JP2787823B2 - Automatic scoring device, scoring display method and answer sheet used for them - Google Patents

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to an automatic scoring device and a scoring display method using an answer sheet, and more particularly, to comprehending learning and instruction management easily and efficiently by grasping the contents of learners' scholastic ability. High efficiency.

[0002]

2. Description of the Related Art Generally, practice tests performed at schools, preparatory schools, and the like are performed in order to determine whether a candidate has passed or failed a desired school, and the main purpose is to determine the highest academic ability at the time of the test. . Since the contents of the mock test questions tend to be advanced comprehensive questions and integrated questions, even if you can grasp the achievement level of the examinees by performing the mock test, The content cannot be grasped accurately. Therefore, as a learning manager, there is an inconvenience that even if the test results can be used for the course guidance of students, they cannot be used for the learning guidance according to the scholastic ability contents of each field unit.

[0003] In addition, the examinee can clearly grasp the position of the examinee in the mock test with respect to the entire examinee, but must always clearly understand the reason why the examinee is in this rank. Could not. For example, in the case of a high score even with a low score, it is difficult to determine whether the test taker's overall level is low or whether such a result has been obtained only for this test. It was not easy to understand the relationship between test takers and academic ability.

For this reason, apart from the mock test, a scholastic ability test is regularly performed to confirm the contents of the scholastic ability, and learning guidance is performed based on the result of the test. In addition, unlike the practice test, the achievement test is often performed as an individual test that is not related to each subject, and the evaluation of the test result is often performed for each subject. The study plan was also determined and determined by the examinee for each subject, based on the results and evaluations.

[0005]

It is not preferable to perform an academic test for academic instruction separately from the mock test because the number of tests increases and the burden on examinees and managers increases. In addition, when the academic test is performed for each subject, it is difficult to grasp the overall academic ability because the academic ability is determined for each subject. There is a risk of collapse. In other words, even if promising results were obtained in the mock test, it was statistically found from the past performance data of qualified players that a well-balanced scholastic ability content without unevenness had a higher pass rate. I have.

[0006] Further, if the basic scholastic ability, which is a part of the scholastic ability, is insufficient, it is difficult to acquire a high-level concept based on the basic scholastic ability, and there has been a problem that the scholastic ability does not grow. Furthermore, in particular, for example, active examinees who do not have sufficient time can blindly practice highly skewed examination questions or repeat skewed memorization learning to necessarily improve their overall academic ability. This is not necessarily the case, which reduces learning efficiency.

[0007] In addition, in order to facilitate the scoring of a large number of people after the test is performed and to prevent artificial scoring errors, a mark sheet is generally used as an answer sheet. That is, the so-called automatic scoring is performed in which the answered mark sheet is read by a mark card reader, input to a computer, and scoring is performed. In this method, the mark sheets of all the answerers are sandwiched between the correct answer card and the end card, the mark cards are sequentially read from the correct answer card collectively by the mark card reader, and the reading operation is completed by the end card. Then, based on the correct answer data of the correct answer card, the answer data of each answer card is compared and determined, and the scoring process of each answerer is performed at once by the computer. For this reason, even if a reading error or the like occurs during reading by the mark card reader, it is difficult to identify which portion is missed, and there is a problem that it cannot be dealt with. In particular, reading mistakes in the name of the answerer became a serious problem.

Therefore, the present invention makes it possible to point out a problematic point of the scholastic ability by conducting an examination, and to provide a learning instruction corresponding to the problem. It is an object of the present invention to provide an automatic scoring device, a scoring display method, and an answer sheet used for the same, which can facilitate and improve overall efficiency.

[0009]

According to the present invention, there is provided an automatic scoring apparatus which reads a test answer sheet by a reader, inputs the read answer sheet to a computer, and performs a scoring process, as shown in FIG. In an automatic scoring device that reads by a reader and inputs it to a computer to perform scoring processing, a question storage unit that stores in advance information about at least the field unit, level, answer and scoring of each question, and information described on an answer sheet An answer storage unit that reads and stores the answer, and determines whether the correct answer of the answerer is correct based on the information in the question storage unit and the answer storage unit, and based on the score of the correct answer obtained by this determination. And a matrix in which a field unit is set in one of the vertical and horizontal columns and a level is set in the other based on the information of the result analyzing unit. And results display unit for displaying the results of the solver in box table, an automatic grading apparatus having a.

Further, the present invention relates to an automatic scoring apparatus for reading an answer sheet of a test by a reader, inputting it into a computer, and performing a scoring process. A question storage unit for storing the answer sheet, an answer storage unit for reading and storing the written information of the answer sheet, and determining whether the answerer's answer is correct based on the information in the question storage unit and the answer storage unit, A performance analysis unit that analyzes the performance of the answerer based on the correct answer score obtained by this determination, and a matrix in which the field unit is set in one of the vertical and horizontal columns and the level is set in the other based on the information of the performance analysis unit An output display unit that displays the results of the answerers in a table and prints them on paper,
It is an automatic scoring device provided with.

Further, the present invention relates to a scoring display method which uses an automatic scoring device which reads an answer sheet of a test by a reader, inputs the read answer sheet to a computer, and performs a scoring process. A question storage unit that stores at least information on answers and scores of subjects, an answer storage unit that reads and stores information described on an answer sheet, and a respondent based on the information in the question storage unit and the answer storage unit. And a result analysis unit for analyzing the answerer's performance based on the score of the correct answer obtained by the determination, and based on the information of the performance analysis unit, one of the vertical and horizontal columns. In the matrix table, the subject is displayed, and on the other hand, the grades of the examinees as a whole and their relative grades within their own grades are displayed in the set matrix table. Is a Unishi was scoring display method.

Further, the present invention provides a scoring method using an automatic scoring device that reads an answer sheet of a test by a reader, inputs the read answer sheet to a computer, and performs scoring processing. A question storage unit that stores information on at least a field unit, an answer and a score, an answer storage unit that reads and stores information described on an answer sheet, and an answer based on the information in the question storage unit and the answer storage unit. And a result analyzing unit that analyzes the correctness of the answerer based on the score of the correct answer obtained by this determination, and a result analyzing unit based on the information of the result analyzing unit. On the one hand, the field unit, and on the other hand, the grades of the examinees in the overall test taker and their relative grades in their own grades are shown in the matrix table that has been set. Is a scoring display method to be.

