Questions, Problems, and Analysis of the Answers in Intelligent Educational Systems

Questions, Problems, and Analysis of the Answers in Intelligent Educational Systems

Iliya A. Hodashinsky (Tomsk State University of Control Systems and Radioelectronics, Russia)
DOI: 10.4018/978-1-4666-9489-7.ch002
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One of the stages of the study is to test knowledge. To test the knowledge the learner is asked to answer questions or to solve a number of problems. According to the responses received one can determine the knowledge of the trainees of some of the studied material. In addition, the design of tasks, processing and analysis of the responses is important when testing, when measuring qualities and personality traits.
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Main Focus Of The Chapter

Analysis of the operational aspect of the problem allows formulating approaches to rational design and use of learning tasks. In the work of Tollingerová and al. (1994) presents a psychological theory of learning tasks and the technology of their design. All kinds of cognitive operations are grouped into five categories containing 27 types of tasks, and below.

  • 1.

    Tasks requiring mnemonic data playback.

    • 1.1.

      The task of recognition.

    • 1.2.

      Tasks playback of some facts, numbers, concepts.

    • 1.3.

      Tasks to reproduce definitions, norms, rules.

    • 1.4.

      Tasks play a large texts, poems, tables, etc.

  • 2.

    Tasks requiring a simple mental operation with the data.

    • 2.1.

      Objectives to identify facts (measuring, weighing, simple calculation and so on).

    • 2.2.

      The task of enumeration and description of the facts (calculus, list, etc).

    • 2.3.

      The task of enumeration and description of the processes and ways of action.

    • 2.4.

      The task of parsing and structure (analysis and synthesis).

    • 2.5.

      Task mapping and discernment (comparison and separation).

    • 2.6.

      Task allocation (categorization and classification).

    • 2.7.

      Objectives to identify the relationship between facts (cause, effect, purpose, medium, effect, function, utility, tool, method, etc).

    • 2.8.

      The problem of abstraction, specification and generalization.

    • 2.9.

      Solution of simple examples with unknown values, etc).

  • 3.

    Tasks requiring complex mental operations with the data.

    • 3.1.

      Task transfer (translation, transformation).

    • 3.2.

      Task presentation (interpretation, explanation meaning, significance, rationale).

    • 3.3.

      The problem of induction.

    • 3.4.

      The problem of deduction.

    • 3.5.

      The task of proving (argumentation) and verification (verification).

    • 3.6.

      Assessment objectives.

  • 4.

    Tasks that require data messages.

    • 4.1.

      Tasks for the development of reviews, summaries, essays, etc.,

    • 4.2.

      Tasks: designing reports, treatises, reports, etc.

    • 4.3.

      Independent written work, drawings, projects, etc.

  • 5.

    Tasks that require creative thinking.

    • 5.1.

      Tasks on the practical application.

    • 5.2.

      Challenges and situations.

    • 5.3.

      Statement of issues and formulation of tasks and jobs.

    • 5.4.

      Task detection on the basis of their own observations (touch-based).

    • 5.5.

      Task detection on the basis of their own thinking (rational basis).

Key Terms in this Chapter

Results of Automated Testing: is better amenable to analysis than subjectively set evaluation.

Testing In Pedagogy: has three main interrelated functions: diagnostic, training and educational: 1. Diagnostic function is to identify the level of knowledge, skills, and skills of the student. This is the main function testing. 2. Training the testing function is to motivate the student to improve learning. 3. The educational function is manifested in the frequency and the inevitability of test control. This discipline, organizes and directs the activities of the students, helps to identify and eliminate.

Systematic examination: of a large number of verifiable leads to the need for automation testing knowledge, the use of computers and relevant software knowledge test.

Computer Testing Knowledge: is an effective way to check who finds in education is increasingly applied. One of the advantages of computer-based testing is the minimum time to obtain reliable results of control, and getting results almost immediately upon completion of the regulatory test. From traditional assessments and control knowledge tests is objective measurement of learning outcomes, as they are not based on the subjective opinion of teachers, and on objective criteria.

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