TWM600450U - English Learning Assessment System - Google Patents

Abstract

This model provides an English learning assessment system, which includes a server host, an ability index database, a test question database, a test module, a test result database, a subject analysis module, and a teacher analysis module. Among them, the ability index database contains at least one subject indicator item and at least one teacher indicator item; the test question database contains multiple test questions and correct answers, and each test question corresponds to at least one subject indicator item and at least A teacher index project; the subject analysis module converts and compares the individual test results of at least two subjects to obtain a subject qualitative analysis result; the teacher analysis module selects at least two teachers and The multiple subjects he instructed converted and compared the test results to obtain a qualitative analysis result of a teacher. Through such mutual improvement of teaching and learning, the effectiveness of English learning can be enhanced.

Description

English Learning Assessment System

This model relates to an educational information system, especially an English learning assessment system.

English is the most widely used language in the world. Under the wave of internationalization, English education and learning has always been the most important project in the development of foreign language ability. Especially in recent years, the central government has proposed that Taiwan will become a bilingual country by 2030. The Ministry of Education has stipulated that English should be learned from the third grade of elementary school, and local governments have been more active and set the English learning curriculum by the Ministry of Education for the third grade of elementary school. Advance to first grade. With English ability becoming more and more important, how to evaluate the effectiveness of English learning, as a continuous improvement for students and teachers in the learning process, is a very important topic.

In order to meet the above requirements, the following previous patents have disclosed related technologies for English learning assessment. For example: Invention Announcement No. 521219 Patent "English Test and Performance Evaluation Method and System", which uses the control unit to extract random numbers from the course database The data is used to generate test questions and test answers, and after the user finishes the test, the answers are compared, and then the test scores are generated. After that, the invention publication No. 200511158 patent "English learning and test system" further hides some data in the questions , Allowing users to practice inputting the hidden part of the content to achieve the effect of exercises and tests; and the invention announcement No. I393088 patent "English proficiency positioning method" uses the question bank module, test module and analysis module to make the test Students can adjust the difficulty of the test and understand their English proficiency in all aspects.

However, the aforementioned prior art related to English learning assessment focuses on personal tests and performance assessment, and fails to give subjects appropriate learning advice or give teachers appropriate teaching advice, thereby enhancing learning or teaching effectiveness .

In view of this, the purpose of this new model is to provide an English learning assessment system, by which the test results of the subjects can be converted into the results of the qualitative analysis of the subjects, and at the same time, the class results of the same English teacher can be converted into teaching The results of qualitative analysis will further promote the mutual improvement of teaching and learning, and will further enhance the effectiveness of English learning.

In order to achieve the foregoing purpose, this new model provides an English learning assessment system, which includes a server host, an ability index database, a test question database, a test module, a test result database, a subject analysis module, and teacher analysis Module. Among them, the ability index database is built on the server host, which includes at least one subject index item and at least one teacher index item; the test question database is built on the server host, and it contains multiple tests Questions and correct answers. Each test question corresponds to at least one subject indicator item and at least one teacher indicator item; the test module selects multiple test questions from the test question database to form a test paper for a teacher to guide The subject performs the test, and then produces a test result; the test result database is built in the server host and stores multiple test results; the subject analysis module puts at least two subjects in each test result The results of correct or incorrect answers to each test question are converted and counted according to the index items of each test subject corresponding to each test question, and the difference in the value of the index item of each test subject is further compared to obtain A qualitative analysis result of the subject; and the teacher analysis module selects at least two teachers and at least two subjects guided by the teacher, and assigns each subject to each test question in each test result The results of correct or incorrect answers are converted and counted according to each teacher index item corresponding to each test question, and the difference in the value of the teacher index item among the teachers is further compared to obtain a qualitative analysis of the teacher result.

Through the above technical features, the technical solution provided by the present model can transform and compare the test results of the subjects into qualitative analysis results exclusively for the subjects, rather than pure statistical results, so it can be given to the test students More effective English learning suggestions, and at the same time, the same English teacher’s class results can be converted and compared into a qualitative analysis result exclusively for the teacher, and the English teacher can be given a more effective and appropriate English teaching experience. Through this The mutual improvement of teaching and learning can enhance the effectiveness of English learning.

Please refer to FIG. 1, which is a block diagram of the English learning assessment system 10 provided by an embodiment of the present invention. As shown in FIG. 1, the English learning assessment system 10 includes a server host 20, an ability index database 30, a test question database 40, a test module 50, a test result database 60, and a subject. An analysis module 70 and a teacher analysis module 80.

