《影视制作》考试系统英文翻译文档.docx
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《影视制作》考试系统英文翻译文档.docx
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《影视制作》考试系统英文翻译文档
毕业设计(论文)
英文翻译
学院名称:
计算机科学与技术学院
班级:
051班
学号:
20054440102
学生姓名:
周怡
2009年05月12日
AnOnlineTestingandAnalysisSystem
forCreativeProblem-SolvingAbilityinSciences
aChun-ChiehHuang,bHao-ChuanWang,aTsai-YenLiandcChun-YenChang
aNationalChengchiUniversity,Taipei,Taiwan
bCarnegieMellonUniversity,Pittsburgh,PA,USA
cNationalTaiwanNormalUniversity,Taipei,Taiwan
Email:
g9415@cs.nccu.edu.tw,haochuan@cs.cmu.edu,
li@nccu.edu.tw,changcy@ntnu.edu.tw
Abstract:
Thispaperproposesanonlinetestingandanalysissystemforstudyingstudents’CreativeProblem-Solving(CPS)abilityinsciences.Usinganopen-endedessay-question-typetest,studentsareaskedtoexpresstheirideaandimaginehowtosolveproblemsbetter.Basedonpreviousworks,weutilizeanautomatedscorerforevaluatingstudents’CPSability.Thissystemservesasareal-time(self-)assessmentforonlinelearnersandausefulresearchtooltogatherdataforCPSstudies.Wehavere-examinedtheinter-raterreliabilityofourautomatedscorerwithnewsamples,andconductedaquestionnairesurveyforusabilityinspection.Thepreliminaryresultsshowthesystemisreliableforautomatedscoringandsatisfactoryforsystemusability.Aroadmapforfuturedevelopmentisalsoproposed.
Keywords:
OnlineTesting,CreativeProblemSolving,AutomatedScoring,Web-basedLearning
1Introduction
TheassessmentofCreativeProblem-Solving(CPS)abilityistakenasausefulindextoinvestigatestudents’creativityandproblemsolvingabilitiesinpsychologicalandeducationalresearch(Chang&Weng,2002).Wegenerallybelievethatusingassessmentofanopen-endedessay-question-typeformatisausefulapproachtoevaluatestudents’CPSability.Studentsarerequiredtoexpresstheirself-generatedthoughtsinnaturallanguages(e.g.,Chinese)insuchatest,andteachersorresearchersmayanalyzestudents’essays,oneofthemostcomprehensiveandauthenticrepresentationsofstudents’thinkingandreasoning,tostudytheircomprehension,competenceorcreativityregardingthedomainsubjects.Inthecontextofweb-basededucation(WBE),itisconsideredessentialandbeneficialtoincorporatethistypeofassessmentsasavaluablecomponentofonlinelearningenvironmentsforbetterinstructionaldecision-makingandmoreadvancededucationalstudies.
Nevertheless,althoughonlinecourseshavebeendevelopedanddeployedextensivelymorethanever,onlinetesting,especiallyopen-endedessay-question-typetests,isstillunderemphasized.OnepossiblefactoristhattechnologiesrequiredforonlinetestingwerenotsystematicallydevelopedandincorporatedbypractitionersofWBE.Thoughthedevelopmentofcertaintypesoftesting,suchasdichotomous-,single-andmultiple-choicesquestions,maybeintuitiveandmature,thesituationisverydifferentfromthecaseofopen-endedessay-question-typetesting,inwhichtechnologiesforlanguageprocessingandlearnermodelingcanbemorecomplicatedandwerelessfamiliartotheAppearinProceedingsofthe10thGlobalChineseConferenceofComputersinEducation,June2006.WBEcommunity.Insum,webelievethatitiscrucialtoconductsystematicinvestigationonthetopicofonlinetestingforopen-endedproblemsolvingtasksinordertofurthertheeffectofonlinelearning.
Gradingisagreatburdentoteachers,especiallyforopen-endedtesting.Withlimitededucationalresourcesandgivenalargenumberofstudents,apromptandvalidwaytoevaluatestudentswouldbeveryusefultoteachers.Anapproachtosolvethisproblemisbyadoptinganautomatedscorer,madepossiblebyArtificialIntelligencetechnologies,togradealargevolumeofopen-endedtesting.
Inthisresearch,weaimtodevelopanonlinetestingsystemsuitableforscienceeducationtoassessstudents’CPSabilitiesthroughopen-endedessay-question-typetesting.Thesystemisdesignedtosupportthreemajorfunctions:
(1)students’onlineansweringtothetestquestions,
(2)reliablyautomatedprocessingandgradinguponstudents’responses,and(3)on-lineinspectionofstatisticalresultswithgraphicalvisualizationtoolsforteachersandresearchers.Morespecifically,thisworkconsistsofthreeparts:
(1)developingafullyintegratedsystemthatsupportstheaforementionedfunctionalities,
(2)conductingausabilitystudyoftheuserinterfaceandinteractiondesignofthissystem,and(3)re-testingthereliabilityofourautomatedscoringmodule,whichwaspreliminarilyshowntohaveasatisfactoryperformanceforasmallsampleofstudents(Wangetal.,2005a).Inthiswork,wehaveconductedanewempiricalexplorationwith70studentsinvolvedinthestudiesofsystemusabilityandgradingreliability.Inaddition,wewillalsointroducesometechniquestoimplementsuchasystem,suchascontrollingstudents’onlineresourceaccessandcollectingstatisticsaboutstudents’scores.
