在线考试系统智能组卷研究

随着计算机网络技术的发展,在线考试系统智能组卷日益成为教学改革中的一个研究热点。若要生成一份科学的、客观的高质量试卷,就需要对在线考试系统进行智能组卷。传统的组卷方式普遍存在存取试卷速度慢和试卷质量低等缺陷,而智能组卷是在优化多目标参数的前提下,对某个特定的试题进行自动匹配的过程。对在线考试系统的智能组卷策略进行了研究和探讨。     

基于WEB的网络课程在线考试系统初探

在线考试是现阶段网络教育的一个应用热点,组卷是其中的关键之一。本文首先简述了在线考试系统的需求及其设计思想。然后分析了目前流行的组卷算法的特点,提出采用基于约束满足问题的混合组卷策略。对试题实体设置可用的属性,依据不同题型,不同要求,采用系统智能组卷,提高了抽题组卷的质量及效率。     

远程教学中考试命题智能组卷方法初探

一、智能组卷的基本要求所谓智能组卷 ,是将大量经过精心选择、严格编审和科学分类的试题收集起来 ,存贮在计算机中 ,通过运用功能齐全的题库管理软件实现科学的智能组卷。为进行个案研究 ,本文以化学科专业为例 ,进行智能组卷研究 ,阐述智能组卷的基本要求 ,以期逐步运用到远程教育的各类学科中去。在化学科的组卷过程中 ,既要考虑到学科的特点和要求 ,又要考虑组卷的一般原则 ,还要考虑在远程教学考试中的可行性和学生承受能力。1.考试类型 :传统教学考试类型是指按不同的考试目标来组卷。通常有三种目标的考试 :一种是平时测验 ,如学完某…     

计算机技能类课程在线考试平台的设计与实现

根据计算机技能类课程特点分析现有考试系统的不足,建立组卷问题的数学模型,利用遗传算法进行组卷,并依据不同题型采用不同的阅卷技术,设计并实现了计算机技能类课程在线考试平台.     

一种定向取题随机组卷的组卷策略研究

组卷策略是当前各种考试系统中需要重点考虑的问题,组卷策略设计是否得当直接决定考试系统的成败。传统组卷策略分为先组策略和现组策略,两种策略各有利弊。定向取题随机组卷策略取其优势,弥补不足,有良好的应用前景。     

形成性评价在教学中的运用

对于很多老师来说,评价就是高风险的标准考试的同义词。但是确实存在一种完全不同的评价方式可以改变教学,这就是形成性评价。论文就形成性评价的定义、核心要素和老师有效运用形成性评价来改变教学所需要具备的知识和技能进行了探讨。     

计算机化考试的试题编拟与命题管理

计算机化考试(CBT)具有高效、快捷的优点,不仅带来了试题编拟、存储、组卷和试题呈现方式的革命,更带来了命题思想、观念的革命。在命制试题时,需要利用计算机考试的特点,创设新颖的情境;组卷时,线性动态考试系统(LOFT)建立了自动组卷的新模式;命题管理系统也借助题库系统将参与命题的人员进行了分类管理。研究CBT有助于命题人员更新命题理念,创新题型设计,优化组卷方式。     

基于asp.net和C#的在线考试系统的设计与实现

为了满足计算机应用基础课程教学需要,提出了一个基于WEB的网络在线考试系统。该系统主要利用计算机技术对试题库进行存储管理,并由计算机完成自动组卷、测试、试卷评阅等工作,从而减少教师阅卷工作量,降低手工改卷的主观因素影响,提高考试规范化和标准化程度,实现考试的准确性和公平性。     

遗传算法在自动组卷中的应用

自动组卷是网络考试系统的核心功能,组卷成功与否决定了考试的质量.为了提高网络考试系统中抽题组卷的性能,对遗传算法的基本要素进行了研究,设计了一种基于遗传算法的抽题组卷算法,实验数据表明,该算法具有较好的使用性能和实用性.     

无纸化阅卷及其应用

众所周知,全国普通高等学校招生考试中各科试题均由客观题及主观题组成,客观题也就是通常所说的选择题已完全采用光标阅读机(OMR)进行阅读。快速、准确,其评分误差几乎等于零,而主观题部分则由评判老师对考生的纸答卷进行评卷。由于主观题部分注重考查考生的综合论证分析及综合解决问题的能力,因此该部分的答案也必然是活答案,其评分标准的掌握也相应是灵活的,再加上不同的评卷老师个人思维定向的     

特殊的面试

这是一则真实的故事:表弟从西南财经大学毕业后,为工作四处奔波,忙得焦头烂额时,看到某公司的招聘广告.广告上要求对方只要是大专文凭,年龄在35岁以下即可,并留了公司地址供应聘者联系.     

Block-based test data adequacy measurement criteria and test complexity metrics

On the basis of software testing tools we developed for programming languages, we firstly present a new control flowgraph model based on block. In view of the notion of block, we extend the traditional program-based software test data adequacy measurement criteria, and empirically analyze the subsume relation between these measurement criteria. Then, we define four test complexity metrics based on block. They are J-complexity 0; J-complexity 1; J-complexity 1+; J-complexity 2. Finally, we show the Kiviat diagram that makes software quality visible. Preject (No. 60073027) supported by the National Natural Science Foundation of China.     

