JP2011138024A - Evaluation support system - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide an evaluation support system for obtaining a test suitable for the learning stage of a child. <P>SOLUTION: The evaluation support system includes an inputting means where children 20A-20Z answer to charged evaluation tests 9A-9Z, and based on marked answers 10A-10Z obtained by marking up the answer, students the parents of the students input information related to the answers into a marked result database 3 for storing the answers, an evaluation test analyzing means 14 for analyzing and evaluating the answers of the evaluation test input into the marked result database 3 for each element, and a supplementary exercise generating means 5 for generating a supplementary exercise in order to add an element required for the student based on the analysis result of the evaluation test analyzing means 14. By inputting the true or false of each exercise of the evaluation tests 9A-9Z, only exercises similar to exercises indicating insufficient learning or in-correction can be extracted and output as supplementary exercises 12A-12Z, and efficient home learning can be performed. <P>COPYRIGHT: (C)2011,JPO&amp;INPIT

Description

  The present invention relates to an evaluation support system that can obtain supplementary questions suitable for a student's learning stage.

  In conventional educational settings, teachers (teachers), instructors, etc. (hereinafter referred to as teachers) are in charge of students in the class they are in charge of (in the case of straddling elementary and junior high schools, usually “children / students”) Evaluation tests are conducted on children / students, children, students, students, learners, etc.). The implemented evaluation test is scored by each teacher, and the score results are tabulated. These tabulations are used when evaluating the proficiency level of learning for the students to be instructed by absolute evaluation or relative evaluation.

  In addition, for example, in the elementary school, the Ministry of Education, Culture, Sports, Science and Technology stipulates that evaluation of student achievement in each learning subject is performed from a plurality of main evaluation viewpoints in the cognitive domain. Specifically, in the case of arithmetic, the achievement of learning had to be evaluated from the three viewpoints of “expression / processing”, “mathematical thinking”, and “knowledge / understanding”. Tests based on these main viewpoints include tests for evaluation according to arithmetic viewpoints.

  The conventional assessment tests for each viewpoint were made so that students can judge their academic ability from the viewpoints listed in the “Elementary School Children's Guidebook”. The fact is that no supplementary training has been made.

  In addition, even if the homeroom teacher conducts a review test of the problem corresponding to the evaluation test, these are made by the judgment of the school / teacher (teacher) based on the trends of many students throughout the class. It is only instruction based on, and it is hard to say that it is effective learning for each student individually. In addition, when such a review test is taken home, each student is unilaterally provided by the school, and the parents (parents) and students understand the content independently and implement it. It wasn't supposed to be.

  Moreover, depending on the circumstances of each household, such home learning is difficult, or what is presented by the teacher may not be sufficient (see Patent Document 1).

JP 2004-295061 A

  In current education, students are evaluated for each viewpoint based on the course of study. For this reason, even if the evaluation from the viewpoint is good, students who have elements that do not perform well in evaluation other than the viewpoint, for example, evaluation of elements that refined and subdivided the type of calculation and problem type, There were some students who could get good results from the point of view.

  For the parents (parents) of the students, grasping the learning situation in the school depends on explanations by the teachers (teachers), handouts, etc. in reality. In addition, the official evaluation is not understood until the notice table based on the viewpoint at the end of the semester is seen, and the learning status for each unit is determined only by the score of the evaluation test.

  In addition, the score of the evaluation test conducted at schools, etc., shows the approximate learning status of the student or the evaluation of each student unit, and even if the unskillful unit item of each student is found, I don't know the details of the unit.

  In addition, in order for each student to supplement the academic ability of items that are not good at home learning, etc., it is not done until there is guidance from the teacher or homework specialized in each student's weak field. These are left to the judgment of the school (teacher), and the circumstances of each family and the intentions of parents are not necessarily reflected. To that end, parents are requesting a cram school, private tutor, etc. to understand and teach the learning situation separately from the school.

