基于XML的CCS考试系统研究

计算机模拟病例(Computer-basedCaseSimulations)[1]指在计算机上模拟患者疾病的状况和诊疗过程,用以评价临床专业学生处理临床问题的能力。计算机病例模拟考试系统的研究与应用对临床专业的教学、对执业医师的考试都有实用价值,用XML描述病例文件是一种较为合适的选择,它的可读性、扩展性、平台无关性恰好解决了病例信息多来源、非结构化等问题。     

计算机一级辅助教学软件的优势、不足与对策

为改善计算机操作基础的教学质量,提高计算机等级考试过级率,很多学校采用无忧软件公司开发的计算机等级考试模拟软件来辅助教学。本文分析了该模拟软件辅助教学的优势与不足,并结合中职学校学生的特点,提出了解决不足的途径。     

浅析全国计算机等级考试模拟软件评分系统

"全国计算机等级考试(NCRE)"上机部分采用计算机自动评分的方式进行,评分功能的好坏直接影响着每个考生的考试成绩。针对"全国计算机等级考试"模拟软件中评分程序存在的问题进行详细地分析,对参加全国计算机考试的考生在具体答题时具有参考价值。     

浅析全国计算机等级考试模拟软件评分系统

“全国计算机等级考试（NCRE）”上机部分采用计算机自动评分的方式进行,评分功能的好坏直接影响着每个考生的考试成绩。针对“全国计算机等级考试”模拟软件中评分程序存在的问题进行详细地分析,对参加全国计算机考试的考生在具体答题时具有参考价值。     

基于模拟NCRE考试系统综合实训的研究

根据湄洲湾职业技术学院信息系实训情况,提出以模拟全国计算机等级考试（National Computer Rank Examina-tion,以下简称NCRE）网络拓扑作为计算机应用专业学生综合实训架构,以NCRE考试系统软件安装为综合实训基础,以NCRE考试模拟测试进行综合实训成果检验,体现模拟NCRE考试系统的综合实训与目前现行实训周的区别。     

浅谈《全国计算机等级考试》机房管理

对全国计算机等级考试机房的准备工作、机房的建设进行讨论,对考试用机的调试、安装所必备的考试软件及环境。并且通过红蜘蛛教学软件批量控制考试用机进行模拟登陆,按照考试院要求禁止学生私自使用外部设备如U盘、移动硬盘插入考试用机。     

基于仿真技术的模拟电子技术课程考试系统

基于仿真技术开发了开放式模拟电子技术课程计算机考试系统,给出电压比较器试题开发实例。该考试系统包括试题开发、试卷编辑、考试、题库和试卷库等模块,通过对电路建模和仿真,获取电路全部电压和电流数据,形成标准答案并自动评分。在模拟电路直流工作点仿真中,采用元器件的直流伴随模型,用非线性元件线性化并反复迭代运算的方法求解复杂的电路方程组。该考试系统兼有考试和练习功能。     

一种基于WEB的在线考试系统身份认证方案的设计与实现

针对基于WEB的在线考试系统如何解决登录考试系统的身份认证以及页面之间的认证,给出了一种合理的解决方案.该方案成功、有效地在本校计算机病例模拟考试系统中运用.     

计算机等级考试效度分析

网络信息时代背景下当代大学生通过计算机等级考试,获得计算机等级证书是毕业就业的重要标准。帮助学生高效通过计算机等级考试是计算机教师的重要教学任务,促进学生强化计算机能力,提高计算机等级考试效度。以提高计算机等级考试效度为主线,以计算机一级MS Office为例,参考《全国计算机等级考试一级MS Office考试大纲》,为学生制订完备的考试计划,促进其计算机等级考试顺利通过。     

计算机模拟病例系统在临床实践教学中的应用研究

为加强临床医学专业学生临床实践能力的教学,临床思维能力的培养,建设计算机模拟病例系统,采取让学生课外自主学习及课堂教学等方式加强学生的临床实践培养。经过几年的应用,问卷调查结果显示,计算机模拟病例系统能有效地培养和提高临床医学专业学生的临床思维能力的培养。     

Computer Simulations Improve University Instructional Laboratories

Laboratory classes are commonplace and essential in biology departments but can sometimes be cumbersome, unreliable, and a drain on time and resources. As university intakes increase, pressure on budgets and staff time can often lead to reduction in practical class provision. Frequently, the ability to use laboratory equipment, mix solutions, and manipulate test animals are essential learning outcomes, and “wet” laboratory classes are thus appropriate. In others, however, interpretation and manipulation of the data are the primary learning outcomes, and here, computer-based simulations can provide a cheaper, easier, and less time- and labor-intensive alternative. We report the evaluation of two computer-based simulations of practical exercises: the first in chromosome analysis, the second in bioinformatics. Simulations can provide significant time savings to students (by a factor of four in our first case study) without affecting learning, as measured by performance in assessment. Moreover, under certain circumstances, performance can be improved by the use of simulations (by 7% in our second case study). We concluded that the introduction of these simulations can significantly enhance student learning where consideration of the learning outcomes indicates that it might be appropriate. In addition, they can offer significant benefits to teaching staff.     

