以诊断学习困难为考量之测验和评量系统.ppt

Research Topic以診斷學習困難為考量之測驗與評量系統 Reporter: 朱蕙君 Professor: 黃國禎教授 Report day: 2006,11,15 Relevant Research Gwo-Jen Hwang (2003), “A conceptual map for developing intelligent tutoring systems”, Computers Education, Vol. 40, No.3, pp. 217-235. (SSCI) Gwo-Jen Hwang, Jia-Lin Hsiao and Judy C.R. Tseng (2003), “A Computer-Assisted Approach for Diagnosing Student Learning Problems in Science Courses”, Journal of Information Science and Engineering, Vol. 19, No.2, pp. 229-248. (SCI Expanded, EI) Gwo-Jen Hwang (2005), “A Data Mining Approach to Diagnosis Student Learning Problems in Science Courses”, Journal of Distance Education Technologies, Vol. 3, No. 4, pp.35-50. (EI) A conceptual map for developing intelligent tutoring systems (2003) Conventional testing systems simply give students a score, but don’t give them the opportunity to learn how to improve their learning performance. Students would benefit more if the test results could be analyzed and hence advice could be provided accordingly. This study proposes a conceptual map model, which provides learning suggestions by analyzing the subject materials and test results. Concept Effect Relationships (CER) McAleese (1994, 1998) indicated that students learn new concepts and new relationships among previously learned concepts. Salisbury (1998)that indicate the effect of learning one concept on the learning of other concepts. ex: The names and abbreviations of chemical elements and their atomic weights must be thoroughly learned to comprehend scientific writings or chemical formulae. Such conceptual relation has been defined as “concept effect relationships” by Hwang (2003). Conventional subject materials Structure Subject materials was viewed as a tree diagram comprising chapters, sections, sub-sections and key concepts to be learned. New Structure: Concept effect Relationships Concept effect table (CET) Two-dimensional table. If CET(Ci,Cj)=1, it is said that ‘‘Ci is one of the prerequisites of Cj’’. Fuzzy output fo