基于题库共享的在线考试系统设计与实现

针对国内存在大量自主研发的在线考试系统现象,以及随之带来的题库资源重复建设问题,研究开发了一套支持多用户同时在线、面向多学科的通用型在线考试系统。提出了基于资源共享模型的数据交换方法解决题库建设问题,并按考试流程将系统划分为考生管理、题库管理、试卷管理、在线考试管理和成绩管理等5大模块,详细阐述了系统的设计与实现方法。     

程序设计精品课程在线考试系统

在线考试系统是精品课程中学习评价模块的重要组成部分。在对在线考试系统功能需求分析的基础上,给出了系统用例,设计了面向MS SQL Server 2000的后台数据库表,基于B/S模式,运用ASP编程技术,开发了程序设计精品课程在线考试系统。该系统实现了考生在线注册、在线考试、自动评分、考生管理、试题管理和成绩管理等基本功能。本系统的应用开发完善了课程教学评价体系,推动了其他课程的网络化考试。     

陆空通话在线考试系统的设计与实现

本文根据陆空通话课程注重听说实践能力的教学特点,基于浏览器/服务器模式,利用动态服务页面应用程序开发了陆空通话在线考试系统。该系统主要由教师管理模块和学生考试模块构成。教师利用本系统可以完成数据库中试题(卷)的录入、修改和查询,自动组卷以及自主决定考试试题类型和考试题量等功能。学生可以进行在线考试、在线对话、信息确认等。该系统实现了陆空通话课程考试的电子化阅卷和考试无纸化。     

基于ASP+Acess的在线考试系统设计与实现

通过对考试系统进行功能和业务流程分析,设计并实现了在线考试系统,含用户管理、试题库管理、考试管理、阅卷管理以及成绩管理模块;重点阐述了抽题组卷、自动评分两个关键模块的实现技术。实际应用表明,系统运行良好。     

灰色评估理论在电子在线考试系统中的应用研究

在现有的多数在线电子考试系统中,测试用卷由系统的组卷模块作用,从题库中随机选取题目自动生成。这样的试卷受随机因素作用会影响测试结果的可靠性和准确性。面对这一问题,本论文将灰色评估理论引入到在线考试系统中,旨在有效解决这一问题。     

网络教育环境下知识测评系统的设计与实现

介绍了采用ASP技术设计网络考试系统的过程及考试系统所实现的主要功能。网络考试系统共分两个模块：考生考试模块和管理员实施管理模块。考生考试模块主要实现动态随机出题、考试时间锁定、系统自动判卷和突发问题应对等功能。管理员实施管理模块实现考试信息管理、考生资料管理、考试题库管理和辅助信息管理等功能。     

基于Internet的中学物理课程考试在线监考系统简介

在中学物理课程考试中引入网络考试技术对于中学全面实现素质教育理念具有积极意义。在中学物理课程网络考试系统中引入在线监考程序可以使监考教师在考试系统实施中能及时在线了解考场中考生的情况。１一般考试系统的组成一个完整的考试系统包括题库维护、试卷组织、试卷随机生成、考生档案管理、考生成绩管理、考生身份验证、考生在线考试、考试时间控制、自动阅卷评分并将成绩写入考生成绩表、网上在线监考等许多模块及数据库。考试过程是：考生在客户端首先要经过资格验证系统（根据考生档案库），验证考生资格并向卷面发布及阅卷系统提…     

继续教育远程学习和在线考试系统探讨

本文对继续教育在线学习和考试系统进行了探讨。该系统主要包括系统门户、项目和课程管理、在线报名、收费控制、学员管理、网上教学、试题库、试卷管理、在线练习、在线考试、阅卷、证书管理、资源库和系统管理等多个模块。     

基于.NET技术的Web考试系统设计与实现

采用ASP.NET技术开发了基于Web形式的三层架构在线考试系统,系统具有学生模块、教师模块、管理员模块三大功能模块,实现了考生管理、考试管理、分数统计及查询等功能,改进了学生考核手段,实现了考试方式的网络化。     

