Questions and Answers Database Construction for Adaptive Online IRT Testing Systems:
Analysis Course and Linear Algebra Course


H. Hirose, M. Takatou, Y. Yamauchi, T. Taniguchi, T. Honda, F. Kubo, M. Imaoka, T. Koyama


5th International Conference on Learning Technologies and Learning Environments (LTLE2016), pp.433-438, July 10-14, 2016, Kumamoto, Japan.

To take care of students who were taught insufficiently in high schools and junior high schools, we have recently established the follow-up program aimed at helping students who need basic learning and aimed at assisting teachers who have to engage in teaching a variety of educational students. The follow-up systems are recognized as a part of the follow-up program, and consist of the learning check testing, follow-up program testing, and collaborative work testing. These testing systems use a large number of structured problem items installed in the database (i.e., item bank). In this paper, we introduce the database system configuration and show how we have constructed the database. The novel aspect is the item registration scheme. The databases were constructed by expertise such as mathematics professors in a way of collaborative work. For one subject teaching in one semester, such as Analysis or Linear Algebra, more than 20 sections are covered, and more than 50 problem items to each section are collected from the contributors.

Key Words
item contributor, item bank, learning check testing, follow-up program testing, collaborative work testing, item response theory, adaptive online testing, expertise.



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