In addition, although teachers wish to use the results of evaluation tests as an aid when teaching students by absolute evaluation of the level of proficiency in the learning of the students being instructed, the evaluation tests for students who are not in charge from the perspective of protecting personal information Since it is not possible to know the total result of the evaluation, the actual situation is that the result of this evaluation test cannot be fully utilized.

  The present invention has been made to solve the above problems, and by inputting correctness for each problem of the evaluation test, a point where learning is insufficient or an element similar to the wrong problem is extracted, and a supplementary problem Therefore, it is an object of the present invention to obtain an evaluation support system that allows parents and students to perform home learning with the highest efficiency even if they do not have knowledge of the course of study.

  In order to solve the above-mentioned problem, in claim 1 of the present application, the student or the guardian of the student is concerned with the answer based on the answer to the evaluation test given by the student and scoring the answer. Input means for inputting information to a scoring result database for storing the answer, evaluation test analyzing means for analyzing and evaluating the answer of the evaluation test input to the scoring result database for each element, and the evaluation test analysis And a supplementary problem generating means for generating a supplementary problem for supplementing the elements necessary for the student based on the analysis result of the means.

  According to the present invention as described above, it is possible to know at the element level that a plurality of students need to be supplemented according to individual learning progress, and it is possible to solve a supplement problem that is effective for supplementing each student's poor element. Can be imposed.

  Further, according to the present invention described in claim 2, in claim 1, there is provided ID authentication means for authenticating an individual ID (Identity Document) given to the evaluation test, and the student or the student's protection The replenishment problem can be acquired when the ID input to the ID authentication means by the person is authenticated.

  According to the present invention as described above, it is possible to prevent the personal information of the student from leaking to other people and to prevent the leakage of personal information.

  According to the third aspect of the present invention, in the first or second aspect, the person performing the evaluation test has an access right to the scoring result database and can acquire data necessary for statistical processing. It is characterized by that.

  According to the present invention as described above, it is possible to obtain the score total result of the test necessary for the teacher to instruct the student without leaking to the outside, and it is possible to perform appropriate educational guidance. Teachers can obtain statistical data necessary for student guidance.

  According to the present invention, by inputting the correctness / incorrectness for each question of the evaluation test, it is possible to extract an insufficient learning point or an element similar to the wrong question and output it as a supplementary question. The student can obtain an evaluation support system that can perform the most efficient home learning without knowledge of the course of study.

BRIEF DESCRIPTION OF THE DRAWINGS The whole block diagram for demonstrating the whole structure concerning embodiment of this invention is shown. The flowchart for demonstrating the flow of the information processing concerning embodiment of this invention is shown. The flowchart of evaluation test employment performance discrimination | determination concerning embodiment of this invention is shown. FIG. 5 is a flowchart of determination by inputting a unique number according to the embodiment of the present invention. An example of the transition of the screen of the home terminal concerning embodiment of this invention is shown. An example of the evaluation result of the evaluation test concerning an embodiment of the invention is shown. An example of the evaluation test concerning embodiment of this invention is shown. An example of the evaluation test concerning embodiment of this invention is shown. An example of the replenishment problem concerning embodiment of this invention is shown.

  DESCRIPTION OF EMBODIMENTS Hereinafter, embodiments for carrying out the present invention (hereinafter referred to as embodiments) will be described with reference to the drawings.

  FIG. 1 is an overall configuration diagram for explaining the embodiment.

  In FIG. 1, children 20A to 20Z and a teacher 21 access via the Internet 8 (the children are assumed to be elementary school children in the present embodiment but are not limited thereto). The totaling means 1, the ID authenticating means 2 for authenticating whether or not the child is himself / herself, the scoring result database 3 for storing the scoring results by inputting the correctness of the evaluation test, and the children 20A to 20A Evaluation test database 4 storing tests imposed on 20Z, replenishment problem generating means 5 for generating supplementary problems based on the evaluation test scoring results, and scoring result database 3 showing the contents of the executed evaluation tests after scoring The evaluation test analysis means 14 for acquiring and analyzing and evaluating by the element for every child is shown. The counting means 1 is preferably realized by a computer server connected to the Internet 8.