Further, the present invention provides an automatic scoring apparatus for reading a test answer sheet by a reader, inputting the read answer sheet to a computer, and performing a scoring process. A display device such as a display for displaying a confirmation message based on reading of the written information on the answer sheet, an input instruction device including a switch operated by a respondent in response to the message, and a response to the switch operation. An automatic scoring device includes a central processing unit main body that performs a scoring process on a read answer sheet, and an output device such as a printer or a display device such as a display that prints the scoring result on paper.

Further, the present invention is used for an automatic scoring device which reads an answer sheet of a test by a reader, inputs the read answer sheet to a computer, and performs a scoring process. This is an answer sheet used for an automatic scoring device in which each part is formed by inner and outer double frame lines, and the inner frame line defines a target range when reading by the reader.

Further, the present invention is used for an automatic scoring device which reads an answer sheet of a test by a reader, inputs the read answer sheet to a computer, and performs a scoring process. The answer sheet used in the automatic scoring device is formed in such a manner that the portion corresponding to the frame line is formed so as to protrude or be depressed from the plane of the answer sheet.

[0016]

Therefore, according to the present invention, the applicant is given at least information on the field unit, level, answer, and score regarding the question, and conducts a test, so that the examinee can judge the possibility of entrance to the desired school. In addition to academic achievement points, the content of academic achievement at the time of this examination can be grasped by the field unit of each subject, and the multi-layered level in these field units. Therefore, the scholastic ability contents can be grasped three-dimensionally mainly by the matrix evaluation integrating these.

That is, the contents of the academic ability of a certain subject can be grasped in detail for each field unit of this subject, and the matrix can be evaluated based on the contents classified into the difficulty level of the unit of the subject. It is possible to accurately grasp the problem that has occurred in a fine range.

Then, based on the identified problems,
Since it is possible to efficiently study limited learning time with a clear sense of purpose, it is not only possible to overcome weaknesses, but also to achieve a high entrance exam success rate. Can develop a well-balanced academic ability.

Further, grasping weak points and strengthening them based on the present invention have a positive meaning that extends not only to partial reinforcement but also to further enhancement of a specialty field. That is, for example, in a certain subject area unit, if a high difficulty level problem has a high score, but a low difficulty level problem has a low score, the basic academic ability of this low level is enhanced. If this is the case, a higher score can be expected at a higher level of difficulty corresponding to the entrance examination.

Since the lack of basic scholastic ability can be clearly pointed out in this way, in learning instruction, it is possible to obviate the factors that make it difficult to grasp high-level concepts due to the progress of learning and that it is difficult to grow.

Further, since the weak points can be accurately grasped for each difficulty level of the subject field unit which needs to deal with each person, it is possible to organize a class or open a course by gathering learners having the same weak points. .

According to the present invention, based on the information of the performance analysis section,
In one of the columns, the subject is displayed, and in the other, the grades within the examinees and the relative grades within their own grades are displayed in the matrix table that is set for each of the respondents. Based on the scoring display method and the information of the grade analysis unit, the field unit in one of the vertical and horizontal columns, the grade in the entire test taker and the relative grade evaluation in his / her grade in the other, respectively, In the set matrix table, since it is a scoring display method in which the answerer's one is displayed, his / her score is, in comparison with others, furthermore,
You can get specific knowledge of what you are good at and what you are not good at with your other subject or field unit. Therefore, the examinee can grasp the order of the examinees in the simulation test and the like and the learning situation of the examinee at the position by using these combinations. First,
Position in the whole, for example, position in the main subject (alphanumeric country) (overall ranking) or position in each field unit,
In other words, the upper, middle, and lower ranks can be grasped. Next, in terms of grasping the balance for each subject or each field unit, it is possible to grasp whether the balance between subjects or field units is good or bad even at the same rank.

Further, by using the mark sheet of the present invention, it is possible to avoid reading errors of the mark card reader as much as possible.

[0024]

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS The present invention will be described below with reference to the embodiments shown in FIGS. The automatic scoring apparatus of the present embodiment is an improvement of a conventional automatic scoring apparatus that reads a mark sheet used as an answer sheet for a test by a mark card reader, inputs the read sheet to a computer, and performs scoring processing. As shown in FIG. 1, the configuration is as follows: a question storage unit that stores information on at least a field unit of each question, a level of difficulty and the like, an answer and a score, and an answer storage unit that reads and stores information described in a mark sheet. A score analysis unit that determines whether the answer of the answerer is correct based on the information in the question storage unit and the answer storage unit, and analyzes the score of the answerer based on the score of the correct answer obtained by the determination. Based on the information of the grade analysis section, the grades of the answerers are displayed in a matrix table in which one field unit is set in one column and the difficulty level is set in the other column. Results display unit for further configured to include an output display unit for printing on paper to display the results of the solver in the matrix table.

In the present invention, the above-mentioned question storage section is provided, in which information about the level unit, the answer, the score, and the like set in advance from the viewpoint of the field unit, difficulty level or educational purpose of each question is stored. It has the features of 1. Therefore,
The test questions used in the present invention have a relatively large number of questions, and there is a derivative feature in that the purpose of each of these questions is clearly defined by the unit and difficulty in the subject. . For example, as shown in FIG. 2, some of the examination questions of the English language subject are divided into questions for each subject field unit, and questions within each of these blocks (FIG. 2). In the case of (1), questions 1 and 11 in questions 1 and 2 are grouped in advance according to the level of difficulty or the like.

More specifically, the English subject is further divided into five blocks (grammar, words, idioms, syntax, and reading comprehension) from field 1 to field 5, as shown in FIG. The questions in the block are subdivided into three groups of basic, basic, and standard in terms of level (hereinafter, sometimes referred to as “difficulty level”) from the viewpoint of difficulty or educational purpose.

