WO2023175816A1

WO2023175816A1 - Response-capability-diagnosing kit, recording medium, and response capability evaluation device

Info

Publication number: WO2023175816A1
Application number: PCT/JP2022/012123
Authority: WO
Inventors: 秀希相川
Original assignee: 株式会社サマデイ
Priority date: 2022-03-17
Filing date: 2022-03-17
Publication date: 2023-09-21
Also published as: JP7079545B1; JPWO2023175816A1

Abstract

[Problem] To provide a response-capability-diagnosing kit, a recording medium, and a response capability evaluation device with which it is possible to diagnose capability to flexibly respond to unexpected situations. [Solution] This response-capability-diagnosing kit comprises: a question-recording medium 1 in which are recorded a fact-setting part 101 in which a fact serving as the premise of a question is listed, a hypothesis-setting part 102 in which a hypothesis for placing an examinee in an unexpected situation is listed or situation-setting part 202 in which a setting for placing the examinee in a situation serving as the premise of a creative work is listed, and a main question part (103, 203) in which a request to the examinee to make a response associated with a creative work is listed together with a condition for the response; and an evaluation-criterion-recording medium 3 in which are recorded a measurement item 301 in which a standpoint for measuring capability to flexibly respond to unexpected situations is listed, a qualitative assessment criterion 302 that is set for each measurement item 301 and indicates a viewpoint for qualitatively assessing the response, and a score 303 obtained by converting a qualitative assessment made according to each qualitative assessment criterion 302 to a numerical value.

Description

Competency diagnosis kit, recording medium, and response capability evaluation device

The present invention relates to a response ability diagnosis kit, a recording medium, and a response ability evaluation device.

In response to the recent dramatic changes in social conditions, companies and universities tend to seek human resources who can flexibly respond to unexpected situations. This trend is particularly evident in entrance exams for companies and universities.

For example, in the Japanese language questions for the 2022 University Entrance Examination, there was a question about thinking from the perspective of a pig eaten by humans. In this way, there are an increasing number of questions that place test takers in unexpected situations and test their ability to handle them.

Regarding this point, the applicant has already developed a system for diagnosing non-cognitive abilities and has filed a patent application (for example, Patent Document 1).

This system evaluates ``non-cognitive abilities'' as a total score on a 5-point scale for items such as insight in answering ``questions with no clear correct answer,'' multiple perspectives, social knowledge, humor, and judgment. This is the basis for evaluation.

However, "non-cognitive abilities" originally sought to extract the personality characteristics of human resources who earned high incomes within companies, and were not intended to measure the ability to respond flexibly to unexpected situations. (For example, Non-Patent Document 1).

Additionally, questions with no clear correct answer cannot put test takers in unexpected situations.

In addition, insight, multifaceted perspectives, social knowledge, humor, judgment, etc. are not appropriate for determining the ability to respond flexibly to unexpected situations.

Therefore, conventional systems for diagnosing non-cognitive abilities cannot diagnose the ability to respond flexibly to unexpected situations.

JP 2021-39572 Publication

The problem to be solved by the present invention is to provide a response ability diagnostic kit, a recording medium, and a response ability evaluation device that can diagnose the ability to flexibly respond to unexpected situations.

The present invention provides a fact setting section in which facts that are the premises of a question are described, an assumption setting section in which assumptions that place the examinee in an unexpected situation are described, or a situation in which the examinee is placed in a situation that is the premise of the creation. A question recording medium that records a situation setting part in which settings are written, and a question body part in which a request for a creative answer to the test taker is written together with the conditions for the answer, and can flexibly respond to unexpected situations. A measurement item that describes a viewpoint for measuring ability, a qualitative criterion that is set for each measurement item and indicates a viewpoint for qualitatively determining the answer, and a numerical value for the qualitative judgment for each qualitative criterion. To provide a coping ability diagnostic kit comprising: an evaluation standard recording medium in which a score to be converted is recorded.

