JP5028673B2 - Learning ability evaluation system - Google Patents

Description

  The present invention relates to a learning ability evaluation system capable of efficiently performing a task of evaluating learning ability of a child / student or the like using a computer and outputting the evaluation content as a score sheet.

  Traditionally, evaluations of learning status and daily behavior for elementary school and junior high school children and students, etc. have been provided at the end of the semester by means of a report sheet such as a notification sheet or personal medical record. Evaluation contents that comprehensively evaluate children's and students' introspection.

  Academic achievement evaluation by paper test sets the achievement target that should be reached by learning the subject matter, and for example, a problem is created for each unit perspective so that it can be determined whether or not the achievement achievement target has been reached, This is based on a paper test that is designed so that students and students can measure the degree of learning with respect to subject content according to unit perspective. Such a paper test includes a so-called direct sales test created by a learning material book publishing company or a teacher himself.

  In-house assessments of students and students evaluate daily remarks, actions, works, etc. as parts that cannot be evaluated by paper tests. Introspection is basically an evaluation of teachers by students, but in recent years, emphasis has been placed on the “willingness to learn” and “fostering thinking, judgment, and expressiveness”, and the potential of children and students has been increased. Under the course of study that actively evaluates, some students take the initiative to evaluate, and other than knowledge, comprehension and memory that can be evaluated by paper tests. In addition, the introspection evaluation includes evaluations of daily behaviors such as “Do you act in a manner that protects your daily life and attention?” And “Do you persevere what you have done?” It evaluates things other than knowledge, comprehension and memory that can be evaluated by paper tests.

  The results of academic achievement evaluation and introspection evaluation are provided to students / students and the like as an evaluation score table divided into items such as “Learning of learning” and “Looking of behavior”.

  As shown in FIG. 18 to FIG. 25 in which the “Learning of learning” is evaluated according to subject-specific viewpoints, the viewpoint names are listed and evaluated in a circled manner (FIG. 18), and the explanatory text of the viewpoint is listed. Are evaluated by the ABC entry method (FIG. 19), the explanatory texts of the viewpoints are enumerated and evaluated by the つ け system (FIG. 20), the viewpoint names and the explanatory texts of the viewpoints are enumerated correspondingly. It is provided in a variety of formats, such as those evaluated by the entry method (FIG. 21). Also, by increasing the evaluation items of the viewpoint, for example, the evaluation contents of the interest / motivation / attitude viewpoint are subdivided and evaluated by the ABC entry method (FIG. 22), the evaluation contents of the knowledge / understanding viewpoint are subdivided. It is also provided by the one evaluated by the ABC entry method (23). It is also provided by means of evaluation according to viewpoint for each unit / material by means of a circle mark method using a matrix (FIG. 24).

  The “action behavior” is usually evaluated by observation of the child / student by the teacher, an interview with the child / student, a three-way interview with the child / student and the parent, etc. As shown in FIG. Provided in various formats.

  Such a report is created by teachers to convey the evaluation contents to parents, children, students, etc., but since the preparation work is complicated, for the sake of efficiency, it is necessary for children and students to It is becoming popular to collect and manage grade management with a computer and to output a grade table from the computer. For example, there is a system that can save labor by using a computer to create a gradebook that combines academic achievements and the processes leading to them (see Patent Document 1).

JP 2002-230242 A

  However, since the system described in Patent Document 1 has a preset format of data that can be output, there is no consideration that the user can change to a unique format.

  Conventional methods of education are generally defined uniformly for each school board, and each school needs to prepare a gradebook in a uniform format for each school board, and there are very few school-specific gradebooks. Therefore, even if there was no function to create a school-specific gradebook, inconveniences rarely occurred.

  In recent years, however, many schools plan and execute unique curriculums using their own curriculum. In order to appropriately evaluate the learning ability of such distinct curriculums, it is free to use their own format. It has become necessary to prepare a gradebook and describe the evaluation contents.