The basic problem is an important academic ability whose main purpose is to confirm basic secret passages and is based on a low degree of difficulty. For example, in language studies, it is tested whether or not the user remembers the meaning of basic words and idioms, the basic syntax, and the like correctly.

The standard problem is a test of comprehensive understanding and application by combining a plurality of basic knowledges, and means a problem at an entrance examination level. In other words, they understand and understand the basic matters accurately, and cannot answer them unless they can use them freely. This is a complex problem.

On the other hand, the basic problem is a problem whose difficulty level is located between these two. In other words, this basic question has a simple single purpose, and cannot be answered simply by grasping the secret passage. For example, in the case of answering by changing a basic formula, or in the case of language grammar, it is tested whether or not a certain idea is understood.

It should be noted that the difficulty level of each question may be specified to the test taker, or may be mixed without specifying the test. Further, the composition ratio of these basic / basic / standard-level questions may be changed according to the period from the present time to the time of the entrance examination. For example, if there is a long period of time until the entrance examination, reduce the standard level questions of the entrance examination level,
Immediately before the entrance examination, the standard level questions may be increased, and the emphasis on academic ability judgment may be shifted.

The answer to such a test question is made by the examinee by filling in a mark sheet. Then, the mark sheet is collectively read by a mark card reader and converted into digital data for a computer. Then, based on the answer data and the correct answer data, the large-scale, high-performance host computer performs the process from the scoring process of each examinee to the evaluation of the test results in a batch at a high speed and in a short time. Note that an appropriate mark card reader can be used.

The answer data read in this way is:
As shown in FIG. 3, the scoring result of each examinee is obtained with reference to the scoring table in which the correct answer number is recorded. In this scoring table, when sequentially described from the left end to the right end, each column is composed of a question number, an answer number, a score, a complete answer, an unordered answer, a field unit, and a level. Based on this question number, a correct answer number corresponding to the question number is entered in an adjacent column, and in the case of a correct answer, a score in a scoring column adjacent to the correct answer number is added to the total and recorded. At the same time, the number of correct answers and the score are subtotaled and recorded for each field unit and for each difficulty level within the field unit.

The weight of each question in the scoring table may be changed according to the grade of the examinee. For example, in the case of the first year student in the first year, the score of the standard level questions is reduced, the question score of the basic level is increased, and in the case of the second year students,
In the middle of the class, in the case of third graders, increase the standard-level question points and change the emphasis balance of academic achievement evaluations according to the learning progress status of each grade, etc., so that accurate academic achievement evaluation and good learning guidance It can be performed.

Further, these scoring results are accumulated and stored for a long period of time together with each execution time data so that long-term progress status and trends can be grasped. That is,
It is additionally registered in each personal record of the master file stored in the host computer and is effectively used not only as a material for formulating individual plans for each test taker but also as a basic material for the management / management policy of the setup or manager. I can do it. For example, it can be used as a material for determining a basic policy for preparing a question, a material for confirming the effect of learning guidance, and as raw data of various other materials, such as creating a database.

Then, the results of the scoring are analyzed and processed by a computer, and as shown in FIG. 4, an individual grade table in which the learning guidance guidelines are described is prepared and passed to each learner. This grade table has a personal information column near the upper right corner, and a block of “general / subject grade” arranged above the grade table and a “level / field unit grade” arranged below the block. It consists of blocks. The “Comprehensive / Subject Grade” block shows the overall evaluation judgment that grasps the overall picture of the academic achievement content, and the “Level / Discipline Unit Grade” shows the actual situation of each subject content. In addition, the evaluation is based on a matrix of subject units / difficulty level.

In other words, the block of “comprehensive / subject grade” is divided into subjects in the horizontal column and divided into grades / ranks / patterns (classification patterns) in the vertical column. General provided under /
It consists of a subject grade comment section.

In the block of "Comprehensive / Subject Grade", the grade indicates the deviation value between the main subject (alphanumeric country) and each subject, and indicates the rank among the general examinees. I have.

The rank means the order of T, A, B, C, D, and D in the order from the best examinee in the major subjects (alphanumeric countries) and in the range divided for each subject.
And E are absolute evaluations expressed by the six-level evaluation.

Further, the classification pattern indicates a relative evaluation within the user's own performance, and is evaluated in three steps based on his / her own average point and deviation value. Is described. In other words,
(lt) and e (excellent), and the blank indicates that it is neither good nor bad.

The ranking (T,
A, B, C, D, E) and the classification pattern (e, f, blank) are evaluated, for example, by taking the block of “general / subject grade” as an example. The national average (deviation 67.5), English (deviation 66.3) and physical (deviation 78.1) rank "T" for the entire examinee.
In particular, physics is a subject that can be compared well with other subjects of the examinee. on the other hand,
The Japanese language (deviation value 59.0) is evaluated as “f” in comparison with other subjects, although the rank is “A” with respect to the entire examinee, and it is evaluated as so-called unsatisfactory. I have. In this way, when the balance of each subject is taken into consideration, it is possible to grasp that the balance between subjects is poor in the Japanese language and mathematics even at the same higher rank. Then, by evaluating the subjects here, that is, by putting more emphasis on Japanese language and mathematics, it is possible to balance the subjects and make a strategy that the aspiring school could aim so far. That is what you can do.

The three-stage classification pattern (e, f,
The blank may also be configured in a six-point evaluation similar to the rank, so that the current academic achievement status can be grasped more minutely.

Here, the overall grade, which is the basis for the overall judgment, is determined from three main subjects of English, mathematics, and Japanese.
The reason that other subjects are not included is that in the case of active students, the academic ability judgment of all examinees including the Ronin students is determined because the academic ability of other science subjects is extremely weak compared to the Ronin students. This is because it is difficult. In addition, after the mock test, the active students improve their academic skills in the other science and social subjects according to the improvement in their academic skills in these three subjects. This is due to the ability to determine the achievement point.