According to the present invention, it is possible to provide a response ability diagnostic kit, a recording medium, and a response ability evaluation device that can diagnose the ability to flexibly respond to unexpected situations.

It is a figure showing an example of a question recording medium. It is a figure which shows the other example of a question recording medium. FIG. 3 is a diagram showing an example of an evaluation criteria recording medium. FIG. 2 is a block diagram showing the configuration of a response ability evaluation device. FIG. 3 is a diagram showing the data structure of a participant database.

Hereinafter, a response ability diagnosis kit, a recording medium, and a response ability evaluation device according to an embodiment of the present invention will be described in detail. The response ability diagnosis kit of this embodiment includes a question recording medium 1 that is a recording medium that records questions, and an evaluation criteria recording medium 3 that is a recording medium that records evaluation criteria for answers to the questions.

FIG. 1 is a diagram showing an example of a question recording medium 1. As shown in FIG. 1, the question recording medium 1 includes a question part 10 which is a question, and an answer writing part 11. The question part 10 and the answer writing part 11 may be separate recording media. The present embodiment will be described using an example in which the question part 10 and the answer writing part 11 are recorded on the same recording medium.

The question part 10 includes a fact setting part 101, a hypothesis setting part 102, and a question body part 103, in addition to the description of the time limit.

In the fact setting section 101, facts that are the premise of the question are described as contents. The facts that form the premise of a question can be facts that actually happened or hypothetical facts. It is desirable that the facts that form the premise of the questions are things that would normally occur or facts that are expected, but they may also be completely made up facts.

In the example of FIG. 1, the following contents are described in the fact setting section 101.
In February 2017, 18 piglets and two male pigs raised for meat were rescued by firefighters after a fire burned 60 tonnes of hay on a farm in Wiltshire, England. However, after the fire was extinguished, a photo posted on social media of firefighters having a barbecue attracted a lot of attention, and the flames exploded.It turns out that the sausage they were eating turned out to be a pig rescued from the fire. It is said that it was made from the meat of
According to British media, farm manager R. L. He reportedly promised the firefighters that he would give them piglet sausages as a gift in return for their rescue. ”

In this example, facts that actually occurred are described in the fact setting section 101.

In the assumption setting section 102, an assumption that puts the examinee in an unexpected situation is described. It is desirable that the unexpected situation is one that the examinee would not normally experience, one that they would not normally expect, or one that would not normally occur.

In the example of FIG. 1, the following contents are described in the assumption setting section 102.
``You are one of the piglets turned into sausage in this fire.'' As I watched this scene from heaven, I wanted to say this to the firefighters and farmers. Ta. ”

In this example, the settings that the examinee is ``one of the piglets turned into sausages in a fire'' and the settings that ``speak this scene from heaven'' would not normally occur. , is an assumption that puts test takers in an unexpected situation.

In the question body section 103, a request to the examinee is written as the content along with conditions for the answer. Specifically, in the question body section 103, a request for the test taker to provide a creative answer is written together with the conditions for the answer. The answer conditions include, for example, a limit on the number of characters and a limit on the number of words. In addition, the response conditions limit the types of responses, such as those that express one's own opinions and thoughts, those that respond in an interactive format, and those that write lines addressed to a specific person from a specific standpoint.

Requests for creative answers include answers that include content that the examinee has come up with, and answers that include self-assertion such as ``this is what I want to say''. There is a degree of freedom in the content of the answers, such as some that ask the test taker to do something, and some that ask the test taker to include his/her own response such as ``I should do this in that situation.'' It is preferable that the request be for creative self-expression.

In the example of FIG. 1, the following content is written in the question body section 103.
``Write the lines for each of the firefighters and the farmer in 40 characters or less.''

In this example, the request to come up with a line to answer corresponds to a request for an answer that involves creativity.

Requests for answers that involve creativity include, for example, requests to create essays, requests to create conversations, responses to lines spoken by characters appearing in a set situation, interpretations of set words and things, and based on set facts. examples include responses to questions, messages to characters appearing in set situations, creation of comedy stories using set facts, and creation of sentences accompanied by illustrations and drawings based on set facts. It will be done.

