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of ontologies in the future development of the system aswell as conclusions are presented.UNDERLYING CONCEPTS OF THE SYSTEMThe qualitative teaching and learning process isachievable under condition of assessment not only of thefinal result, but of process of knowledge acquisitionitself. When assessment is made at the end of thelearning course it is impossible to determine at whatlearning stage a learner has met difficulties, which as aresult have led to, incomplete or insufficient developmentof knowledge and skills and it is also already late to startany remedial actions. Regular assessment of learner'sknowledge level allows to analyze suitability and qualityof learning content and teaching methods and to changethem timely to promote the learning course towardsachievement of desirable learners’ knowledgecharacteristics. Thus, an emphasis of regular assessmentduring teaching and learning process promotes processorientedlearning.In process-oriented learning, a teacher divides alearning course into stages. The notion of the stage is notstrictly defined and it can be any logically complete partof the learning course, for example, a chapter or a topic.At the end of each stage the teacher makes assessment oflearner's knowledge level.Trying to achieve qualitative teaching and learningprocess it is also important to support self-assessment oflearners’ knowledge. The knowledge self-assessmentallows the learner to keep track of his/her progress inlearning, thus, promoting more realized approach to thelearning process and performance of tasks. Providingopportunities of knowledge self-assessment, the teachercan inform about his/her expectations from the learningprocess (Anohina et. al. 2006), and tracking results ofknowledge self-assessment to adjust learning process,making it more individualized.In the proposed system assessment is based on thenotion of concept maps. Concept maps are a method forrepresentation and measuring of individual’s knowledge(Croasdell et. al. 2003) by the means of a visual model,which uses nodes and arcs that represent concepts andconceptual links, respectively. The way how conceptmaps can be used for knowledge assessment in thecontext of process oriented learning, as well as anexample of a concept map for the learning course “SQLFundamentals” is given in (Anohina et. al. 2006).ARCHITECTURE AND FUNCTIONALITY OFTHE SYSTEMThe developed intelligent system consists of anintelligent agent for assessment of learners’ currentknowledge level and a group of human agents, i.e.learners who are communicating with this agent. Theintelligent assessment agent is a core of the system and itincludes the communication, knowledge evaluation,interaction registering, and expert agents now.The following scenario describes interaction betweenthe system and its two users: a teacher and a learner. Theteacher using the system creates concept maps for eachstage of a learning course and defines theircharacteristics. During knowledge assessment the learnergets a structure of a concept map of the current learningstage. The structure is formed by the agent-expert basedon the teacher-created concept map and the learner'sconcept map of the previous stage. At the first stage it isan empty structure with very few initial concepts definedby the teacher. In the subsequent stages new concepts areincluded in addition with those, which the learner alreadyhas correctly inserted during the previous stages. In bothcases the set of concepts which should be inserted intothe structure of the concept map is given to the learner.The formed structure is delivered to the communicationagent for its visualization. The communication agentperceives learner's actions on the working surface, i.e.concept inserting into and removing from the structure ofthe concept map, and clicking on the buttons of solutionsubmission and window closing. After the learner hasconfirmed his/her solution, the communication agentdelivers the learner-completed concept map to the agentof knowledge evaluation. It compares the concept mapsof the learner and the teacher on the basis of recognitionof five patterns of learner’s solutions (Anohina andGrundspenkis 2006) and generates a feedback which isdelivered back to the communication agent and then tothe learner. The interaction-registering agent receivesthe learner-completed concept map from thecommunication agent and results of its comparison withthe teacher-created concept map from the agent ofknowledge evaluation and stores them in a database. Atany time the teacher has an opportunity to examineconcept maps completed by the learner and his/her score.Figure 1 displays the described scenario.The developed system consists of the three majormodules. The administrator module allows to managedata about users, learners and groups of learners, teachersand learning courses providing such functions as datainput, editing and deleting.The teacher’s module supports the teacher in thedevelopment of concept maps and of examining oflearners’ final score. Its main functions are the following:automatic providing of information on learning coursestaught by the teacher and on learners studying aparticular learning course; automatic providing ofinformation about maximum score, the publication statusand the date of a particular concept map within a chosenlearning course; tools for developing, editing anddeleting concept maps; and tools for examining oflearner-completed concept maps and score, as well as fordeleting of the results.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20062