Therefore, by the combination of these ranks and the classification patterns, the examinee can grasp in what order the examinees are in this simulation test and their own learning status at that position. First, the position in the whole, that is, the position (overall ranking) in the main subject (alphanumeric country), for example, the top, middle, and bottom can be grasped. Next, in terms of grasping the balance of each subject, it is possible to grasp whether the balance between subjects is good or bad even in the same high rank. Then, by evaluating the subjects here, it is possible to roughly grasp that the desired school can be aimed so far.

In the block of "level / field unit grade", the vertical column is divided for each subject, the horizontal column is divided for each general / subject unit, and the total / difficulty is further divided for each subject in the vertical column. Level / field unit performance matrix evaluation column divided by degree and the level / field provided on the right side of each column
It consists of a field unit comment section.

In the columns separated by the difficulty level / field unit for each subject, a numerical value representing a deviation value and a numerical value representing a score rate are described in the upper and lower rows, respectively. The deviation value in the upper row is a normal deviation value, but since it is a deviation value for each difficulty level of the field unit of this subject, it reflects the academic ability in more detail.

Then, at the beginning of the numerical value indicating the deviation value,
As in the block of “Comprehensive / subject grade”, the ranking (T, A, B, C, D, E) of the entire examinee is evaluated.

The score in the lower part is the ratio of the number of correct answers to the total number of questions in each range. For example, at the difficulty level of the subject field unit, ten word questions are given and eight correct answers are given. In this case, the score rate is 80%. Therefore, since the score rate is the score level for each difficulty level of the field unit of the subject, by evaluating in combination with this difficulty level, the examinee can intuitively grasp the test result rather than the deviation value. In other words, it is a preferable academic balance that the score rate is inversely proportional to the level of the difficulty level, and the academic achievement content such as variation and bias from each difficulty level and field unit as a whole. The tendency is easy to grasp.

Further, at the top of the score rate in the lower row, “Overall /
In the same manner as in the block of "text grade", the symbol of the classification pattern is described, f is a fault, and e is an excellent.
To indicate that the space is normal, neither good nor bad.

It should be noted that blanks are included in certain places in these columns because the practicality of the subject / unit / difficulty level makes the test itself corresponding to the columns meaningless. No questions were made and no test was done, so this is blank, and data is not insufficient. That is, for example, in the field unit of the English language subject, in the case of words and idioms, the standard level questions are not set as entrance examination questions, so the questions are deleted and the evaluation column is blank.

The basic policy is determined by comparing and judging the analysis result and the promising / possible line of the desired school, and future learning guidance is performed in accordance with the basic policy. The promising line is defined as a probable line, which is a deviation value in which approximately 50% of the candidates succeeded in the entrance examination with respect to the desired school of a certain difficulty based on the past admission results.
The deviation value of the percentage is a possible line. A promising / possible school is determined based on the result of comparison between the deviation value of the promising / possible line and the deviation value obtained by the test of the examinee, and the basic policy is to take this prospective school as a basic policy. Guidance on learning plans, etc. is provided.

For example, it has been analyzed that a candidate who totally exceeds the promising line of a certain desired school should select this desired school. In addition, by subject, most subjects cross this promising line, but if a small number of subjects have not reached, we will provide learning guidance to strengthen the field units of the subjects that have not reached, You have a plan. Then, personal management such as the execution status of the learning plan is performed by a personal learning guidance device described later.

The above-mentioned evaluation and the determination of the basic policy are as follows.
It is possible to determine unambiguously from the promising / possible line deviation value of the desired school based on past performance data, but it is also possible to set a study plan for this desired school by emphasizing the wishes of the examinee It is. For example, when the examinee wants more certainty of the entrance examination, a desired school with reduced difficulty can be set.

As described above, the contents of the scholastic ability evaluated and analyzed by the simulation test are described in the respective comment columns as comments including evaluations and instructions which are more easily understood, based on the guideline for each evaluation content. Also, this guidance commentary
It is created from experience data of past lecturers and the like and performance data of test takers, and is registered in a classification table for each evaluation case and recorded and stored in the host computer. Therefore, the host computer automatically performs the process from the examinee's scoring process to the creation of the personal grade sheet, which is the result determination process, that is, the process of generating comments by referring to this classification table.

The comments described in each comment column of the personal grade table are roughly composed of (1) destination analysis, (2) target point setting, and (3) learning instruction, and correspond to each. It is described in the comment section of the personal transcript. In other words, (1) in the attainment point analysis, the scholastic ability status at the time of the examination is judged and shown. Then, in (2) target point setting, the target of the desired school or the like is set based on the scholastic ability status.
Finally, in (3) learning guidance, based on this goal,
We have a specific learning plan to achieve this goal.

The (1) target point analysis is composed of four blocks: A: overall grade, B: subject grade, C: level / field unit, and D: overall grade.
An evaluation judgment is made in the subdivided academic ability range division.

A: The overall score is an average deviation value of the main subjects (alphanumeric countries and the like) as a whole, and the total deviation value of the learner is compared with the deviation value of the promising / possible line of the desired school. Are shown with specific numerical values. For example, in the case where the total deviation value of the student by this test is 67.5, and the promising line of a certain desired school at this time is 67.2, these values are shown and it is clearly indicated that the promising line is exceeded. You.

Next, B: subject achievement shows the contents of academic ability for each subject while comparing it with promising / possible lines for each subject. That is, the average deviation value of each subject of each learner is compared with the deviation value of the promising / possible line for each subject,
It is presented with specific numerical values. For example, if a subject is limited to the main subject, his / her English is 66.
3, while mathematics is 51.1 and national language is 59.0,
69.0 English and 5 Mathematics at a promising school
5.5, the national language is 63.0, and the available lines are 6 in English
5.0, mathematics is 53.0, and the national language is 59.5. As a result, it is pointed out that as a result, only English slightly exceeds the possible line, and the national language and mathematics are slightly below the possible line. Is done.

C: The level / disciplinary unit analyzes the academic achievement contents divided into each subject unit for each subject, and shows the evaluation for each subject unit while comparing it with promising / possible lines. ing. In other words, in each subject, it is necessary to urgently reinforce this weakness, taking into account which difficulty level of each field unit is weak and time factors, or if the basic / basic level is sufficient. So,
It states that the focus may be on standard level issues.