  Further, the teacher side or the evaluation tester is provided with a teacher totaling terminal 7, and the evaluation tests 9A to 9Z for the number of children obtained from the counting means 1 or from the outside (not the same problem but different problems for each child). For example, assuming that there are 26 students in one class, A to Z are attached for convenience of explanation.) Are assigned to the students, and the graded answers 10A to 10Z are created by scoring them.

  On the other hand, each child's home has home terminals 6A to 6Z (the number of children is arbitrary. In the present embodiment, it is assumed that 26 people A to Z are not limited to this), but the supplement problem 12A. It is possible to acquire ˜12Z and scholastic ability diagnosis 13A to 13Z. Note that the teacher totaling terminal 7, the home terminals 6 </ b> A to 6 </ b> Z, and the totalizing means 1 are connected to each other via a network such as the Internet 8.

  In such a configuration, the printed evaluation tests 9A to 9Z are purchased as auxiliary teaching materials in a form generally called school direct sales. This can not be purchased at any general bookstore or the Internet, and can only be purchased through the school, so it is possible to prevent the contents of the test from leaking to the outside in advance.

  The evaluation tests 9A to 9Z that the teacher imposes on the children at the school are scored by the teacher to be scored answers 10A to 10Z, and the evaluated evaluation tests 10A to 10Z are returned to the answered children.

  Each child inputs the scoring answers 10A to 10Z after scoring to the home terminals 6A to 6Z provided in the child's home. By this input, the supplementary questions 12A to 12Z and the academic ability diagnoses 13A to 13Z are output from the terminals 6A to 6Z. This output is displayed on the monitor screen, but may be printed out by the printers 27A to 27Z as necessary.

  Here, the replenishment problems 12A to 12Z obtained by the respective children 20A to 20Z are different from each other in constituent elements, and are optimal replenishment problems for the respective children 20A to 20Z. In other words, by analyzing and evaluating each answer plan of each of the children 20A to 20Z, the pros / cons of each element different from the evaluation from the viewpoint of each child can be understood, so that the elements lacking in learning are supplemented. Supplementary questions are generated for each child and distributed to each matching child.

  The supplementary question generation unit 5 generates the supplementary question based on the analysis evaluation result of the evaluation test analysis unit 14.

  In addition, the evaluation and instruction contents of each child A to Z are printed out from 27A to 27Z as 13A to 13Z as a result of the achievement evaluation of the child.

  Each student receives the evaluation test 9A-9Z, receives the scoring answer, and inputs it to the terminals 6A-6Z by the method described later, thereby obtaining supplementary questions 12A-12Z and academic achievement diagnosis results 13A-13Z. be able to. In this way, it is possible to obtain individual supplementary questions for strengthening the weak elements of each child 20A to 20Z, and further obtain academic ability diagnoses 13A to 13Z tailored to each child.

  FIG. 2 shows an overall flow diagram of the configuration shown in FIG.

  First, in S1, for example, an evaluation test 9 conducted by a teacher at a school or the like is scored and returned to each child. Each child takes this answer home to the child's home and inputs the result (by the child, parent or guardian) to the home terminals 6A to 6Z. During this input, home screens 6A to 6Z display a screen for prompting the user to input a unique ID or password of the children 20A to 20Z (S3, 4). This is a security mechanism for preventing personal information of the child from leaking outside, and requires authentication of an individual ID.

  As the method, for example, as shown in FIG. 3, a registration screen is displayed on each of the terminals 6 </ b> A to 6 </ b> Z, and registration of basic information is prompted to discriminate individual children. This system is configured so that the parent or child needs to register basic information only at the first use. At that time, nothing similar to personal information is required, but only the user ID and password, prefecture name, city name, school name, and school year are registered in advance in the ID authentication means (or employment record) 2. (S20). The user ID may be an email address.

