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民航机务计算机辅助训练系统(CBT)是对机务人员进行培训的新型训练方式,民航机务CBT系统知识库用来为CBT课件开发人员提供全面准确的素材和学习资源。采用S1000D规范对机务维修信息进行模块化存储,实现知识库知识共享和交换。基于本体论建立CBT系统知识库检索机制,实现知识库信息的智能检索。 相似文献
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随着计算机的日益普及和互联网技术的进步,计算机辅助网考在大学英语等级考试中越来越普遍.基于目前大学英语网考组卷过程中存在的组卷问题,分析设计了智能组卷数学模型,以定量的形式表征组卷过程,结合组卷的数学模型以及相应的约束条件引入改进遗传算法,设计智能组卷算法,形成一套基于大学英语网考的智能组卷方法.通过仿真结果分析,该智能组卷方法通过优化迭代,可以快速组合理想试卷,所设计的智能组卷算法不仅组卷质量好,速度也快,很好地反映了学生的真实英语水平. 相似文献
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自动组卷系统是计算机辅助教学的重要组成部分,而遗传算法以其全局寻优和智能搜索的特性,得到了广泛的运用。根据自动组卷系统的特点,将遗传算法合理应用于自动组卷中,在遗传算法中,设计了双种群机制,并以试卷难度、试卷区分度、试卷的估计用时、知识点分布为基础构造适应度函数,通过轮盘赌选择方法、多点交叉和变异,较好地解决了自动组卷的多重目标寻优问题。 相似文献
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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。 相似文献
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远程教学中考试命题智能组卷方法初探 总被引：1，自引：0，他引：1
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… 相似文献
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杜向然吴树锦王文清 《天津职业院校联合学报》2015,(5):78-81
计算机考试系统是计算机辅助教学的重要分支之一,它是评价和改进学生学习情况和教师教课情况的重要依据之一。计算机组卷算法是考试系统中重要组成部分之一,它决定了试卷的效果。本文介绍了几种常见的组卷算法,并对这些算法进行分析。 相似文献
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智能组卷策略的研究与应用 总被引：1，自引：0，他引：1
江海春 《常熟理工学院学报》2010,24(2):95-98
针对计算机自动化考试系统,探讨了智能组卷策略中采用的两种算法:随机抽取法和遗传算法,从算法的合理性、实用性和可操作性方面加以分析和设计,重点探讨了基于遗传算法的组卷策略,通过一组实例对比分析了两者的适用范围和各自优缺点. 相似文献
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The attractiveness of computer-based tests (CBTs) is due largely to their capability to expand the ways we conduct testing. A relatively unexplored application, however, is actively using the computer to reduce construct-irrelevant variance while a test is being administered. This investigation introduces the effort-monitoring CBT, in which the computer monitors examinee effort (based on item response time) in a low-stakes test and displays warning messages to those exhibiting rapid-guessing behavior. The results of an experimental study are presented, which showed that an effort-monitoring CBT increased examinee effort and yielded more valid test scores than a conventional CBT. Thus, unlike previous research that has focused on identifying rapid-guessing behavior after it has occurred, the effort-monitoring CBT proactively attempts to suppress rapid-guessing behavior. This innovative testing procedure extends the capabilities of measurement practitioners to manage the psychometric challenges posed by unmotivated examinees. 相似文献
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Brian A. Bottge Enrique Rueda Jung Min Kwon Timothy Grant Perry LaRoque 《Educational technology research and development : ETR & D》2009,57(4):529-552
The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school
students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered
in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that
can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT,
students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method
called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated
students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able
to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made
use of the learning scaffolds.