D: The overall evaluation is a summary of the results of these scholastic ability judgments, the decision on the corresponding policy, and a brief comment. In other words, it outlines what kind of correspondence learning can be performed to succeed in the entrance examination of the desired school.

Next, (2) the goal point setting indicates the person's learning effort goal, and is composed of A: overall grade, B: subject grade, and C: level field grade. Indicate a subdivided range of goals. That is,
A: target points in overall grades, B: target points in subject grades,
And C: Target points in level field performance are set.

A: In the overall score, a policy is set in the concrete presentation of the desired school and the comparison with the promising / possible line for the desired school, and a specific numerical target is indicated by the deviation value. That is, it is specified that the student's scholastic ability is maintained at a level equal to or higher than the promising line of a certain target university, and the same applies to the following B: subject grades and C: level field grades.

In B: subject scores, targets are set for each subject, and specific numerical targets based on deviation values are indicated.

Further, in C: Level Field Performance, a target for each level field is set, and a specific numerical target based on the deviation value and the score rate is indicated.

Finally, (3) the learning instruction is a specific learning plan for achieving the target point, and the execution of the learning plan is managed by a personal learning instruction device described later.
This (3) learning instruction is composed of A: subject achievement and C: level field achievement. In order to achieve the target point set by the above (2) target point setting, an efficient learning plan is established. It is formulated. In other words, what, from where, by what method, and by what time is instructed, a specific text is specified, and a learning start / end range based on the text, and a learning schedule such as a period are described.

A: In terms of subject scores, in order to eliminate subjects that are not good from the viewpoint of overall subject balance,
It will indicate which subject to focus on. For example,
One examinee pays attention to English, national language, and world history of a subject that he is not good at, and in particular, assigns sufficient study time to English and world history.

Further, it is pointed out which difficulty level should be strengthened for each subject of the C: level field results for each subject, and a specific learning plan corresponding thereto is formulated. That is,
Instructions for specific text and start learning this text /
An end range, an execution schedule, and the like are set, and a progress test and the like are managed by a check test and a personal guidance learning device described later. For example, in the case of an examinee's English subject, the grammar of field unit 1 and the syntax of field unit 4 start from the standard level. Self-learning a textbook using the check test as a pacemaker and completing the first one during the summer semester.

Therefore, at the time of this test, the examinee can grasp his or her own rank with respect to the whole examinee and can grasp the current state of the learning contents in this rank. First, the position in the whole, that is, the position in the main subject (alphanumeric countries) (overall ranking), for example,
It can be grasped whether the position is higher, middle or lower. Then, in terms of grasping the balance of each subject, for example, it is possible to grasp whether the balance between subjects is good or bad even in the same upper rank. Therefore, if the academic ability balance between subjects is not good despite the high rank, it is possible to recognize the weakness part that has broken this balance as a problematic point in learning, Can motivate you.

As described above, according to the present embodiment, at least the information about the field unit, the difficulty level, the answer, and the score is given to the present apparatus with respect to the question, and the test is performed. To grasp not only the achievement points to judge the possibility but also the contents of academic achievement at the time of this test, based on the field units for each subject and the multi-level difficulty level within these field units Can be. Therefore, the scholastic ability contents can be grasped three-dimensionally mainly by the matrix evaluation integrating these.

That is, the contents of the academic ability of a certain subject can be grasped in detail for each field unit of the subject, and the matrix can be evaluated based on the contents classified into the level of difficulty in the unit of the subject. It is possible to accurately grasp the problem that has occurred in a fine range.

Then, based on the grasped problem,
Since it is possible to efficiently study limited learning time with a clear sense of purpose, it is not only possible to overcome weaknesses, but also to achieve a high entrance exam success rate. Can develop a well-balanced academic ability.

Further, grasping weaknesses and strengthening them based on the present invention have a positive meaning that leads not only to partial reinforcement but also to further enhancement of the field of specialty. That is, for example, in a certain subject area unit, if a high difficulty level problem has a high score, but a low difficulty level problem has a low score, the basic academic ability of this low level is enhanced. If this is the case, a higher score can be expected at a higher level of difficulty corresponding to the entrance examination.

As described above, it is possible to clearly point out the lack of basic academic ability, and in learning instruction, it is possible to obviate factors that make it difficult to grasp high-level concepts due to the progress of learning and that growth is difficult.

Further, since the weak points can be accurately grasped for each difficulty level of the subject field unit which needs to deal with each person, it is possible to organize a class or set up a course by gathering learners having the same weak points. Clarify the learning purpose of the class or course,
The overall teaching efficiency can be improved, and the burden on managers such as instructors can be reduced.

Further, by such a matrix evaluation of academic ability, potential talent trends can be grasped.
In addition to career guidance, it will be possible to point out trends in vocational suitability in the future.

By using this automatic scoring device, it is possible to simultaneously grasp the achievement point of the scholastic ability and the contents of the scholastic ability. This eliminates the necessity of a separately required academic ability test for academic ability guidance. Implementation costs and labor can be reduced.

Next, a personal learning instruction apparatus used for learning instruction will be described. In FIG. 5, the personal learning instruction device 50 is
A high-speed mark card reader 51 for quickly reading an answer mark card for a check test, and a display device 5 such as a display for displaying a confirmation message of the answerer based on the input.
2. An input instruction device 53 provided with yes / no switches 53a and 53b operated by the responder in response to the message, and a memory for scoring and evaluating the answer sheet read in response to the operation of the yes switch 53a. And CPU
, And an output device 55 such as a printer that prints out the scoring result, evaluation based on the result, and the like on a sheet. The personal learning instruction device 50 is a high-speed, large-capacity storage using a hard disk or the like in which a control program group for storing these input / output data and integrally controlling the devices 51, 52, 53, 54, 55 is recorded. A device 56 is provided, and each of the devices 51, 52, 53,
54, 55, and 56 are caused to perform a predetermined cooperative operation. Further, the personal learning instruction device 50 includes a network interface (not shown).
As shown in the figure, the host computer 60 is connected to a host computer 60 via a network 58 using a dedicated line or a normal telephone line, and exchanges input / output data and commands with the host computer 60. That is, by connecting a plurality of personal learning instruction apparatuses 50 installed at a plurality of different locations to the host computer 60 via a network, the management of a large number of learners at a time can be automated to some extent and centralized centrally. I manage it.