  In particular, in recent years, from the viewpoint of recognizing the importance of confirming and adjusting their own learning status by themselves, in order to cultivate “the ability to live with the ability to learn and think for themselves” Expectations are growing for the self-evaluation of children / students who participate in the evaluation, and the questionnaire (questionnaire) method, which is different from the paper test, is increasingly used. It is necessary for the school to create materials such as correlations with results and grades, which requires a lot of effort. In other words, every time a paper test is conducted, it is difficult to create a questionnaire corresponding to the paper test problem in terms of time and labor. While reading self-evaluation for each student, it is a very complicated task to evaluate learning ability by referring to objective evaluation. In addition, unlike in the case of a collective academic ability test conducted on a regional or national scale, it is different from entrusting the collection and analysis of the results to an external contractor or school board. The paper test scores, questionnaire analysis, correlation between the paper test and questionnaire, etc. must be performed independently, which requires a lot of labor.

  For this reason, despite the fact that the school has frequently taken questionnaires on children and students, it is only necessary to calculate the number of responses and to grasp the overall situation, and to show a correlation with the results. I couldn't give me detailed guidance that would be useful for the next learning by "assessing each person's good points, possibilities, progress, etc." required for evaluation and self-evaluation.

  In addition, evaluation of children / students is usually carried out according to viewpoints, and the learning achievement status of each subject is divided into multiple viewpoints (“interest / motivation / attitude”, “thinking / judgment”, “skill / expression”, “knowledge / understanding” 4)), it is difficult to judge “interest / motivation / attitude” and “thinking / judgment” by paper test, and “interest / motivation / attitude” In addition to daily evaluations other than paper tests, self-assessment by questionnaires is necessary, but even questionnaires are difficult to make questions.

  In addition, the self-evaluation of students and students themselves through questionnaires may result in misleading answers because they do not understand the meaning of the terms in the questionnaire, or they may be given normal answers to obtain good evaluations. However, there is a drawback that only the intended reaction can be obtained, and it has been a problem to solve these disadvantages.

  The present invention has been made in view of such points, and its purpose is to link personal achievement evaluation and introspection evaluation, and to easily create it in a school-specific notification table and personal medical record. It is to provide a learning ability evaluation system that can be used.

  In order to solve the above problems, the present invention comprehensively evaluates learning ability by associating scholastic ability evaluation by a paper test and introspective evaluation of a child / student himself by a questionnaire, and the evaluation contents are The feature is that the format of the published gradebook can be easily and freely changed by the school.

  More specifically, the present invention provides the following.

(1) Based on the content obtained by conducting a paper test that objectively evaluates the academic achievement of a child or student, and a questionnaire that conducts independent personal evaluation of the child or student that is different from this paper test A learning ability evaluation system capable of evaluating learning ability, wherein an input means for inputting an answer content by a paper test as answer data and an answer content by a questionnaire as answer data, and an answer input by the input means receiving data, and Assessments means for performing Assessments based on the answer data received, and receives the reply data input by said input means, intraindividual evaluation means for performing intraindividual evaluation based on the received response data When the evaluation items and said question item individuals in evaluation are previously associated with the storage of Assessments, row by the Assessments means It receives each data intraindividual evaluation performed by the Assessments and the intraindividual evaluation unit, an associating means for associating each data received, each of Assessments and intraindividual evaluation that are associated by the associating means And a comprehensive evaluation means for performing comprehensive evaluation based on data .

  According to the present invention having the above configuration, the answer content by the paper test and the answer content by the questionnaire can be automatically associated as academic achievement evaluation and in-person evaluation, and an associated comprehensive evaluation can be obtained. By providing comprehensive evaluation, detailed guidance that can be useful for the next learning is possible without requiring a great deal of effort in correlation between the paper test and the questionnaire.

  In other words, when performing a comprehensive evaluation based on a normal academic ability evaluation using a paper test and an individual evaluation using a questionnaire that asks questions related to the inner face of a student who is difficult to evaluate using a paper test, Objective evaluation based on the evaluation can be performed.

Further, since the association is made by which is previously associated with storing the evaluation items and the questions of intraindividual evaluation of Assessments, without requiring much effort to correlate the paper test and the questionnaire, Providing comprehensive evaluation enables detailed guidance that can be useful for the next learning.

(2) The learning ability evaluation system characterized in that an evaluation of daily activities is included in the in-person evaluation by the questionnaire.