Positive reframing and the test performance of test anxious children

The present study tested whether the paradoxical technique of positive reframing, presented in the form of test instructions, could be used to reduce the cognitive experience of worry and thereby improve the arithmetic test performance of highly test anxious third-and fourth-grade children. Thirty high test anxious and thirty low test anxious children were assigned randomly to receive one of three types of instructions prior to taking an arithmetic word problem test: neutral instructions, reassuring instructions, and positive-reframing instructions, which encouraged the children to view worry as a positive attribute. The results indicated that the type of instructions given had no significant effect upon subsequent test performance. However, both high and low test anxious children who received positive reframing scored significantly higher on a state anxiety measure given post test. These findings suggest that, although positive reframing may have an emotional impact, it is ineffective in improving the arithmetic test performance of highly test anxious children.     

Subject-oriented test construction

Conclusion The substance of the case which has been presented is not that any of the procedures that are currently used to develop tests should be discarded but that a richer source of data should be used to make judgements about the validity of tests. It has been argued that the production of valid tests requires a subject-oriented approach and that interviews are a valuable source of information for assisting in the development of such tests. Interviews can be used in the initial exploration of the ways in which potential subjects perceive an area of knowledge, in the trialling of test items and even in the final administration of the completed test. One added bonus of such an approach is that it helps to bring together in a complementary fashion research paradigms which are more often seen to be in competition with one another.     

Deconstructing test anxiety

Recent changes to educational policy which have focused attention on the use of high stakes testing as performance and accountability measures have renewed interest in test anxiety both in the UK and the USA. The aim of this paper is to provide a critical examination of the test anxiety construct, and explore the ways in which test anxiety is written about and conceptualised in the existing literature. It is intended that this paper would provide a companion to the comprehensive reviews that already exist, to provoke scholarly thought and debate around the existing literature, than to provide an additional review. Discussion is based around five themes: (1) how test anxiety is differentiated from the anxiety construct in general; (2) the differing conceptions of test anxiety in the literature; (3) the relationship between test anxiety and other, related constructs; (4) how measurement concerns have driven development of the test anxiety construct; and (5) the focus on worry and performance deficits leading to definitional problems. Two directions for future work are highlighted: first, to continue the exploration of test anxiety with other related constructs; and second, to develop qualitative approaches to the study of test anxiety.     

英语专八短文改错题型的测试学效度研究

本文采用定量研究来分析2006年到2013年近八年的英语专八短文改错题型的效度。统计表明专八短文改错题有一定的表面效度,但是因为它的题型大部分停留在语法词汇层面的考查上,而语义的辨识和语境理解考查还欠缺,因此,短文内容效度不高,没有充分发挥一篇完整短文的作用。     

Study time and test performance as a function of test expectations

Study time and test performance change as a function of subjects expecting either open questions or a multiple-choice test on the contents of a history text. After studying a first history text, the subjects immediately received a test consisting of either open questions or multiple-choice items. They were led to expect the same type of test on a second text. Study time on Text 2 was self-paced, and the type of test was either the expected or unexpected one (either open questions or a multiple-choice test). The main hypothesis was confirmed that subjects consider open questions a more demanding test than a multiple-choice test. Accordingly, subjects expecting open questions on Text 2 used more study time and performed better on both types of test than did subjects expecting a multiple-choice test. Internal analyses revealed that the differences on study time and test achievement between the two expectation conditions occurred only when the subjects were thoroughly acquainted with the processing requirements of the learning material and its expected test.     

A comparison of the peabody individual achievement test,the metropolitan achievement test,and the otis-lennon mental ability test

In order to clarify the concurrent validity of the Peabody Individual Achievement Test (PIAT) and the Metropolitan Achievement Test (MAT), product-moment correlations were computed for all subscores and total scores for 26 normal-range public school third-grade girls and boys. The reading comprehension subtests correlated.81, spelling.88, and PIAT Mathematics with MAT Total Math.64. Correlations were computed for the Otis-Lennon Mental Ability Test and the PIAT General Information subtest as.77, and the Otis-Lennon and the PIAT Total Test scores as.79. Concurrent validity of the PIAT with both tests is tentatively considered adequate except in the area of mathematics, in which the PIAT, relative to the MAT, appears to be reflecting ability to handle math concepts (.68) more accurately than math computation (.41) or math problem solving (.56). Correlations with IQ partialed out suggest the PIAT Total Test, and PIAT and MAT reading and spelling measures, are relatively uninfluenced by IQ variations, whereas with IQ held constant, the weak positive correlations between the PIAT and MAT math subtests became essentially random relationships.     

基于书版格式的题库管理及组卷系统的制作

目前大多数题库系统都是Word格式,实际上这有两个弊端:一是不能同步印刷厂的排版操作过程,绝大多数印刷厂均使用方正书版系统,二是Word生成的试卷不美观,不能实现psp的发排过程。该文从实用角度出发,指出了能够完全同步印刷出版行业的标准需要的题库平台制作关键,借助该平台就可以实现多学科试题库的建立及组卷系统的完成。