The host computer 60 has the same general configuration as that of the personal learning instruction device 50, and is composed of the following equipment not shown. In other words, the network 58 directly connected to the network 58 line
High-speed large-capacity storage device using a hard disk or the like in which an interface and a master file composed of individual data for each learner are recorded and stored, a display device such as a display, an input instruction device such as a keyboard, and an output from a printer. The system consists of a device, a central processing unit with a memory and a CPU. The control programs cooperate with each other and evaluate the check test result data of each learner transmitted via the network. It is configured to generate evaluation data by performing arithmetic processing by a program.

The master file recorded and managed by the host computer is composed of individual records provided for each individual unit, and these individual records are fixed data unique to each individual such as a name, an identification ID, and a school year. It is composed of a field, each test result, and a variable data field in which the result evaluation and the like are recorded. The host computer sums up the check test result data transmitted from each device, calculates and processes the total data, calculates a deviation value and the like for each individual, and records it in the variable data field of each individual. If necessary, the evaluation result data is sent back to the personal learning instruction apparatus that has transmitted the data.

Further, a personal encouragement message or notice is saved as e-mail from a manager such as a lecturer or a class instructor to a specific learner in an e-mail on the host computer. , When input operation of unspecified personal learning guidance device, saved messages, etc.,
It can be displayed on a screen or printed out and transmitted. Therefore, the learner's willingness to learn can be improved, and the transmission / reception confirmation from the instructor to the learner can be performed reliably, confidentially, and without trouble.

Even if each device is used alone without being connected to a network, it is sufficiently effective to improve the effectiveness of the learning plan. In other words, the check test result data of each examinee is once recorded on a portable recording medium and transferred to the host computer via this recording medium, so that all examinees can be centrally managed. it can. Also in such a case, the scoring of the check test is automated, so that the labor of the instructor and the like can be reduced, and an artificial scoring mistake can be prevented.

Further, the personal learning instruction apparatus using the network performs processing having a high calculation load such as a scoring process and a result evaluation by the host computer 60 instead of the personal learning instruction apparatus 50. By reducing the necessary processing capacity of the central processing unit 50, low-function and inexpensive ones can be used for the central processing unit main body 54 and the high-speed large-capacity storage unit 56.
It is also possible to reduce the cost and reduce the size and weight.

Hereinafter, a series of operations of the personal learning instruction device 50 will be described. First, the learner
Based on the learning plan that has been formulated, a check test is conducted after learning through course acquisition and self-study. Then, the mark sheet on which the answer of the check test is entered is stored in the device 5
When the mark card reader 51 reads the answer mark sheet, the mark card reader 51 instantly reads the contents of the answer mark sheet. That is, the personal information such as a personal ID number and the answer number of each question are automatically read, converted into digital data, and recognized by the present apparatus 50.

Next, a confirmation message as to whether or not the user is the person based on the read personal ID is displayed on the screen of the display device 52 together with the person's name and the like. After confirming that the displayed message such as the name is correct, the device 50
The user turns on the yes switch 53a of the input instruction device 53. Then, from the read answer number of each question, scoring is performed with reference to the recorded scoring table and the like, the scoring result is displayed on the display device 52 of the device 50, and the scoring result data is included in the scoring result data. Are transmitted to the host computer 60 via the network 58. Then, the host computer 60 communicates with the individual I
Based on D, the check test scoring result data is additionally updated to the corresponding personal record in the master file. Further, evaluation data in which the progress of a predetermined learning plan is analyzed and evaluated, and comment data in which instructions and the like are commented based on the evaluation are generated. Further, in parallel with the personal data processing for each learner, statistical data processing for the overall manager, which indicates the trend of the entire learner, is performed. Finally, if necessary, these data are returned to the learner's personal learning guidance device 50, displayed on a screen or printed out on a predetermined sheet, and transmitted to the learner.

When the personal learning instruction device of the present embodiment described above is used in combination with the above-described automatic scoring device, each learner learns in order to deal with the problems pointed out by the difficulty level of each subject unit. By judging the learning result by a combination of a check test and a personal learning guidance device, it is possible to reduce the learning time spent on excessive weakness enhancement, and always maintain a good balance of academic ability without biasing the reinforcement field. The learning time can be effectively utilized while maintaining the learning time.

In addition, the setting, execution, and
Since the learning result determination cycle is substantially automated, the operation cost can be reduced due to the labor saving of management, the labor of the administrator can be reduced, and the professional ability of the administrator can be used more effectively. For example, this manager can review the entire plan according to the learner's learning plan execution status or make changes according to the purpose of improving academic ability, so that the administrator can flexibly deal with the situation according to each individual It becomes possible.

Furthermore, the above-mentioned effects can be obtained only by installing a personal learning guidance apparatus and performing a check test, so that necessary capital investment and managers can be minimized, operation costs are significantly reduced, and school expenses are reduced. Can be improved at a low cost. It is needless to say that the personal learning instruction device may have a simple configuration that does not store data.

FIG. 7 shows a mark sheet suitable for use in the automatic scoring apparatus of the present invention. The answer entry of this mark sheet is performed in the same way as a normal mark sheet, and the answer number of the corresponding question number line is entered. Prescribed entry 1 in the column
1 is painted out with a writing instrument. In the case of the present invention, as shown in FIG.
Are formed by double frame lines 12 and 13, respectively, and the inner frame line 13 defines a target range for reading by a mark card reader. As described above, when the portion to be filled by the writing instrument is configured to be double, when the inside of the outer frame line 12 is painted, the inner frame line 13 serves as a filling guideline, and at least the mark sheet does not protrude from the outer frame line 12. Is based on the knowledge of the present inventor that this is done. Then, as described above, since the inner frame line 13 defines the target range for reading by the mark card reader, it is possible to prevent the mark card reader that reads the answered entry portion 11 from erroneously reading.

