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E-learning can lead learners to achieve learning outcomes if it is designed based on several principles. One is applying assessments that motivate and inform ability levels. In Outcome-based Education (OBE), assessment is integral to the system. However, e-learning has limitations in providing assessment instruments according to needs, such as assessing complex and detailed aspects and accommodating a variety of numerical and linguistic assessment data. Moreover, the presence and involvement of learners affect their performance and learning outcomes. This study proposes a learner assessment system in e-learning with the OBE approach, including learning design, activity performance analysis, ability level determination, and recommendations. This system adds the e-rubric to e-learning to overcome instrument limitations and accommodate comprehensive assessments. Various numerical and linguistic assessment data are unified using 2-tuple fuzzy linguistics, producing ability levels as two tuples. Performance analysis was based on event log data using descriptive statistical technique and alignment-based conformance checking, from frequency, time, and sequence of activity objects, resulting in five activity performance variables. The performance value of each variable is converted into High, Medium, or Low levels. The ability and performance levels are processed using rule-based methods to produce recommendations for learning stages and activity performance directions. The results of this research can be used as input for academic stakeholders and online learning providers and potentially be applied to the advancement of e-learning in higher education. Doi: 10.28991/HIJ-2024-05-03-03 Full Text: PDF |