2PreviousWorks
Thesystemdescribedinthispaperisbasedonourpreviousworksinthisseries,includingtheoreticalandempiricalinvestigationofstudents’CPSinsciences(Chang&Weng,2002),usermodelingforCPS(Wangetal.,2005a),andautomatedgradingtechnologiesdesignedforCPSstudies(Wangetal.,2005b).Theworkpertainingtotheresearchinthisdirectionisdescribedasfollows.
2.1CPS:
CreativeProblem-Solving
Problem-solvingabilityisviewedasanabilitytothinkcritically,reasonanalytically,andcreateproductively,whichallinvolvesquantitative,communicationandcritical-responseskills(AmericanAssociationfortheAdvancementofScience,1993).Thesystemwehavebuiltisbasedonthetheoriesofseveralmeasurementsofcreativityproposedintheliterature(Hocevar,1981;Yuetal.,2005).
Inourpreviousworkondesigningthepaper-basedassessmentforCPS(Wu&Chang,2002),wehavetakenProblem-FindingandProblem-Solvingasdifferenttestingphases,andeachphaseisfurtherseparatedastwoparts:
ideation(i.e.,divergentthinking)andexplanation(i.e.,convergentthinking).TheseparationofsuchreasoningphaseswasoriginatedfromsometheoriesofCPS(Basadur,1995;Osborn,1963).Thepaper-basedanswersheetwasdesignedwithatwo-columntableforstudentstoexpresstheirideasandexplanations,asshowedinFigure1.
Figure1.Asnapshotoftheanswersheetshowingthepair-wiserelationbetweenideasandreasons.
Ineachrowofthetable,studentsmayfillintwoconsecutivetextfieldswithanideaandthereason(s)explainingthatideaforaspecificproblem-solvingscenariodescribedinthetestingquestion.MoredetailsanddiscussionsofthedesignforthisassessmentcanbefoundinWu&Chang(2002)andWangetal.(2005a,2005b).
2.2UPSAM:
UserProblem-SolvingAbilityModeler
Ourpriorworkhasalsoproposedausermodelingsystem,UserProblem-SolvingAbilityModeler(UPSAM),whichaimsatabstractingandmodelingstudents'responsesinscientificproblem-solvingtasks(Wang,2005a).Byrepresentingexperts’andstudents’thoughtsofproblem-solving,includingbothideasandreasons,intheformalismofbipartitegraph,ideationandexplanationaremodeledastwodisjointsetsconnectedwithundirectededges.UPSAMenablesustocompareanytwobipartite-graph-basedusermodelstoaddressresearchquestionssuchashowwellarethisstudent’sanswersbyusingtheexpert’sanswersasthecriteria(i.e.,essaygrading)andwhatconceptsareknown/unknownbythestudent(i.e.,learningdiagnosis).
AnimportantfeatureoftheUPSAMisthatitmaintainsanexpertmodelrepresentingthedomainexperts’knowledgeandvocabularyagainsttheproblem-solvingtasks,anditservesasausefulmoduletoprocessstudents’open-endedanswersandperformautomatedgrading.
2.3AutomatedScorer
BasedonUPSAM,wehavedevelopedanautomatedscorerforgradingstudents’responsestowardtheCPStest.ThecoreconceptistouseInformationRetrieval(IR)technologiestomatchstudents’responsesagainstexperts’standardanswersandthenrepresenteachstudentasasubsetofthebipartite-graph-basedexpertmodel(Wangetal.,2005b).Wehavecollectedmanyexperts’ideationsandexplanationsfromdifferentaspects,andorganizethemintoanexpertmodel,whichisaimedtobeobjectiveandequitable.BecauseofthestructuredanswersformatfromUPSAM,theautomatedscorercangraspstudents’keyconceptsinordertoevaluatetheirCPSabilitybasedoneachtextentry.Inaddition,wealsoinvitehumangraderstogrademanuallyforcomparisons.
Inthispriorwork,wehaveconductedanevaluationtocorroboratetheviabilityoftheautomatedscoringschemeempirically.WefoundthePearson’scorrelationstatisticsr,whichservesasanindexofinter-raterreliabilitybetweenhumangradersandourautomatedscorer,rangefrom.67to.82,whicharepositive,high,andstatisticallysignificant.Thepreliminaryexperimentsshowedthatautomatedscoringisreliabletobeusedhere,anditisalsosuggestedthatanintegratedonlinesystemshouldbedevelopedfortesting,gradingandfurtheranalyses(Wang,2005a).
3OnlineTestingSystem:
WOTAS
Themainobjectiveofthispaperinthislineofresearchistobuildanonlinesystemintegratingourpreviouslydevelopedcomponentswiththenewlydesignedmodules(e.g.,UIfortestingandstatisticsreporting.)WehavedesignedandimplementedtheWeb-basedOnlineTestingandAnalysisSystem(WOTAS)suchthatagreatnumberofstudentscanaccessthesystemonlineconcurrentlywithgreatstabilityandusabilityandteachersorresearcherscaneasilydiagnosethelearningconditionfromthoselearners.ThearchitectureofWOTASisdescribedbelow.
3.1DesignConsiderations
Figure2.SystemarchitectureforWOTAS.
Thesystemthatwehavedesign,asdepictedinFigu
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