成人教育远程学习和在线考试系统的探讨

本文对成人教育在线学习和考试系统进行了探讨。该系统主要包括注册或登录、系统维护、资源管理、在线学习、在线练习、在线考试、在线阅卷、试题库、学生资料、成绩、课程与计划等多个模块。     

基于XML的角色工作流访问控制技术的研究

访问控制在信息系统中是个重要的保护机制.访问控制加强了主体对访问对象的限制,使得合法用户可以访问到需要访问的对象,非法用户则不可以越权获得数据,由此可以看出访问控制是多用户和多对象的工作流管理系统当中非常重要的安全管理技术.如果这些访问控制方面较为复杂的规则采用XML描述就会大大提高工作流系统在管理用户的访问控制这些较为复杂的事务方面的安全性与平台的无关性.     

基于 LDA 特征扩展的用户画像

采用用户历史查询词构建用户画像时,现有向量空间模型存在特征稀疏和上下文依赖性强的问题。针对该问题,通过引入 LDA 主题模型,首先提取查询词潜在主题,得到查询词对应的主题分布;然后将概率最大的主题对应的词扩充到原始特征空间中,丰富用户特征;最后采用 SVM 分类算法对用户基本属性进行分类,构建用户画像。实验表明,利用 LDA 模型对用户特征进行扩展比传统向量空间模型用户画像精度提高了 1.6%。     

Plants or animals—which do junior high school students prefer to study?

This research addressed the following questions: (1) Which science topic do junior high school students prefer to study—plants or animals? (2) Is their preference related to the variables of grade level and sex of student? Public school students from grades 7, 8, and 9 in Avoca, New York participated in the study. Findings show that 9th grade students have a greater interest in biological science topics than do students in the other grades studied. Girls are more interested in biological science topics than boys are. Girls also showed a significant preference for animals over plants. As a group, junior high school students revealed that they prefer animal study over plant study. About half of the student responses categorized as “biological science” did not express a clear-cut preference for either plants or animals. A caution about generalizability is expressed. Interviews of students suggest that the following characteristics of animals are important determinants of preferences: Animals move, eat, have eyes for sight, communicate by sound, exhibit behaviors that are fun to watch, have short and observable live cycles, interact with humans, can learn, have mates, give birth, and raise their young. It was obvious that most students think of mammals when they hear the term “animal.”     

On the alignment of teachers’ mathematical content knowledge assessments with the common core state standards

Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics. This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument. The findings indicate that only a small number of items on both instruments are designed to capture teachers’ pedagogical content knowledge and that the majority of these items are focused on curricular topics in the later grades rather than in the early grades. Furthermore, some forms designed for use as pre- and post-assessment of professional development or teacher education are not parallel in terms of curricular topics, so estimates of teachers’ knowledge growth based on these forms may not mean what users assume. The implications of these findings for teacher educators and researchers who use teacher knowledge instruments are discussed.

     

Concurrent and Separate Grade-Groups Linking Procedures for Vertical Scaling

Reading and Mathematics tests of multiple-choice items for grades Kindergarten through 9 were vertically scaled using the three-parameter logistic model and two different scaling procedures: concurrent and separate by grade groups. Item parameters were estimated using Markov chain Monte Carlo methodology while fixing the grade 4 population abilities to have a standard normal distribution. For the separate grade-groups scaling, grade groupings were linked using the Stocking and Lord test characteristic curve procedure. Abilities were estimated using the maximum-likelihood method. In either content area, scatterplots of item difficulty, discrimination, and ability estimates from the two methods showed consistently strong linear relationships. However, as grade deviated from the base grade of four, the best-fit linear line through the pairs of item discriminations started to rotate away from the identity line. This indicated the discrimination estimates from the separate grade-groups procedure for extreme grades to be, on average, higher than those from the concurrent analysis. The study also observed some systematic change in score variability across grades. In general, the two vertical scaling approaches yielded similar results at more grades in Reading than in Mathematics.     

