Detection of misconceptions and misleading questions by using quantitative diagnostic assessment

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題名:	Detection of misconceptions and misleading questions by using quantitative diagnostic assessment
作者:	施國琛;Weng, Martin M;Chang, Wen-Chih;Yen, Neil Y;Shih, Timothy K;Hsu, Hui-Huang
貢獻者:	資訊電機學院資訊工程學系
關鍵詞:	Analysis;Assessment;Assessments;CAI;College Students;Computer assisted instruction;Diagnostic systems;Diagnostic Tests;Distance education;Distance learning;Educational evaluation;Educational technology;Electronic Learning;Empirical analysis;Evaluation;Feasibility;Feasibility Studies;Feedback;Foreign Countries;Information management;Information technology;Internet;Kuder Richardson Reliability Formulas;Learning;Learning support;Mastery Learning;Misconceptions;Misleading questions;On-line systems;Online education;Online instruction;Performance evaluation;Pretests Posttests;Psychometrics;Quantitative analysis;Questioning Techniques;Questionnaires;Questions;Rules;Statistical Analysis;Student Evaluation;Students;Taiwan;Technology application
日期:	2014-01-01
上傳時間:	2026-04-23 13:31:14 (UTC+8)
出版者:	IGI Publishing;Hershey: IGI Global
摘要:	摘要： Researches into E-Learning pay emphasis on how the technology is applied for comprehensive learning support in various perspectives. Lots of advantages are involved while performing the E-Learning. For example, timely contents are applicable to be delivered via the Internet, and in a similar manner, instant feedback which identifies the learning performance would be obtained through an online assessment system. In this article, a diagnostic approach for learning performance evaluation of student is proposed. Two primary issues are concentrated based on the analysis of quantitative assessment results. First the authors identify the misconceptions on specific subject(s) that students have learned and provide remedial suggestions about their learning status to students. Second, because questions may have several incorrect information to students, hence the authors approach provide suggested revisions to instructors. The proposed approach employs the Rule-Space model and the Student-Problem chart and is implemented in an online assessment system to obtain corresponding data (e.g., learning behavior) and performance (e.g., learning status). The feasibility is demonstrated through an empirical study (i.e., a series of pre-post tests) which was conducted in a domain-specific course (i.e., Fundamental of Information Technology) with around 450 students in a calendar year. 出版者： Hershey: IGI Global 出版日期： 2014-04-01 出處： International Journal of Distance Education Technologies, 2014-04, Vol.12 (2), p.26-50 資源來源： Education Resources Information Center (ERIC) 版權： COPYRIGHT 2014 IGI Global 版權： Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 識別號： ISSN: 1539-3100 識別號： EISSN: 1539-3119 識別號： DOI: 10.4018/ijdet.2014040102
顯示於類別:	[資訊工程學系] 期刊論文

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