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Questions and Answers Database Construction for
Adaptive Online IRT Testing Systems:
Analysis Course and Linear Algebra Course
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H. Hirose, M. Takatou, Y. Yamauchi, T. Taniguchi, T. Honda,
F. Kubo, M. Imaoka, T. Koyama
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5th International Conference on Learning Technologies and Learning
Environments (LTLE2016), pp.433-438, July 10-14, 2016, Kumamoto,
Japan.
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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. |
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contributor, item bank, learning check testing, follow-up
program testing, collaborative work testing, item response
theory, adaptive online testing, expertise. |
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Times Cited in Web of Science:
Cited in Books:
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