Abstract In this article we define a logical system called Hybrid Partial Type Theory ( $\mathcal {HPTT}$ ). The system is obtained by combining William Farmer’s partial type theory with a strong form of hybrid logic. William Farmer’s system is a version of Church’s theory of types which allows terms to be non-denoting; hybrid logic is a version of modal logic in which it is possible to name worlds and evaluate expressions with respect to particular worlds. We motivate this combination of ideas in the introduction, and devote the rest of the article to defining, axiomatising, and proving a completeness result for $\mathcal {HPTT}$ .

This paper presents a technology-enhanced assessment system that can be used for both skill and knowledge learning. For this purpose, a general technology-enhanced assessment system is designed and developed for an online logic course at a fully online university, taking into account e-learning standards and specifications, which can be easily adapted to any institute and subject requiring a high level of skill learning. Through this system, both learning and formative assessment facilities are provided to students. To evaluate its effects on student learning process, the system is applied in a real logic course at the Universitat Oberta de Catalunya (UOC). Based on the evaluation, it shows that students� are more engaged with the system and, as a result, their performance in the subject had improved. Also, based on the feedback obtained through the evaluation, it shows that students are satisfied with the facilities and assessments provided by the system. Overall, the introduction of the technology-enhanced assessment system for skill and knowledge learning has yielded some interesting results.

This paper presents an architecture for a technology-enhanced assessment system for assessing both skill and knowledge acquisition in online higher education while adhering to standards and specifications. This technological requirement is achieved through designing a system which allows the integration of existing partially effective tools with common Learning Management Systems (LMSs) according to standard conformance. The system is designed and developed in a way that it can be used as modules to existing systems or LMSs.