In addition, regarding the response conditions, specifying a type of answer that is not often found in questions that measure normal cognitive abilities (for example, the ability to solve calculation problems in mathematics) may make test takers more unexpected. It is desirable in the sense that it puts people in the same situation.

FIG. 2 is a diagram showing another example of the question recording medium 1. As shown in FIG. 2, the question recording medium 1 includes a question part 20 that is a question, and an answer writing part 21. The question part 20 and the answer writing part 21 may be separate recording media. The present embodiment will be described using an example in which the question part 20 and the answer writing part 21 are recorded on the same recording medium.

The question section 20 includes a fact setting section 201, a situation setting section 202, and a question body section 203 in addition to the description of the time limit.

The fact setting section 201 may be a text, a photograph, a picture, a diagram, or a video. The content includes the facts that form the premise of the question. The facts that form the premise of a question can be facts that actually happened or hypothetical facts. It is preferable that the facts that form the basis of the questions are facts that can normally occur or are expected, but they may also be completely fabricated, such as two aliens having a conversation.

In the example of FIG. 2, an illustration is written in the fact setting section 201. When a moving image is used in the fact setting section 201, a tablet terminal, a display connected to a computer, a screen and a projector, etc. are used.

The situation setting section 202 describes settings that place the examinee in a situation that is a prerequisite for creation. The prerequisites for creation refer to the conditions that define the content of the creation, such as the selection of a theme and the setting of a scene.

In the example of FIG. 2, the following contents are described in the situation setting section 202.
``Look at the picture above and choose either ``Utopia'' or ``Dystopia.'' ”

This example is an example where theme selection is adopted as a prerequisite for creation.

In the question body section 203, a request for a creative answer to the examinee is written together with the conditions for the answer. Requests for answers that involve creativity include, for example, requests to create essays, requests to create conversations, responses to lines spoken by characters appearing in a set situation, interpretations of set words and things, and based on set facts. examples include responses to questions, messages to characters appearing in set situations, creation of comedy stories using set facts, and creation of sentences accompanied by illustrations and drawings based on set facts. It will be done.

The question body section 203 contains questions that put test takers in unexpected situations by requesting creative answers.

In the example of FIG. 2, the following contents are described.
``Write an essay of 100 words or less on the title of your choice.''

In this example, the request to respond by creating an essay corresponds to a request for an answer that involves creating an essay.

Each of the above descriptions can also be used in combination. For example, the fact setting part 101, the assumption setting part 102, the situation setting part 202, and the question body part (103, 203) may all be written in the question part (10, 20), or they may be written selectively. or may be written in duplicate.

FIG. 3 is a diagram showing an example of the evaluation criteria recording medium 3. As shown in FIG. 3, the evaluation criteria recording medium 3 includes measurement items 301 as evaluation criteria, qualitative criteria 302 that is set for each measurement item 301 and indicates a viewpoint for qualitatively determining answers, and It includes a score 303 that converts the qualitative judgment for each criterion 302 into a numerical value, a weight 304 that multiplies the score 303, and an evaluation 305 that is the evaluation result for the qualitative judgment criterion 302.

Measurement item 301 describes the viewpoint of measuring the ability to flexibly respond to unexpected situations (hereinafter referred to as response ability). In the example of FIG. 3, measurement items 301 include ability to understand conditions, ability to imagine situations, ability to respond, originality, something that shines, etc.

The measurement items 301 may change depending on the times and the flow of time. This is because a more appropriate perspective may be discovered in measuring coping abilities, the characteristics of human resources desired by companies and universities may change with the trends of the times, and the personality characteristics of test takers may change with the trends of the times. .

A plurality of qualitative criteria 302 are set for one item of the measurement items 301. This is for more careful and accurate evaluation.