(3) It has a storage means in which question items for in-person evaluation associated in advance with academic achievement evaluation are stored, and has a question sheet creation means for creating question items using a questionnaire according to the question items stored in the storage means A learning ability evaluation system characterized by that.

  According to the present invention having the above-described configuration, the academic achievement evaluation and the individual evaluation are associated in advance, and by creating a questionnaire according to the question items of the individual evaluation associated with the academic achievement evaluation, the paper test and the questionnaire Without requiring a great deal of effort for the correlation, it is possible to provide a questionnaire that can provide extremely detailed guidance that is useful for the next learning by providing comprehensive evaluation. In addition, by providing such a questionnaire, an appropriate in-person evaluation becomes possible, so that an appropriate comprehensive evaluation can be performed.

(4) It has a storage means in which question items for in-person evaluation associated in advance with academic achievement evaluation are stored, and selects a question item stored in the storage means based on academic achievement evaluation by the academic achievement evaluation means, A learning ability evaluation system comprising a questionnaire creating means for creating a question item using a questionnaire.

  According to the present invention having the above-described configuration, it is possible to create a new question item based on academic achievement evaluation or change an existing one. It is possible to provide a questionnaire that can eliminate the shortcomings of being able to get a good evaluation, getting a normal answer, or getting only the intended response. Further, by providing such a questionnaire, a more appropriate in-person evaluation becomes possible, so that a more appropriate comprehensive evaluation can be performed.

  In other words, in order to obtain an academic assessment based on a paper test and an individual assessment based on a questionnaire, first the paper test is performed to obtain an academic assessment, and then the question items based on the academic assessment are created and changed to adapt the students. It is possible to provide appropriate question items according to the ability, and children / students can also appropriately answer the question items.

(5) Form input means for inputting the layout of the academic achievement evaluation, the individual evaluation and the comprehensive evaluation described in the grade sheet, and the academic ability evaluation, the individual evaluation and the comprehensive according to the input form An output means for outputting an evaluation; and a learning ability evaluation system.

  According to the present invention having the above-described configuration, it is possible to output academic achievement evaluations, individual evaluations and comprehensive evaluations according to a desired format, and it is possible to easily create a gradebook in an appropriate format. It is possible to provide a learning ability evaluation system that can be easily created in an original gradebook.

  As described above, the present invention uses a personal computer at a school site to easily perform grade processing in conjunction with in-person evaluation, and outputs it to a school-specific notification table and personal chart. System.

  Questionnaires can be easily created at school, and completed questionnaires can be easily compiled on the computer screen. Furthermore, the aggregated results can be output in multiple graphs, and the correlation with academic ability can be seen for each individual. In addition, the results of the tabulated questionnaires are automatically posted in the notification table or personal chart as an in-person evaluation, and a finding sentence is automatically presented in conjunction with the result. In addition, the results of each school subject are aggregated for each unit and viewpoint, and based on the aggregated data, the layout (model) presented in advance can be selected and set freely. Easily create tables and personal charts.

  Hereinafter, a learning ability evaluation system according to an embodiment of the present invention will be described with reference to the drawings.

[Outline of learning ability evaluation system]
FIG. 1 is a block diagram showing an outline of a learning ability evaluation system according to an embodiment of the present invention.

  The learning ability evaluation system has input means 1, storage means 2, achievement evaluation means 3, in-person evaluation means 4, association means 5, comprehensive evaluation means 6 and output means 7, each means being connected by a bus, The function is executed.

  The input means 1 is used for inputting data such as paper test answers and questionnaire answers obtained from the students. The input means includes a keyboard 1A, a scoring pen device 1B, and an input tablet. 1C and scanner 1D input media can be used, but are not limited thereto. For example, the keyboard and mouse are mainly used when inputting control information of the present system, and the scoring pen device 1B, the input tablet 1C, the scanner 1D, and the like are mainly used when inputting the answer contents of the paper test. In addition, a display device 1E such as a CRT or a liquid crystal monitor can be connected to confirm the input state.

  The storage means 2 stores the input data input by the input means 1 and data obtained by other various means (answer data, answer data, comprehensive evaluation data, etc. described later) as electronic data. Prepare for later processing.

