some and not others, since in a VLE, several meet
and different tools for this implementation.
 Finally, assessment instruments need to be considered not
as finishers instruments act of evaluating, as regards [8], but
rather instruments that allow the collection of data for
evaluation, increasingly dynamic, full and moving.
ACKNOWLEDGMENT
This research was supported by financial cooperation
FAPEAL/CAPES.
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