The score 303 includes a scale that replaces qualitative judgments with numerical values. The scale has 7 levels, with +3 being very applicable and -3 being not applicable at all. The number of scale stages can be selected arbitrarily. The scale may be quantified using a so-called semantic differential method.

The weight 304 is set to a larger value for more important qualitative criteria, and is set to a smaller value for less important qualitative criteria.

For the evaluation 305, a subtotal for each measurement item 301 may be calculated. The sum of all ratings 305 is determined as a score.

Here, the recording medium will be explained. The recording medium includes a medium recorded in a manner that can be transmitted to a person and a medium readable by a computer.

Media that can be recorded in a way that can be transmitted to people include paper, paper-like materials such as plastic film, and three-dimensional objects made of wood, metal, resin, etc., and the recorded contents can be transmitted through the human sense of sight, hearing, and touch. Includes possible media.

Computer-readable media include storage devices such as various types of memory, media such as hard disk drives, compact discs, and DVDs, as well as cloud storage connected to public communication networks such as the Internet.

The computer reads the

question sections

10, 20 or evaluation criteria from a computer-readable medium and outputs them via an output device such as a display, touch panel, speaker, printer, Braille display, or projector.

FIG. 4 is a block diagram showing the configuration of the response ability evaluation device 4. As shown in FIG. 4, the coping ability evaluation device 4 includes a control section 41, a storage section 42 which is a recording medium, an input/output section 43, and a communication section 44.

The control unit 41 includes an arithmetic device such as a CPU (central processing unit).

The storage unit 42 includes a storage device such as a memory and a hard disk drive. The storage unit 42 stores a question database 421, an evaluation criteria file 422, and a participant database 423.

The question database 421 stores questions and a question ID uniquely assigned to each question.

The evaluation criteria file 422 stores evaluation criteria.

The participant database 423 stores information regarding participants.

The input/output unit 43 includes output devices such as a display, touch panel, speaker, printer, Braille display device, and projector, and input devices such as a keyboard, mouse, microphone, and Braille input device.

The communication section 44 is equipped with a communication device, and is used by an administrator terminal 6 used by an administrator via a public communication network such as the Internet 5, and by participants in the response ability evaluation test such as test takers and job applicants. Communicate with participant terminal 7.

FIG. 5 is a diagram showing the data structure of the participant database 423. As shown in FIG. 5, the participant database 423 includes a participant ID, which is an identifier uniquely assigned to each participant, basic information such as the participant's name and email address, and a unique ID for each test conducted. Based on the assigned test ID, participant ID, question ID of the question used in the conducted test, answer content to the question, evaluation of each qualitative criterion for the answer content, score, and test results. Stores advice for participants.

The response ability evaluation device 4 not only stores test results, but also functions as a mock test device for improving response abilities.

When the control unit 41 receives an input to participate in the test from the participant terminal 7, it refers to the question database 421 and the participant database 423, reads out questions that the participant has not taken yet from the question database 421, and Display it on terminal 7.

Upon receiving the answers to the questions displayed from the participant terminal 7, the control unit 41 prompts the administrator to make an evaluation, reads out the evaluation criteria from the evaluation criteria file 422 based on instructions from the administrator, and sends the evaluation criteria to the administrator terminal 6. to be displayed.

Upon receiving the evaluation from the administrator terminal 6, the control unit 41 stores the test results and advice in the corresponding part of the participant database 423.

In response to a request from the participant terminal 7, the control unit 41 reads the results of the test taken by the participant from the participant database 423 and causes the participant terminal 7 to display the result.

Therefore, by taking the test using the coping ability evaluation device 4, participants can improve their coping ability.

Note that in the above example, the responses were evaluated by the administrator, but the evaluation can also be done by artificial intelligence.

In this case, artificial intelligence uses a machine learning trained model. There are no particular restrictions on the machine learning algorithm, but when readability is important, generalized linear regression or logistic regression is used, and when readability is not important, so-called deep learning is used.

Learning is performed, for example, by learning with training data. In this case, the explanatory variable is the main text of the answer, and the objective variable is the evaluation 305 of each qualitative criterion 302.