交互式网上考试系统的开发研究

为了实现交互式网上考试系统的开发,以电工电子技术课程网上考试系统的开发过程为实例,介绍了如何采用SQL Server2000和VB技术,开发具有随机抽题、网上考试、远程管理、教师评阅等功能的网上考试系统的思路与方法。     

基于NCRE的高校计算机基础教学改革研究

全国计算机等级考试（NCRE）是评价新形势下学生信息素养的一种重要形式,其对计算机基础课教学提出了特定要求。首先分析高校入校新生的计算机基础学习现状,然后总结等级考试重难点及考点频率分布,并从重构教学内容体系、开发优质教学资源、革新教学评价体系、实施分类分层教学几方面对计算机基础教学进行改革。实践结果表明,实施教学改革可以激发学生学习动机,进一步提升该课程教学质量及等级考试通过率,促进学生计算机应用能力发展。     

Using Computerized Patient Simulations to Measure the Clinical Competence of Physicians

The National Board of Medical Examiners is developing a computer-based patient-simulation examination (CBX) to be used in the evaluation of the clinical competence of physicians. The Rasch partial credit model (RPCM; Masters, 1982; Wright & Masters, 1982) is used to scale examinee performance on the simulated patient case. This article describes the scoring and scaling of a CBX case to demonstrate how the RPCM can be used (a) to increase the quality of the examination by detecting errors in scoring logic and (b) to construct an explicit performance-based definition of the person measures for use in standard setting.     

Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis

Computer-based scaffolding plays a pivotal role in improving students’ higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The effectiveness of computer-based scaffolding has been demonstrated through traditional meta-analyses. However, traditional meta-analyses suffer from small-study effects and a lack of studies covering certain characteristics. This research investigates the effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education through Bayesian meta-analysis (BMA). Specifically, several types of prior distribution information inform Bayesian simulations of studies, and this generates accurate effect size estimates of six moderators (total 24 subcategories) related to the characteristics of computer-based scaffolding and the context of scaffolding utilization. The results of BMA indicated that computer-based scaffolding significantly impacted (g = 0.385) cognitive outcomes in problem-based learning in STEM education. Moreover, according to the characteristics and the context of use of scaffolding, the effects of computer-based scaffolding varied with a range of small to moderate values. The result of the BMA contributes to an enhanced understanding of the effect of computer-based scaffolding within problem-based learning.     

The impact of immediate test score reporting on university students' achievement emotions in the context of computer-based multiple-choice exams

Test-taking is an emotion-laden event for many students. Typically, negative emotions are highest at the start of an examination and are replaced by positive emotions as the exam progresses. The impact of computer-based testing and immediate score reporting on students' emotions has not been examined. In Study 1, we evaluated university students’ emotions at the end of a computer-based exam and found positive emotions more strongly endorsed than negative. In Study 2, we replicated this finding and used a quasi-experimental pre-post design to examine how emotions changed in response to real examination scores. Exam scores presented immediately had significant positive effects on relief, pride, and hope and negative effects on anxiety and shame even after controlling for the corresponding emotion at the end of the exam. The one exception was anger, which was not impacted by examination score. No interaction effects were found.     

Simulations with Elaborated Worked Example Modeling: Beneficial Effects on Schema Acquisition

Worked examples have been effective in enhancing learning outcomes, especially with novice learners. Most of this research has been conducted in laboratory settings. This study examined the impact of embedding elaborated worked example modeling in a computer simulation practice activity on learning achievement among 39 undergraduate students within a classroom environment. The students from one introductory forensic science course were randomly assigned to one of two groups that worked through computer-based simulations containing worked example modeling conditions presented in varied order. The computer software administered the modeled simulations, prior knowledge test, pretest, posttests, and a second domain test. Findings from this study suggest that embedded worked example modeling within practice simulations can be an effective method for transfer of learning with novice learners. This article describes the dissertation study completed by Debra K. Meier under the guidance of David W. Brooks at the University of Nebraska, Lincoln.     

A cross-cultural comparison of numeracy skills using a written and an interactive arithmetic test

This study applied two arithmetic tests, one written and one one computer-based interactive, to samples of primary school children from two populations, one suburban non-Aboriginal and one rural Aboriginal. The results from the written test were significantly (p?&;lt;?0.001) better for the non-Aboriginal children than for the Aboriginal children. This was not the case with the results from the computer-based interactive test. The study used Rasch-based methodology to reduce the results from the two tests to a common scale, to ascertain whether the Aboriginal children performed better (in relation to the non-Aboriginal children) in the computer-based than in the written test. The study found that this was the case, and concluded that the results from the computer-based test exhibited less cultural bias against the Aboriginal children than the written test.     

Learning through collaborative computer simulations

The author argues that computer-based simulations can help students to enhance their conceptual and intuitive understanding of theoretical concepts. Intuitive understanding of scientific concepts goes beyond conceptual understanding; attaining a sense of familiarity with ideas that cannot be directly experienced requires opportunities for student-directed activities and feedback on those activities in an environment that simulates the theory concerned. Computer-based simulations can offer these characteristics, but they still do not always achieve the intended enhancement in intuitive understanding. The author discusses evaluation studies of particular science simulations in order to draw conclusions about the design and implementation characteristics that contribute to the success of an educational simulation.     

基于C/S和B/S网络架构的考试系统平台比较分析

通过对两层客户机/服务器结构和浏览器/服务器结构的比较和分析,阐述了各自的开发工具、开发设计以及开发过程中出现的问题,比较了它们的优缺点并提出了一些想法。