Further, as shown in FIG. 9 and FIG. 10, a portion 14 corresponding to the inner frame line 13 of each entry portion 11 is configured to protrude from the plane of the mark sheet paper, and the portion to be filled is determined. The entry operation may be further ensured to stand out. In FIG.
(1) shows a case where the opposite side (lower surface) of the paper is a concave portion corresponding to the projecting portion, and (2) shows a case where the lower surface is flat. Further, as shown in FIG. 11, the position of the frame line 12 is bulged out of the paper surface, or as shown in FIG.
By making the portion of the frame line 12 a concave portion, the writing implement abuts or is recessed when painting, and the area to be painted can be actually sensed through the writing implement.

In the illustrated embodiment, the frame lines 12 and 13 have been described as being elliptical. However, the present invention is not limited to this.
Any shape such as a square shape such as a square, a bracket shape, or the like can be adopted. The frame may be not only a solid line but also an appropriate one such as a broken line or a chain line.

It is preferable to use a dedicated writing instrument 20 for writing a mark sheet as shown in FIGS. 13 (a) and 13 (b). The dedicated writing instrument 20 is a step-type mechanical pencil using a core 21 having an arbitrary cross-sectional shape including a linear portion. The length of the linear portion of the core 21 is determined by the length of the mark sheet. It is set shorter than the frame width of the inner frame line to be filled. In addition, this dedicated writing instrument 20
Is formed with a protection cylinder 22 at the tip of a mechanical pencil in a shape corresponding to the core shape. Therefore, by using the linear edge portion of this core, a normal cross section can be drawn wider than a mechanical pencil using a circular core. Can be done.

Further, as shown in FIGS. 13 (c) and 13 (d), a pencil provided with a large-diameter core 26 having a semicircular cross section can be used as the writing instrument 25 dedicated to the mark sheet. . That is, the writing instrument 25 dedicated to the mark sheet has a large-diameter core 26 having a semicircular cross section,
6 has a semicircular hollow portion 27 which is formed over the entire length of the mark 6 and has a semicircular shape.
When one end of 5 is cut into a conical shape, the core 2 has a semicircular cross section.
Only 6 protrudes. Therefore, in the same manner as described above, the work of filling the answer portion of the mark sheet can be performed in a short time and easily by using the straight edge portion of the core 26 of the semicircular cross section, and the normal operation can be performed by using the arc portion. You can also draw some fine lines. Furthermore, the core can be sharpened using a normal pencil sharpener, and a dedicated sharpener is not required, so that the handling is easy.

[0092]

As described above, according to the automatic scoring apparatus of the present invention, a test is carried out by giving at least information on the field unit, level, answer, and scoring to the apparatus with respect to questions. In addition to the achievement points for judging the feasibility of entrance examinations at the aspiring school, the contents of academic achievement at the time of conducting this test will be based on the field units for each subject and the multi-level level within these field units. You can figure out. Therefore, the scholastic ability contents can be grasped three-dimensionally mainly by the matrix evaluation integrating these.

That is, the contents of the academic ability of a certain subject can be grasped in detail for each field unit of the subject, and the matrix evaluation can be performed based on the contents classified into the difficulty level of the unit of the subject. It is possible to accurately grasp the problem that has occurred in a fine range.

Then, on the basis of the grasped problem,
Since it is possible to efficiently study limited learning time with a clear sense of purpose, it is not only possible to overcome weaknesses, but also to achieve a high entrance exam success rate. Can develop a well-balanced academic ability.

Further, grasping weak points and strengthening them based on the present invention have not only a mere partial reinforcement, but also have a positive meaning that leads to further expansion of the field of specialty. That is, for example, in a certain subject area unit, if a high difficulty level problem has a high score, but a low difficulty level problem has a low score, the basic academic ability of this low level is enhanced. If this is the case, a higher score can be expected at a higher level of difficulty corresponding to the entrance examination.

Since the lack of basic scholastic ability can be clearly pointed out in this way, in the learning instruction, it is possible to obviate factors that make it difficult to grasp a high-level concept as the learning progresses and that it is difficult to grow.

Further, since the weak points can be accurately grasped for each difficulty level of the subject field unit which needs to deal with each person, it is possible to organize a class or set up a course in which learners having the same weak points are collected. .

Further, according to the present invention, based on the information of the grade analysis section, the subject is assigned to one of the columns and the score, and the grades within the entire examinee and the relative grades within their own grades are assigned to the other. In the matrix table respectively set, the scoring display method for displaying the answers of the respondents, and based on the information of the grade analysis unit, the field unit in one of the vertical and horizontal columns, the other of the entire examinee in the other In the scoring display method, the grades in the students and their relative grades in their own grades are displayed in the matrix table set for each of the respondents. In addition to the above, it is possible to obtain specific knowledge of what is good and what is not good with other subject or field unit of the self. Therefore, by these combinations, the candidate
In a simulation test or the like, it is possible to grasp the order in which the person is in the rank and the self-learning situation at that position. First, the position in the whole, that is, for example, the position (general ranking) in the main subject (alphanumeric countries) or the position in each field unit, in other words, the upper, middle, and lower positions can be grasped. Next, in terms of grasping the balance for each subject or each field unit, it is possible to grasp whether the balance between subjects or field units is good or bad even in the same high rank.

As described above, according to the scoring display method of the present invention, one's own performance is compared with that of another subject, and further, what is good at what is not good with other subjects. In general, you can obtain general knowledge between subjects that you are good at, and in the case of a field unit, your performance will be compared with others, and even with other field units. You can get detailed knowledge of what you are good at and what you are not good at. By using the assessments of these subjects and field units in a superimposed manner and by performing these analyses, the examinees, in relation to third parties and to themselves,
It is possible to clearly and more precisely grasp the academic ability.

Further, by using the mark sheet of the present invention, it is possible to avoid reading errors of the mark card reader as much as possible.

[Brief description of the drawings]

FIG. 1 is a conceptual configuration diagram of an automatic scoring device according to the present invention.