By performing evaluations using artificial intelligence, it is possible to prevent variations in evaluations among evaluators.

As described above, the response ability diagnosis kit of this embodiment includes a fact setting section 101 in which facts that are the premises of questions are written, and an assumption setting section 102 in which assumptions that put the examinee in an unexpected situation are written. Or, the situation setting part 202 in which settings for placing the examinee in a situation that is a prerequisite for creation is described, and the question body part (103, 203) in which a request for an answer involving creation from the examinee is described together with the conditions for the answer. A question recording medium 1 to be recorded, a measurement item 301 that describes a viewpoint for measuring the ability to respond flexibly to unexpected situations, and a quality that is set for each measurement item 301 and indicates a viewpoint for qualitatively judging answers. The evaluation criterion recording medium 3 is provided with a score 303 for converting the qualitative determination criteria 302 into numerical values for each of the qualitative determination criteria 302.

Therefore, according to this embodiment, it is possible to provide a response ability diagnostic kit that can diagnose the ability to flexibly respond to unexpected situations.

1 Question recording medium 2 Other examples of question recording media 3 Evaluation criteria recording medium 4 Competency evaluation device 5 Internet 6 Administrator terminal 7 Participant terminal 10 Question section 11 Answer writing section 20 Question section 21 Answer writing section 41 Control section 42 Storage section 43 Input/output section 44 Communication section 101 Fact setting section 102 Assumption setting section 103 Question body section 201 Fact setting section 202 Situation setting section 203 Question body section 301 Measurement item 302 Qualitative criterion 303 Score 304 Weight 305 Evaluation 421 Question database 422 Evaluation criteria file 423 Participant database

Claims

A fact setting section where the facts that serve as the premises of the question are stated, an assumption setting section where assumptions that place the examinee in an unexpected situation are stated, or settings that place the examinee in a situation that is the premise of the creation are described. a question recording medium in which a question body part in which a request for a creative answer to the examinee is written together with conditions for the answer is recorded;
A measurement item that describes a viewpoint for measuring the ability to respond flexibly to unexpected situations, a qualitative criterion set for each measurement item and indicating a viewpoint for qualitatively judging the answer, and the qualitative judgment. an evaluation criteria recording medium that records scores that convert qualitative judgments for each criterion into numerical values;
Compatibility diagnosis kit with.
A question recording medium used in the response ability diagnostic kit according to claim 1.
The question recording medium is
The question recording medium according to claim 2, which is a medium recorded in a manner that can be transmitted to a person or a medium readable by a computer.
An evaluation criteria recording medium used in the response ability diagnostic kit according to claim 1.
A fact setting section where the facts that serve as the premises of the question are stated, an assumption setting section where assumptions that place the examinee in an unexpected situation are stated, or settings that place the examinee in a situation that is the premise of the creation are described. a question database that stores, for each question, a situation setting part for each question, and a question body part in which a request for an answer involving creativity for the examinee is written together with conditions for the answer;
A measurement item that describes a viewpoint for measuring the ability to respond flexibly to unexpected situations, a qualitative criterion set for each measurement item and indicating a viewpoint for qualitatively judging the answer, and the qualitative judgment. An evaluation criteria file that stores scores that convert qualitative judgments for each criterion into numerical values;
a participant database that stores, for each test participant, the questions, the answers to the questions, and the evaluation of the qualitative criteria for the answers for each test conducted;
When receiving an input to participate in the test from a participant terminal owned by the participant, refer to the question database and the participant database, read out the questions that the participant has not taken yet from the question database, a control unit that displays the answer content on the participant terminal and stores the answer content and the evaluation in the participant database when the answer content is received from the participant terminal;
A response ability evaluation device equipped with.
The control unit includes:
6. The response ability evaluation device according to claim 5, wherein the response ability evaluation device evaluates the response content of the participant using a trained model in which an explanatory variable is the main text of the response content and a target variable is the evaluation of the qualitative criteria. .