  With reference to these input information and the values in the recruitment record database for each school / year, whether the registrant's school / year is the school / year where the evaluation test 9 using this system is adopted It is determined whether or not (S21).

  In the case of a school (NO) that has not adopted the evaluation test 9 in the past, a cancellation process is performed (S22), and the registration screen is displayed again. If there is an employment record (YES), the user ID and password are authenticated. The child 20 or the guardian who is registered once after this authentication is registered as a user, and after the second time, it is determined only by the user ID / password (S23). In this way, the ID authentication process is executed and terminated (S24).

  Next, returning to FIG. 2, the evaluation test unique number input (S5) is performed. The “evaluation test unique number (UID (UserID): see FIGS. 7 and 8) 25” input here is a unique number printed on each of the evaluation tests 9A to 9Z, and this number is used as the evaluation test analysis means. The value is referred to at 14 (S6), and it is identified whether it is the evaluation test unique number of the answer answered by each child individual (S7). In this identification, when an unknown number is input (NO), a warning process (S8) is executed and the evaluation test unique number input screen is displayed again. This “evaluation test unique number 25” (see FIGS. 7 and 8), when this evaluation test unique number 25 is identified (YES), the question input / layout input selection (S9) is executed.

  Reference is now made to FIG. In FIG. 4, the evaluation test unique number 25 (S30) of the evaluation test scored and returned from the teacher at the school is also input to the evaluation test analysis means 14 (S31). If the evaluation test specific number is not 25 (NO), a cancel process (S32) is executed. If there is an evaluation test unique number 25 of the corresponding evaluation test 9 (YES), the process proceeds to the input screen for the corresponding evaluation test (S33). In this way, it is necessary to input two types of information: the individual ID of the child and the evaluation test unique number 25 attached to the evaluation test.

  Returning again to FIG. 2, the question input / layout input selection (S9) is executed. In the next step, an evaluation test correct / incorrect input (S10) is also executed. These operations are performed by the respective children 20A to 20Z at the respective terminals 6A to 6Z. This work is the work referred to in FIG. FIG. 5 shows the transition of the screen display of the terminal 6.

  First, you are prompted to enter a test code. This test code indicates the evaluation test unique number 25. After inputting the evaluation test unique number 25, the "Next" button is clicked with a mouse or the like (S40). The ID authentication means 2 determines whether or not the input evaluation test unique number 25 matches (S47). If the numbers match (YES), the process proceeds to the next step. If not (NO), the test code input screen remains displayed and prompts the user to input the correct number.

  On the next screen (S41), the test name, grade, semester, and unit name are displayed, and "Small question correct / incorrect input 23" and "Test layout input 22" are respectively displayed. This display part can be selected (clicked) with the mouse.

  First, when the user clicks on “Small question correct / incorrect input 23”, a sub question correct / incorrect input screen is displayed as shown in S42. The unit name is displayed and you can confirm that there is no mistake in the unit. Next, input the result of the answer to the question. Click ○ for correct answer, × for error, and △ for partial correct answer (partial point). In the example of FIG. 5, problems (1) to (5) are displayed.

  On the other hand, when the test layout input is clicked in S41, a problem sheet is displayed (S43). Here, the problem surface of the actually performed evaluation test is displayed, and when the wrong question is clicked, only the range is highlighted, such as highlighted (white → shaded).

  Next, when the processes of S42 and S43 are completed, the screen is switched to the screen of S44. On this screen, the unit name is displayed as “learning status analysis”, the learning progress of the individual child is explained, and a “replenishment print” button is displayed. When this “replenishment print” button is clicked on with a mouse, two types of paper, a replenishment problem S45 viewed from the element and its explanation S46, are printed out. Since supplementary questions and advice according to the learning progress of each child 20A to 20Z are displayed, self-study and self-study are possible at home.