FIG. 2 is an example diagram showing an example of a question to be used in the automatic scoring device of the embodiment.

FIG. 3 is an example diagram showing a scoring table of questions used in the automatic scoring device of the embodiment.

FIG. 4 is an example diagram showing a personal grade table created by the automatic scoring device of the present embodiment.

FIG. 5 is a schematic explanatory diagram showing a schematic configuration of a personal learning instruction device according to the automatic scoring device of the present embodiment.

FIG. 6 is a schematic diagram showing the entire configuration of the automatic scoring device of the present embodiment using a personal learning instruction device.

FIG. 7 is a schematic example of a mark sheet used in the automatic scoring device of the present embodiment.

FIG. 8 is a partially enlarged view showing an answer entry portion of a mark sheet.

FIG. 9 is a partially enlarged view showing an answer entry portion of a mark sheet.

FIG. 10 is a sectional view taken along line XX of FIG. 9;

FIG. 11 is a longitudinal sectional view showing another embodiment of the mark sheet of the present embodiment.

FIG. 12 is a longitudinal sectional view showing another embodiment of the mark sheet of the embodiment.

13A is a perspective view showing a dedicated writing instrument for writing a mark sheet, FIG. 13B is a front view of the writing instrument, FIG. 13C is a perspective view showing another embodiment of the writing instrument, and FIG. The front view of other examples of a writing implement.

[Explanation of symbols]

 11 Mark Sheet Answer Entry Area 12 Outer Border Line of Entry Area 13 Inner Border Line of Entry Area 20, 25 Mark Sheet Dedicated Writing Tool 21, 26 Dedicated Writing Tool Core 50 Individual Learning Guidance Device 51 High Speed Mark Card Reader 52 Display Device 53 Input Instruction Device 53a, 53b Yes / No switch 54 Central processing unit main body 55 Output device 56 High-speed large-capacity storage device 58 Network line 60 Host computer

Continuation of the front page (58) Field surveyed (Int.Cl. ⁶ , DB name) G09B 19/00 G06K 7/00

Claims (7)

(57) [Claims] 1. An automatic scoring device which reads an answer sheet of a test by a reader, inputs the read answer sheet into a computer, and performs a scoring process. A question in which information on at least a field unit, a level, an answer, and a score of each question is previously stored. A storage unit, an answer storage unit for reading and storing the written information on the answer sheet, and determining whether the answerer's answer is correct or incorrect based on the information in the question storage unit and the answer storage unit, and obtaining the information by this determination. A performance analysis unit that analyzes the performance of the answerer based on the score of the correct answer given, and a matrix table in which the field unit is set to one of the vertical and horizontal columns and the level is set to the other based on the information of the performance analysis unit. An automatic scoring device, comprising: a grade display unit for displaying grades of solvers. 2. An automatic scoring apparatus for reading an answer sheet of a test by a reader, inputting it into a computer, and performing a scoring process, wherein a question storing at least information on at least a field unit, a level, an answer, and a score of each question in advance. A storage unit, an answer storage unit for reading and storing the written information on the answer sheet, and determining whether the answerer's answer is correct or incorrect based on the information in the question storage unit and the answer storage unit, and obtaining the information by this determination. A performance analysis unit that analyzes the performance of the answerer based on the score of the correct answer given, and a matrix table in which the field unit is set to one of the vertical and horizontal columns and the level is set to the other based on the information of the performance analysis unit. An automatic scoring device, comprising: an output display section for displaying a result of the answerer and printing it on a sheet. 3. A scoring display method using an automatic scoring device that reads an answer sheet of a test by a reader, inputs the read answer sheet to a computer, and performs scoring processing, wherein the automatic scoring device includes at least answers for a plurality of subjects in advance. A question storage unit that stores information about the score and the answering unit; an answer storage unit that reads and stores the information described in the answer sheet; and corrects or incorrectly answers the answerer based on the information in the question storage unit and the answer storage unit. And a performance analysis unit that analyzes the performance of the answerer based on the score of the correct answer obtained by this determination, comprising a subject in one of the vertical and horizontal columns based on the information of the performance analysis unit, On the other hand, the grades of all the examinees and their relative grades within their own grades are displayed for each of the respondents in the set matrix table. Scoring display method according to claim. 4. A scoring method performed by using an automatic scoring device that reads an answer sheet of a test by a reader, inputs the answer sheet to a computer, and performs a scoring process, wherein the automatic scoring device includes at least a field unit for each question, A question storage unit that stores information about answers and score points; an answer storage unit that reads and stores information described on an answer sheet; based on information in the question storage unit and the answer storage unit, A performance analysis unit that determines correct / incorrect and analyzes the performance of the answerer based on the score of the correct answer obtained by the determination; and, based on the information of the performance analysis unit, a field unit in one of the vertical and horizontal columns. On the other hand, the grades of all the examinees and the relative grades within their own grades are displayed in the set matrix table so that those of the respondents are displayed. Scoring display method, characterized in that was. 5. An automatic scoring device for reading an answer sheet of a test by a reader, inputting the answer sheet to a computer, and performing a scoring process. An answer storage unit for reading and storing information described on the answer sheet; A display device such as a display for displaying a confirmation message based on reading of the described information, an input instruction device including a switch operated by a respondent in response to the message, and an answer sheet read in response to the switch operation An automatic scoring device, comprising: a central processing unit main body that performs scoring processing; and an output device such as a printer or a display device such as a display that prints the scoring result on paper. 6. An automatic scoring apparatus which reads an answer sheet of a test by a reader, inputs the read answer sheet to a computer, and performs a scoring process. 2
An answer sheet used for an automatic scoring apparatus, wherein the answer sheet is formed by a heavy frame line, and the inner frame line defines a target range for reading by the reader. 7. An automatic scoring apparatus which reads an answer sheet of a test by a reader, inputs the read answer sheet into a computer, and performs a scoring process, wherein the answer sheet is provided in a frame of an entry portion of an answer column. An answer sheet used for an automatic scoring device, wherein a corresponding portion is formed so as to protrude or be depressed from a plane of the answer sheet.