网络论坛中信息资源再生的统计分析与归因

随着互联网技术及应用的快速发展,网络论坛中信息资源的再生问题成为研究者关注的重点问题。信息资源再生是Web2.0环境下信息资源建设模式的一种变革,是指网络用户在利用信息的同时对现有信息资源进行修复和补充的过程。网络论坛可以视为信息资源再生的一个典型代表,可以从再生资源数量、再生资源质量和用户行为等角度对其进行分析。以网易、新浪和猫扑三大网站的四个版块（财经、教育、数码和旅游）中的550个帖子为分析对象,对其信息资源再生情况的分析表明：不同论坛、不同版块的帖子在浏览次数、回帖次数、每百次浏览回帖数、回帖内容构成等方面存在显著性差异;不同用户在参与帖子数、发帖数、发帖者自顶帖比例等方面存在差异;高价值组和低价值组用户在参与帖子的个数上也存在差异。造成这些差异的因素可以归结为网站和版块规则差异、用户行为差异、论坛主题差异等。总体而言,网络论坛中用户的交互程度较低,对论坛中的内容缺乏深入思考。     

基于并行算法的话题检测及情感分析的研究

在大数据时代,社交网络数据日益剧增,有效分析社交网络信息将对政府的合理决策起到促进作用.在海量的社交网络信息中,用户行为的数据分析是近些年来研究的热点问题.利用社交网络,用户可以关注当前的热点话题,并进行评论或者发布其他信息.这一系列行为反映出用户对于不同话题的偏好性和情感的倾向性,进而提供出有价值的潜在信息.本文设计了一种并行算法,实现了在Twitter和新浪微博数据上识别热点话题,并对用户情感进行分析.实验结果表明,该方法可以有效地监控热点话题及用户情感,具有重要的现实意义.     

非参数秩检验在班风对成绩影响中的应用

文章通过对两相关样本作Wilcoxon检验和符号检验,对两独立样本作Mann-Whitney U检验和Kolmogorov-Smirnov检验研究了班级对学生成绩的影响,得到班级对学生成绩的影响高度显著。建议加强班风建设,以班风促学风,从而提高学生成绩。     

Teachers' Grading Practices: Meaning and Values

Classroom teachers do not always follow recommended grading practices. Why not? It is possible to conceptualize this question as a validity issue and ask whether teachers' concerns over the many uses of grades outweigh concerns about the interpretation of grades. The purpose of this study was to investigate the meaning classroom teachers associate with grades, the value judgments they make when considering grades, and whether the meaning or values associated with grades differed by whether teachers had measurement instruction. A sample of 84 teachers, 40 with and 44 without measurement instruction, responded to classroom grading scenarios in two ways–with multiple-choice responses indicating what they would do and with written responses to the question, “Why did you make this choice?” A coding scheme based on Messick's (1989a, 1989b) progressive matrix of facets of validity was used for quantitative and qualitative analyses of written responses. The meaning of grades is closely related to the idea of student work; grades are pay students earn for activities they perform. The relationship of this notion to classroom management should be investigated. Teachers do make value judgments when assigning grades and are especially concerned about being fair. Teachers also are concerned about the consequences of grade use, especially for developing student self-esteem and good attitudes toward future school work. Measurement instruction made very little difference, although it did reduce the amount of self-referenced grading reported.     

Power duality for multi-antenna OFDM system in broadcast channel with user scheduling

This paper deals with design and analysis of user scheduling and power allocation for multi-antenna OFDM systems with DPC, ZF-DPC, ZF-BF and TDMA transmit strategies. We consider the general multi-user downlink scheduling problem and power minimization with multi-user rate constraints. According to the channel state, it is shown that there is a power optimal policy which selects a subset of users in each scheduling interval. We present user selection algorithms for DPC, ZF-DPC, ZF-BF and TDMA for multi-antenna OFDM system in broadcast channels, and we also present the practical water-filling solution in this paper. By the selected users with the consideration of fairness, we derive the power optimization algorithm with multi-user rate constraints. We also analyze the power duality of uplink-downlink for the transmit strategies of DPC, ZF-DPC and ZF-BF. Simulation results show that the present user-scheduling algorithm and power minimization algorithm can achieve good power performance, and that the scheduling algorithm can guarantee fairness.