The server host 20 may be a data processing and storage device, such as a computer, a computer, a server, or other computer devices.

The ability index database 30 is built in the server host 20 and includes at least one subject index item and at least one teacher index item. Among them, the subject index items can be set according to the evaluation standards of various English learning. Take Taiwan’s twelve-year national education as an example. The Ministry of Education targets elementary schools, junior high schools, high schools, and technical high schools. Comprehensive high schools have set the stages of learning in the English field and the performance of each stage, and the subject index items are conveniently arranged according to the requirements of these core qualities. Other common English assessment tests can also be used as subject indicator items, such as: TOEFTL Junior (TOEFTL Junior) ability description project, TOEFTL ITP (TOEFTL ITP) ability description project, IELS (IELS) scoring standard, TOEF (TOEIC) Ability discussion items, descriptions of all levels of the National English Test scores, etc. In practice, it is also possible to combine or appropriately modify the above-mentioned indicators to establish an appropriate subject indicator project. In practice, the teacher index items are usually further subdivided corresponding to the subject index items, or they can be set according to the teaching items of the teacher's manual or the items of teaching evaluation.

The test question database 40 is built in the server host 20 and contains test questions of multiple questions and the correct answer to the question. Each test question corresponds to at least one subject indicator item and at least one teacher indicator item. In other words, each test question is designed for at least one subject indicator item and at least one teacher indicator item. If the subject can answer correctly, it means that the subject can achieve the subject indicator item while teaching The participants have also reached the teaching indicator project. In practice, each test question can correspond to only one subject indicator item and one educator indicator item, but it can also correspond to more than one subject indicator item and educator indicator item at the same time.

Furthermore, in an embodiment provided by the present invention, the ability index database 30 further includes a difficulty index item. This difficulty item includes high difficulty, medium difficulty, and low difficulty, and the test question database 40 contains Each of the test questions corresponds to a difficulty item, such as high difficulty, medium difficulty or low difficulty. Furthermore, most of the test questions in the test question database 40 can be divided into different question types such as listening questions, reading questions, speaking questions, and writing questions.

The test module 50 can select multiple test questions from the test question database 40 to form at least one test paper. This test paper is provided to a subject guided by a teacher for testing. After the test is over, Produce at least one test result. In practice, the instructor can be a school teacher or a cram school teacher, and the subject can be a school student or a cram school student. A test paper is usually provided to many subjects of the same level to test together, such as students in the same grade or in the same class, or in the same class of cram school students, and these subjects are usually guided by one teacher or more Teacher guidance. The test result refers to the answers that the subjects get based on the questions of the test paper.

Furthermore, in an embodiment provided by the present invention, the test module 50 has a question-making rule. The question-making rule can be selected individually or in combination according to different parameters, such as: subject index items, teacher Index items, difficulty index items, and question-type items.

The test result database 60 is built in the server host 20 and can store multiple test results. Furthermore, each test result contains one or more of the following information: the subject’s answer, correct answer, wrong answer, subject’s personal number or name, the number of the teacher who taught the subject, or Information such as name, class of the subject, and grade of the subject.

The subject analysis module 70 takes at least two subjects in the results of each test, the results of each test question being answered correctly or incorrectly, according to one or more subject index items corresponding to each test question Perform conversion and statistics, and further compare the differences in the values of each subject's index items between the two subjects, and then obtain a subject qualitative analysis result. In other words, the so-called qualitative analysis result of the subject refers to the test result of the subject. Through this process, it will be converted into the result of whether the subject meets the subject’s index items. The comparison and comparison of the statistical results of the subjects’ index items to obtain the qualitative analysis results of the subjects’ current English ability and suggestions for strengthening, thereby assisting the subjects to understand their own weaknesses in English ability and the direction of strengthening English learning .

The teacher analysis module 80 is based on the teacher as the core for analysis. First, select multiple subjects under the guidance of at least two teachers, and then answer each test question correctly or answer each test subject in the test results. The wrong result is converted and counted according to one or more teacher index items corresponding to each test question, and then the difference in the value of each teacher index item between the two teachers is further compared to obtain the quality of a teacher Analysis results and recommendations. Furthermore, the test results of multiple subjects guided by the same teacher are converted into statistical results of whether each teacher meets the teacher indicator items, and the teacher indicators of two or more teachers The comparison and comparison of the project's statistical results can be used to obtain the qualitative analysis results and strengthening suggestions of the teachers in English teaching, and then assist the teachers to strengthen and improve their own teaching blind spots. Comparing the results of the qualitative analysis of teachers between different teachers can also promote mutual exchanges between different teachers.

