WO2023175816A1 - Kit de diagnostic de capacité de réponse, support d'enregistrement et dispositif d'évaluation de capacité de réponse - Google Patents

Kit de diagnostic de capacité de réponse, support d'enregistrement et dispositif d'évaluation de capacité de réponse Download PDF

Info

Publication number
WO2023175816A1
WO2023175816A1 PCT/JP2022/012123 JP2022012123W WO2023175816A1 WO 2023175816 A1 WO2023175816 A1 WO 2023175816A1 JP 2022012123 W JP2022012123 W JP 2022012123W WO 2023175816 A1 WO2023175816 A1 WO 2023175816A1
Authority
WO
WIPO (PCT)
Prior art keywords
question
response
recording medium
answer
participant
Prior art date
Application number
PCT/JP2022/012123
Other languages
English (en)
Japanese (ja)
Inventor
秀希 相川
Original Assignee
株式会社サマデイ
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by 株式会社サマデイ filed Critical 株式会社サマデイ
Priority to JP2022517714A priority Critical patent/JP7079545B1/ja
Priority to PCT/JP2022/012123 priority patent/WO2023175816A1/fr
Publication of WO2023175816A1 publication Critical patent/WO2023175816A1/fr

Links

Images

Classifications

    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q50/00—Systems or methods specially adapted for specific business sectors, e.g. utilities or tourism
    • G06Q50/10—Services
    • G06Q50/20—Education

Definitions

  • the present invention relates to a response ability diagnosis kit, a recording medium, and a response ability evaluation device.
  • Patent Document 1 a patent application 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.
  • 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).
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • a request to the examinee is written as the content along with conditions for the answer.
  • 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.
  • 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.
  • 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.
  • test takers 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.
  • 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.
  • an illustration is written in the fact setting section 201.
  • 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.
  • This example is an example where theme selection is adopted as a prerequisite for creation.
  • 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.
  • the request to respond by creating an essay corresponds to a request for an answer that involves creating an essay.
  • 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.
  • 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).
  • response ability the 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.
  • a subtotal for each measurement item 301 may be calculated.
  • the sum of all ratings 305 is determined as a score.
  • 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.
  • 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.
  • 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.
  • output devices such as a display, touch panel, speaker, printer, Braille display device, and projector
  • 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.
  • 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.
  • control unit 41 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.
  • control unit 41 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.
  • control unit 41 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.
  • control unit 41 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.
  • artificial intelligence uses a machine learning trained model.
  • machine learning algorithm 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.
  • the explanatory variable is the main text of the answer
  • the objective variable is the evaluation 305 of each qualitative criterion 302.
  • 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.
  • 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.
  • 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.

Abstract

Le problème décrit par la présente invention est de fournir un kit de diagnostic de capacité de réponse, un support d'enregistrement et un dispositif d'évaluation de capacité de réponse avec lesquels il est possible de diagnostiquer la capacité à répondre de manière flexible à des situations inattendues. À cet effet, l'invention porte sur un kit de diagnostic de capacité de réponse qui comprend : un support d'enregistrement de question (1) dans lequel sont enregistrées une partie de réglage de fait (101) dans laquelle est listé un fait servant de local d'une question, une partie de réglage d'hypothèse (102) dans laquelle est listée une hypothèse pour placer une personne examinée dans une situation inattendue ou une partie de définition de situation (202) dans laquelle est listé un réglage pour placer la personne examinée dans une situation servant de local pour un travail créatif, et une partie de question principale (103, 203) dans laquelle une demande à la personne examinée pour effectuer une réponse associée à un travail créatif est listée conjointement avec une condition pour la réponse; et un support d'enregistrement de critère d'évaluation 3 dans lequel sont enregistrés un élément de mesure 301 dans lequel un point de vue pour la capacité de mesure à répondre de manière flexible à des situations inattendues est listé, un critère d'évaluation qualitative 302 qui est défini pour chaque élément de mesure 301 et indique un point de vue pour évaluer qualitativement la réponse, et un score 303 obtenu par conversion d'une évaluation qualitative effectuée selon chaque critère d'évaluation qualitative 302 à une valeur numérique.
PCT/JP2022/012123 2022-03-17 2022-03-17 Kit de diagnostic de capacité de réponse, support d'enregistrement et dispositif d'évaluation de capacité de réponse WO2023175816A1 (fr)

Priority Applications (2)

Application Number Priority Date Filing Date Title
JP2022517714A JP7079545B1 (ja) 2022-03-17 2022-03-17 対応能力評価装置
PCT/JP2022/012123 WO2023175816A1 (fr) 2022-03-17 2022-03-17 Kit de diagnostic de capacité de réponse, support d'enregistrement et dispositif d'évaluation de capacité de réponse

Applications Claiming Priority (1)

