# Intelligent Educational Environments: Recent Trends, Modeling, and Applications
## 5 Results
### Practical Applications of Intelligent Educational Systems
#### 5.3.2 Assessment Process  
For the assessment of learners' achievements, the _Assessment_ class plays a key role. Assessing is a mandatory and extremely important component of the formal educational process. It shows how successfully or unsuccessfully they have achieved the learning objectives, improved existing knowledge and skills, or acquired new knowledge and skills. The assessment results can be used not only to improve the learning process but also to enhance teaching by providing valuable feedback to students and teachers. Diagnostic assessment is used to evaluate students' knowledge before beginning the course or any learning unit. Thus, it gives prompt feedback to teachers and supports choosing a better approach to provide and distribute new knowledge. Formative assessment is applied to assess the planned learning tasks during the course, stimulating students to be active participants all the time, which is to their benefit, and helps in preparing for the final exam. A summative assessment is conducted to obtain a midterm or final exam grade. The _Assessment_ class allows a wide variety of assessment tasks and different assessment types to be realized, providing flexibility for the teachers considering the assessment strategy that they have to implement. Self-assessment is an important learning strategy in which the learner controls self-learning, learning progress, and output results. It is a way for the students to understand their knowledge gaps and improve some competencies or skills in informal educational settings. Self-assessment can also be used as a supplementary tool to support formal education. The _Assessment_ class can also include self-assessment tasks, and statistics of the assessment results can be included in the _Analytics_ class. The analysis of the student's self-assessment can be further compared with the teacher's opinion, and the result can be used to detect gaps in the assessed knowledge and skills. Comparing the marks awarded by the students themselves when performing specific assessment tasks with the teacher's grades leads to the identification of inappropriate strategies for conducting training and teaching. This will be a reason for additional analysis and improvement of the educational scenarios used. Assessment has been significantly facilitated for the participants in the educational process because several machine learning and artificial intelligence techniques are applied in IES and included in the class _EducationalTechnology_. A quick and objective assessment can be obtained for multiple types of assessment tasks, starting from a standard exam test and moving on to the automated evaluation of free text in the form of an essay or project and reaching the automated assessment of graphic objects (in the form of graphs, diagrams, images, etc.). This contributes to the effectiveness of teachers, especially when personalized learning needs to be implemented, and at the same time, they must assess a large number of learners. The learners' actions in the assessment process are monitored as the environment collects and processes data, enabling an analysis of the achieved learning outcomes and progress. For this reason, in the conceptual model of IEE, the _Assessment_ class uses the functionalities of the _Analytics_ class to gain deeper insight into students' knowledge and achievements. This analysis is an opportunity to present and summarize the current status of the assessment tasks (completed or pending) and their timeframe. It contributes to improving the learner's efficiency, taking into account the planned activities. The classes _Assessment_, _Analytics_, _TeachingLearning_, and the subclass _Student_ implement the program logic for choosing the appropriate learning activities, particular learning path, or pedagogical approach necessary to improve students' learning outcomes.