Abstract
Nevertheless the study level, the evaluation system used in the different Tunisian educational institutions, especially in the primary schools, raises several questions. Do these types of applications reveal the learners' cognitive metamorphoses? Do formative and summative evaluations aim to admit knowledge acquisition at the understanding expense? Is the subject matter of the evaluation instruments and approaches a vital part of the learners' earlier knowledge? Is there any link between the particular knowledge base of the learner and this content? Does the evaluation instruments system bring access to the construction of knowledge? Is this structure adapted to the evaluation of low-level cognitive skills better than to the assessment of high-level cognitive skills? Does the context of assessment establish influencing variables that may affect the learners' results? Do the used instruments frequently grant determining the learners' weaknesses and strengths? Do the correction norms comply with all the learner's answers estimated to enhance a special knowledge? Do objectivity necessities influence these characteristics more than the cognitive responses value? Actually, all of these questions reveal the importance and complexity of the evaluation problem in schools and also the learners' cognitive progress. They are completely connected to the content of the evaluation instruments and their form as well as their purposes and their backgrounds than to the correction criteria and norms. In this paper, we introduce a personalized evaluation environment for mobile learning. Firstly, we introduce an m-evaluation master plan. Then, we describe this personalization and the evaluation environment architecture consisting of Web services as well as based on communication between these services accomplished via Semantic web technologies. The environment presented authorizes evaluating the learners' knowledge of a particular teaching content by first of all searching, then selecting and finally generating a test perfectly suitable to their level of knowledge. Indeed, a new course will be proposed once the evaluation is achieved. We also handled an experimentation established to conclude the student's satisfaction degree.