Figures 2 to 5 are schematic diagrams of the use of an embodiment of the new type, to further illustrate how to apply the previously disclosed English learning assessment system 10 to the English learning of the fifth and sixth grades of elementary schools in practice, including teaching and ability On the evaluation.

First, design a test paper with a total of 65 questions, including a listening test of 25 questions and a reading and writing ability test of 40 questions. Then use the third stage of learning and performance in the English field of Taiwan’s 12-year National Education Elementary School to establish the following subject index items and teacher index items in the ability index database, and create test questions in the test question database And correct answers, and set up each subject index item and each teacher index item corresponding to each test question. As shown in Figure 2, the picture of the 9th question of this listening test is matched with the question "The train is in the cabinet.", the answer is (N). The subject index item corresponding to this question is "can understand simple long sentences", and the corresponding teacher index item is "can understand the relative position of the object: inside".

Table 1. Subject index items Listening ability Question type Question number Corresponding subject index items Part 1: Right and wrong questions 1~5 Can listen to daily vocabulary Part Two: Right and wrong questions 6~11 Can understand short sentences Part Three: Matching questions 12~18 Can understand simple life conversations Part 4: Multiple-choice questions 19~25 Can understand complex conversations in life Reading and writing skills Question type Question number Corresponding subject index items Part 1: Right and wrong questions 1~10 Can understand daily vocabulary 11~20 Can understand simple long sentences Part 2: Fill in the blanks 21~25 Can understand stories supplemented by pictures Part 3: Reading Comprehension 26~27 Can understand simple articles 28~30 Can understand simple letters Part 4: Fill in the blanks and sentence questions 31~33 Able to spell the basic common words in daily life correctly 34~36 Can write an appropriate response to the problem Part Five: Sentence Reorganization 37~40 Can master the correct English writing format

Table 2. Instructor index items Listening ability Question type Question number Corresponding teacher indicator items Part 1: Right and wrong questions 1~5 1. Able to understand everyday language: animals 2. Able to understand everyday language: toys 3. Able to understand everyday language: numbers 4. Able to understand everyday language: clothing 5. Able to understand comparative Sentence pattern Part Two: Right and wrong questions 6~11 6. Able to understand the relative position of items: above 7. Able to understand the relative position of items: on the side 8. Able to understand the number of items 9. Able to understand the relative position of items: inside 10. Able to understand that the item exists in this space 11. Can understand the number of items Part Three: Matching questions 12~18 12. Able to understand school curriculum language 13. Able to understand leisure and entertainment language 14. Able to understand sports game language 15. Able to understand time and meal language 16. Able to understand sports and school curriculum language 17. Able to understand leisure activities And outdoor location language 18. Can understand leisure activity language Part 4: Multiple-choice questions 19~25 19. Can understand the question word why, and understand the related reason 20. Can understand the question word where, and understand the correct place 21. Can understand the question word which, and understand the course language 22. Can understand the question The word what, and understand the terms of food names 23. Able to understand the question word who, and understand the terms of the person’s appellation 24. Able to understand the question word how, and understand the terms used in transportation 25. Able to understand the question word when, and Understand the language of the week Reading and writing skills Question type Question number Corresponding teacher indicator items Part 1: Right and wrong questions 1~20 1. Able to understand everyday language: food 2. Able to understand everyday language: tableware 3. Able to understand comparative sentence patterns 4. Able to understand gender appellation 5. Able to understand everyday language: clothing 6 Able to understand occupational titles 7. Able to understand everyday language: sports 8. Able to understand everyday language: color 9. Able to understand everyday language: date 10. Able to understand everyday language: week 11. Able to understand everyday language: sports 12. Able to understand everyday language: musical instruments 13. Able to understand everyday language: actions 14. Able to understand the words and phrases of objects 15. Able to understand everyday language: Action 16. Able to understand the overall situation of the picture 17. Able to understand everyday language: Location 18. Able to understand everyday language: Action 19. Able to understand everyday language: Number 20. Able to understand everyday life Term: Accessories Part 2: Fill in the blanks 21~25 21. Quantifier usage 22. Verb usage 23. Word meaning discrimination 24. Gerund usage 25. Sentence meaning discrimination Part 3: Reading Comprehension 26~27 26. Can understand the language of the article: health 27. Can understand the language of the article: health 28~30 28. Can understand the language of the article: festival 29. Can understand the language of the article: festival 30. Can understand the language of the article: festival 31~33 31. Able to write words in specific locations

After the setting is completed, you can select the test questions from the test question database through the question type items of the question rule to form the test paper, and provide the test results to subjects A and B after the test are shown in Figure 3. Show.