Application Number Priority Date Filing Date Title
PCT/JP2022/012123 WO2023175816A1 (fr) 2022-03-17 2022-03-17 Kit de diagnostic de capacité de réponse, support d'enregistrement et dispositif d'évaluation de capacité de réponse

Publications (1)

Publication Number Publication Date
WO2023175816A1 true WO2023175816A1 (fr) 2023-09-21

Family

ID=81847763

Family Applications (1)

Application Number Title Priority Date Filing Date
PCT/JP2022/012123 WO2023175816A1 (fr) 2022-03-17 2022-03-17 Kit de diagnostic de capacité de réponse, support d'enregistrement et dispositif d'évaluation de capacité de réponse

Country Status (2)

Country Link
JP (1) JP7079545B1 (fr)
WO (1) WO2023175816A1 (fr)

Families Citing this family (1)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
JP7338839B1 (ja) 2023-02-12 2023-09-05 株式会社サマデイ サーバ仲介システム、仲介サーバ、学習済モデルアシストシステム、及びアシストサーバ

Citations (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20170025029A1 (en) * 2014-12-19 2017-01-26 Varun Aggarwal System and method for developing and evaluating situational judgment test
JP2021039572A (ja) * 2019-09-04 2021-03-11 株式会社サマデイ 非認知能力診断装置、及びプログラム

Patent Citations (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20170025029A1 (en) * 2014-12-19 2017-01-26 Varun Aggarwal System and method for developing and evaluating situational judgment test
JP2021039572A (ja) * 2019-09-04 2021-03-11 株式会社サマデイ 非認知能力診断装置、及びプログラム

Non-Patent Citations (1)

* Cited by examiner, † Cited by third party
Title
GQ JAPAN: "Assuming you were part of the research team led by Hirofumi Ito and others -- the entrance exam questions for the University of Tokyo and Japanese history are so interesting ", 1 June 2016 (2016-06-01), XP093090343, Retrieved from the Internet <URL:https://www.gqjapan.jp/culture/column/20160601/an-unending-dialogue> *

Also Published As

Publication number Publication date
JP7079545B1 (ja) 2022-06-02
JPWO2023175816A1 (fr) 2023-09-21

Similar Documents

Publication Publication Date Title
Osterman Teacher practice and students’ sense of belonging
Pedersen et al. " Talk does not cook rice": Beyond anti-racism rhetoric to strategies for social action
Hewett Characteristics of interactive oral and computer-mediated peer group talk and its influence on revision
Inan-Kaya et al. Teacher classroom interactions and behaviours: Indications of bias
Klingenberg et al. Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none?
WO2023175816A1 (fr) Kit de diagnostic de capacité de réponse, support d&#39;enregistrement et dispositif d&#39;évaluation de capacité de réponse
Baer et al. Computer assessment of simulated patient interviews (CASPI): Psychometric properties of a web-based system for the assessment of motivational interviewing skills
Wallner et al. Muscular superheroes and girly ducks: Gender talk using comics in the classroom
Brinkman et al. College women’s reflections on media representations of empowerment.
Levkova Influence of parental messages on the aggressiveness of teenagers
Gray et al. Exploring pre-service physical education teachers' trauma-related learning experiences in schools
Lawrence Instructor caring: Using self-determination theory to understand perceptions, measurement, and impact of instructor caring on motivation and learning in online contexts
Gummelt et al. Analyzing Children’s Perception of Violence Through Their Writing
Perry-Campbell Black Girls in 3D: Disruptive, Defiant, and Disrespectful-Case Studies of Culturally Responsive and Sustaining Classroom Management Practices in an Urban Middle School
Gu A myth in language teacher learning: Lesson observation
Urashima Using Memes in Instruction: Communication Accommodation and Personalization
Machlev A day without laughter is a day wasted? The relationship between different types of humor and different educational outcomes
Douthwaite A Rich Mix: What Is English? Integrating Literature, Literacy, Language and Multimodal Dimensions of Meaning-Making in the UK Secondary School English Classroom
Martin Everyday literacy practices: Normalising the school literate child
Griffiths Foetal Alcohol Spectrum Disorders (FASD): the parent perspective on education and implications for educational psychologists (EPs)
SARI The Effectiveness of “BRAVE” Animation Film in Writing Descriptive Text
Cho Second Graders’ Oral Discourse Production
Gilbert Describing a principal's work toward resiliency: The nature of mindful leading
Rheaume Preparedness and Attitudes of Elementary Teachers to Engage in Race Talk
Ewart-Dean How film-making can support the development of the social communication skills of autistic children

Legal Events

Date Code Title Description
ENP Entry into the national phase

Ref document number: 2022517714

Country of ref document: JP

Kind code of ref document: A

121 Ep: the epo has been informed by wipo that ep was designated in this application

Ref document number: 22932092

Country of ref document: EP

Kind code of ref document: A1