  Here, returning to FIG. 2 again, the processing shown after (S9) is as described in FIG. That is, after the identification in (S7), the question input and layout input selection (see S42, 43) are performed, and correct / incorrect input (S10) of the test results of the evaluation tests 9A to 9Z is performed. Thereafter, the evaluation test analysis means 14 displays the analysis result (S11). Then, since the poor element of the child is found, supplementary problems 12A to 12Z (S14) for supplementing the element (point of view) are generated, and the supplementary problem 12 for supplementing according to academic ability is output. (S15). Up to this point, the output of the replenishment problem ends (S16).

  On the other hand, when the evaluation test correct / incorrect input (S10) is completed, in parallel with the steps after (S11), the score / analysis result is displayed on the screen of the teacher aggregation terminal 7 for teachers according to the information input to the evaluation test database 4. It is displayed (S12), and analysis is performed based on the input information. And the correct answer rate by each question, an average score, etc. are displayed (S13). Up to this point, the correct answer rate for each sub-question, the average score, and the problem explanation tailored to the child have been executed, and the process ends (S17).

  Next, FIG. 6 shows an example of the evaluation results of the evaluation tests 9A to 9Z shown in FIGS. 7 and 8, and the evaluation test analysis means 14 generates the evaluation results.

  7 and 8 show an example of the evaluation test. In the evaluation tests 9A to 9Z shown in FIG. 7 and FIG. 8, correct answers are described in all the questions, but this is an example of a perfect score. Test 9 is passed.

  The leftmost column in FIG. 6 indicates the question number of the test question. As shown in FIG. 7 and FIG. 8, the subquestion (1) of the problem [1] is shown as [1]-(1), and the same applies hereinafter. In addition, the evaluation test specific number 25 is described in the upper right column of FIGS.

  In FIG. 6, the problem number is described in the vertical column, the evaluation column (expression / processing, mathematical concept, knowledge / understanding) is shown in the horizontal column, and the calculation type ( No fraction, with fraction, exact fraction x integer, true (provisional) fraction x true fraction, integer x true (provisional) fraction, true (provisional) fraction ÷ integer), textual subject, formula usage, calculation rules, laws Are listed as elements. The elements are changed depending on the content of the test unit, subject, grade, etc. In addition, a circle is marked for correct answers, and a circle is marked for incorrect answers.

  In the case of this child, [2]-(3), [2]-(4), [2]-(5), [2]-(6), [4], [6], [7] The problem is incorrect. In terms of the evaluation of this child, the expression / processing is not good as a viewpoint, but if it is analyzed for each element, it can be seen that “There is a reduction” (correct answer rate 22%) is not good. True (provisional) fraction x true fraction, integer x true (provisional) fraction, true (provisional) fraction ÷ integer is not good, and is not good at writing (40% correct answer) and official use. I understand. In other words, it is difficult to make an accurate evaluation of this child by evaluating only the viewpoint according to the course of study, and by analyzing the elements such as the type of calculation individually, it is possible to identify the elements of the child that cannot be known only from the viewpoint. It is possible to know the field of weakness.

  In addition, this field of expertise of children has gained an evaluation based on “knowledge / understanding” in terms of only one element (one point) such as “computation rules” and “laws”. In other problems, a plurality of elements are incorporated into one question. However, the present invention is not limited to this, and the determination may be made with only one-point elements. That is, it is possible to consider a method in which poor elements are gathered to create the replenishment problem 12 and the viewpoint is ignored.

  Based on such scoring result analysis, [2]-(3), [2]-(4), [2]-(5), [2]-(6), [4], [6], [7], Representation / Processing, Mathematical Concept, True (Tentative) Fraction x True Fraction, Integer x True (Tentative) Fraction, True (Temporal) Fraction ÷ Replenishment Problem Generation including Replenishment Problem 12 It is generated and imposed by means 5, and the result of academic achievement diagnosis for individual children is also given. In addition, this supplement problem is analyzed for elements, and a supplement problem that matches the pros / cons of the child is created.