After the results of Figure 3 are converted and counted according to the subject index items in Table 1 above, and subject A and subject B are further compared, the subject qualitative analysis results of Figure 4 can be obtained. Among them, it can be seen that the analysis results can show the English ability of subjects A and B in listening and reading with specific qualitative indicators. For example, subject A’s listening weakness lies in the inability to fully understand short sentences. , Whether subject B is weak in this indicator, and subjects A and B have difficulty in understanding stories supplemented by pictures in reading. Therefore, through this analysis, appropriate English learning suggestions can be drawn for students to further strengthen and improve.

Provide test papers to students of two different classes with different English teachers for testing, and then convert and count the test results of each subject according to the educator indicator items in Table 2 above, and compare the teaching of each teacher The difference in the numerical value of the index items of the educators can get the results of the qualitative analysis of educators in Figure 5. Among them, it can be seen that the analysis results combine the test scores of the entire class with specific educator qualitative index items to reflect whether the concepts of each English ability of the English teacher are successfully conveyed to the students during the teaching process. For example: Compared with the students in Class B of the fifth year, the students of Class A in the fifth year performed significantly poorer on the two indicators of "the relative position of objects: inside" and "can understand sports game language". The English teachers of Class A and the English teachers of Class B of five years can ask each other for help, and exchange how to improve the English teaching method in this aspect, and then improve students' performance.

Through the above description, the technical solution provided by the present invention has obvious advantages and effects compared with the prior art. The new model converts and compares the test results of the test subjects into a qualitative analysis result specific to the test subjects, rather than pure statistical results, so it can give the test students more effective English learning suggestions, and can also compare The conversion and comparison of the same English teacher’s class performance becomes the result of qualitative analysis exclusively for the teacher, and further gives the English teacher more effective and appropriate English teaching experience. Through such mutual improvement of teaching and learning, it is more able to Improve the effectiveness of English learning.

What must be explained here is that the detailed description above in conjunction with the drawings is only provided for the purpose of explaining the technical content and features of the present invention. Anyone with general knowledge in the field of the present invention should understand the present invention. After the technical content and characteristics of the new model, all simple modifications, replacements, or reductions in components made without departing from the spirit of the new model should fall within the scope of the patent application disclosed below.

10: English learning assessment system

20: Server host

30: Ability Index Database

40: Quiz Question Database

50: Quiz Module

60: Test Results Database

70: Subject Analysis Module

80: Teacher Analysis Module

FIG. 1 is a block diagram of an English learning assessment system provided by an embodiment of the new type; and FIGS. 2 to 5 are schematic diagrams of the use of an embodiment of the new type.

10: English learning assessment system

20: Server host

30: Ability Index Database

40: Quiz Question Database

50: Quiz Module

60: Test Results Database

70: Subject Analysis Module

80: Teacher Analysis Module

Claims (5)

An English learning assessment system, including: A server host; An ability index database built in the server host, the ability index database containing at least one subject index item and at least one teacher index item; A test question database is built on the server host. The test question database contains a plurality of test questions and correct answers, and each test question corresponds to at least one subject indicator item and at least one teacher Index item A test module, which selects a plurality of test questions from the test question database to form a test paper for a test subject guided by a teacher to produce a test result; A test result database is built in the server host and stores multiple test results; A subject analysis module, which converts the results of at least two subjects who answered correctly or incorrectly on each test question in each test result according to each subject index item corresponding to each test question And statistics, and further compare the differences of the index item values of the subjects among the subjects to obtain a subject qualitative analysis result; and A teacher analysis module, select at least two teachers and at least two subjects instructed by the teacher, and answer each test question correctly or incorrectly in each test result of each test subject According to the results of the test questions, the teacher index items corresponding to each of the test questions are converted and counted, and the differences of the teacher index items among the teachers are further compared to obtain a qualitative analysis result of the teacher. The English learning assessment system according to claim 1, wherein each test question in the test question database corresponds to at least one difficulty index item. The English learning assessment system described in claim 1, wherein most of the test questions in the test question database can be divided into listening questions, reading questions, speaking questions and writing questions. The English learning assessment system according to claim 1, wherein the test module further has a question-making rule, and the question-making rule is selected according to a parameter individually or in combination, wherein the parameter is selected from the following items: subject index Projects, teacher index items, difficulty index items, and question-type items. The English learning assessment system according to claim 1, wherein the test result contains one or more of the following information: the subject's answer, correct answer, wrong answer, subject's personal number, and subject's personal name , Instructor number, instructor name, class or grade of the subject.

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