相似文献
| Brian A. BottgeEmail: |
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马煜逵 《暨南大学华文学院学报》2010,(2):69-77
本文通过对大量语料的分析和研究发现,句子的功能类型、句子所出现的上下文语境以及所使用的语体等因素对句子的规约性时制义具有制约作用。词汇手段在语法上表现的时制信息并不是其词汇义所对应的具体时间信息,而是由其具体词汇义所承载的抽象时制信息。ST是汉语句子构建绝对时制义的最终参照点,RT和ET总是位于ST的同侧。 相似文献
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Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups
As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed. 相似文献
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刘超英 《暨南大学华文学院学报》2010,(2):47-53,77
商务汉语考试（BCT）是为测试第一语言非汉语者从事商务活动的汉语水平而设立的国家级标准化考试。BCT有纸笔考试和机考两种并行的考试形式,以满足汉语考试用户的不同需求。本文将机考（CBT）的考试结果与纸笔考试（PBT）的结果进行初步的分析比较,在此基础上对BCT机考的设计作出评价。比较的结果显示：BCT纸笔考试和机考的考试结果总体上比较接近,输入汉字与手写汉字的样本在判断考生的书面表达能力上都能提供足够的信息,因此对两种媒介的考试进行统一的分数解释是可行的。 相似文献
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Keith Shaw 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):319-323
This paper compares and contrasts the use of AI principles in industrial training with more normal computer‐based training (CBT) approaches. A number of applications of CBT are illustrated (for example simulations, tutorial presentations, fault diagnosis, management games, industrial relations exercises) and compared with an alternative approach using AI. An evaluation of the relative merits of the two approaches will be given. Existing CBT packages are used to illustrate the points raised and the emphasis of the arguments will be on the effectiveness of AI and CBT in terms of both cost and learning. The position of AI applications within CBT is discussed, as is the task of getting started in applying these techniques. 相似文献
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Andrew J. Russell 《教育心理学》1997,17(1-2):195-208
Abstract Computer‐based Training (CBT) is frequently seen as a solution for companies seeking to increase effectiveness of vocational training programmes. In this study, 257 Train Operators from London Underground's Central Line viewed a short Computer‐based Training (CBT) module. They also sat a Cognitive Styles Analysis (CSA), which measures an individual's position on two cognitive dimensions: Verbal‐Imager and Wholist‐Analytic (Riding, 1991). Analysis was then conducted on the influence on learning performance of age, cognitive style and attitude to technology. Age was found to significantly influence performance on all post‐test measures. Imagers were found to perform better on post‐test measures involving naming or identifying location of equipment than Verbalisers or Bimodals. Distribution of cognitive styles were found to be skewed on both dimensions and the implications for both CBT instruction and broader corporate considerations are discussed. 相似文献
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Ayse Kok 《Education and Information Technologies》2014,19(1):193-207
CBT (computer-based training) can benefit from the modern multimedia tools combined with network capabilities to overcame traditional education. The objective of this paper is focused on CBT development to improve strategic decision-making with regard to air command and control system for NATO staff in virtual environment. A conceptual design for the CBT of the Web-based command and control system including a methodology and a model of content relations is described. The system helps the personnel to effectively plan, execute, monitor and assess Air operations in a responsive and timely manner. The developed prototype of CBT for Web-based air command and control system for NATO is illustrated. 相似文献
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Roman Kaspar Ottmar Döring Eveline Wittmann Johannes Hartig Ulrike Weyland Annette Nauerth Michaela Möllers Simone Rechenbach Julia Simon Iberé Worofka 《Vocations and Learning》2016,9(2):185-206
Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program. 相似文献
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Erica Smith 《Asia-Pacific Journal of Teacher Education》1999,27(1):61-75
Most formal vocational education and training (VET) in Australia is now competency‐based. When competency‐based training (CBT) first became government VET policy in the early 1990s, there was heated and acrimonious debate about its desirability. During the last few years, debate about CBT has all but disappeared, and VET teachers and trainers have been struggling with the implementation of CBT with, often, little support, and certainly with little interest from the VET research community. A research project examined, in late 1996, the effects of CBT on teaching and learning. A number of creative responses to CBT were discovered, with a major effect of the change to CBT appearing to be an impetus for teachers to re‐examine what they do with their students. Despite changes in teaching methods, CBT nevertheless allows teachers to exercise their skills, although the skills needed are in some respects different from pre‐CBT teaching. This paper reports on the project findings, and looks at the changes in teachers’ activities and roles using definitions of teaching propounded by Fenstermacher, and Miller and Sellar. 相似文献