  FIG. 9 is an example of the replenishment problem created in this embodiment.

  This supplementary problem is a supplementary problem for the child shown as an example in FIG. 6, and a problem is created by the element that the child answered incorrectly (the problem that was ● in FIG. 6). Effective learning can be performed for children.

  For this child, [2]-(3), [2]-(4), [2]-(5), [2]-(6), [4], [6], [7], It is necessary to supplement learning with respect to elements of true (provisional) fraction × true fraction, integer × true (provisional) fraction, and true (provisional) fraction ÷ integer. -(1), [1]-(2), [1]-(3), [1]-(4), [2], [3], [4] are newly generated . These problems are configured as problems including all elements that need to be replenished. Rather than repeatedly practicing the same question that could not be asked, the question text was changed as needed without changing the elements, or the numerical value was changed as a new question.

  In addition, in order for teachers who use this system and performers of evaluation tests to obtain the total results of average points, correctness information, etc., user registration of the total software (acquisition of access rights) is performed in the total terminal 7 for teachers. Need authentication. After being authenticated, it is possible to access the scoring result database 3 and see the correct answer rate and average score for each question.

  If the average score of the evaluation test and the correct answer rate by sub-question are disclosed to parents, children, and third parties, it is pointed out that there is a discrepancy with the evaluation of the notification table etc. by the school / teacher. This is because it may cause trouble. Moreover, because the evaluation at school takes into account various factors such as the usual learning situation, attitude, and submissions, it is not just an evaluation test.

  According to the embodiment described above, it is possible to produce a review question with an emphasis on elements regardless of only the viewpoint, and it is possible to focus on the weak elements of each child.

  In addition, this system can create learning situation grasping data by inputting correctness by question of the returned evaluation test after guidance / evaluation at school, and it is possible to efficiently compensate for insufficient academic ability at home. .

  In addition, the teacher can display the average score calculated from data input by parents and children and the correct answer rate for each question on the score totaling software for reference of evaluation.

  Furthermore, according to the present embodiment, it becomes easy to grasp the learning situation of children at home, and it is possible to efficiently perform home learning without relying on a cram school or a tutor.

  In addition, by inputting the correctness of each problem in the evaluation test, it is possible to extract only points that are insufficiently learned or similar to wrong problems and output them as supplementary questions. Parents and children can do the most efficient home learning without knowledge of the teaching guidelines.

DESCRIPTION OF SYMBOLS 1 ... Counting means 2 ... ID authentication means 3 ... Scoring result database 4 ... Evaluation test database 5 ... Replenishment problem generation means 6A-6Z ... Home terminal 7 ... For teachers Aggregation terminal 8 ... Internet 9A-9Z ... Evaluation test 12A-12Z ... Replenishment problem 20A-20Z ... Child 21 ... Teacher

Claims (3)

The student answers the evaluation test imposed, and the student or the guardian of the student inputs information related to the answer into the scoring result database for storing the answer based on the answer obtained by scoring the answer. Input means;
An evaluation test analysis means for analyzing and evaluating the answer of the evaluation test input to the scoring result database for each element;
Replenishment problem generation means for generating a replenishment problem to replenish the elements necessary for the student based on the analysis result of the evaluation test analysis means;
An evaluation support system consisting of   An ID authentication unit that authenticates an individual ID assigned to the evaluation test, and the supplementary problem can be acquired when an ID input to the ID authentication unit by the student or a guardian of the student is authenticated The evaluation support system according to claim 1, wherein:   The evaluation support system according to claim 1 or 2, wherein a person who performs the evaluation test has an access right to the scoring result database and can acquire data necessary for statistical processing.

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