  The scholastic ability evaluation means 3 evaluates the answer of the paper test based on the answer data of the paper test stored in the storage means 2, and the processing content will be described later.

  The in-person evaluation means 4 evaluates the answer of the questionnaire based on the answer data of the questionnaire stored in the storage means 2, and the processing content will be described later.

  The associating means 5 associates the evaluation of the answer to the paper test by the scholastic ability evaluating means 3 and the evaluation of the answer to the questionnaire by the in-person evaluating means 4, and the processing content will be described later.

  The comprehensive evaluation means 6 performs comprehensive evaluation based on the evaluation of the answer to the paper test and the evaluation of the answer to the questionnaire that are associated by the associating means 5, and generates comprehensive evaluation data. To do.

  The output means 7 visualizes the answer data, the answer data, and the comprehensive evaluation data stored in the storage means 2, and prints the academic achievement evaluation, the in-person evaluation, and the comprehensive evaluation on a sheet by the printer 7A or the like, or the CRT 7B or the like. Are displayed on the screen or output by the spreadsheet file 7C or the like, and are not limited to these means. The device connected to the output unit 7 can also be used as a device for confirming the input state connected to the input unit 1.

[Scholastic ability evaluation]
FIG. 2 is a block diagram for explaining the function of the achievement evaluation means 3 of the learning ability evaluation system according to the embodiment of the present invention, and the structure of the achievement evaluation means 3 will be described according to this.

  The achievement evaluation means 3 is connected to the input means 1 and the storage means 2. The input unit 1 includes an input unit 21F, a display unit 21H, and an input / output control unit 21G. Information received by the input unit 21F is transmitted to the input / output control unit 21G and transmitted to the display unit 21H and the achievement evaluation means 3. Is done. The input unit 21F accepts input as answer data by using the keyboard 1A, scoring pen device 1B, input tablet 1C, scanner 1D, etc. for the paper test answer that has been performed. The display unit 21H is connected to a display device 1E such as a CRT, a liquid crystal monitor, etc., and provides display means of this system, and visually displays various predefined screens such as an input screen and an output screen described later. To do.

  The input / output control unit 21G interprets the instruction or input content through the input unit 21F and gives it to the achievement evaluation means 3, and interprets various display commands issued from the achievement evaluation means 3 to the display unit 21H. Functions as an interface for display control.

  The scholastic ability evaluation means 3 has a CPU and an application program for controlling its operation, and provides a totaling means for this system. A command or input content through the input unit 21F is given through the input / output control unit 21G, thereby executing arithmetic processing or control in accordance with the content described in advance as an application system program while being exchanged with the storage means 2. To do.

  The storage means 2 includes a work area 23A stored in a main memory (RAM), a data storage area 23B stored in a secondary storage device such as a disk device (floppy disk, hard disk, magneto-optical disk, etc.), and a screen definition storage area. 23C.

  The work area 23A is an area that is secured by the scholastic ability evaluation means 3 when the system is started, and temporarily stores data such as input answer data and calculation results. The data storage area 23B is an area in which data is stored semi-permanently through write control by the scholastic ability evaluation means 3 when there is a save request for data temporarily stored in the work area 23A. The screen definition storage area 23C is an area in which screen definition information of various screens to be displayed on the display unit 21H as the present system is stored in advance.

The data storage area 23B stores a correct / incorrect information database 23B ₁ for storing information on “correct answer flag”, “incorrect answer flag”, and “partial point”, and a score for each question. The score totaling unit 22B stores only correct answers. Scoring database 23B _{2 from which} scoring information is taken out, scoring information for correct and incorrect answers, scoring target database 23B ₃ for storing information on reaching goals and evaluation items, and scores for each question obtained by scoring unit 22B And a score database 23B ₄ for storing the total score, an evaluation reference value database 23B ₅ for storing a reference value for determining an evaluation from the score of the paper test, and an evaluation database 23B ₆ for storing the evaluation obtained by the achievement evaluation unit 22C. Have.

  FIG. 3 is a flowchart for explaining the flow of processing of the achievement evaluation means 3 of the learning ability evaluation system according to the embodiment of the present invention, and FIG. In this case, FIG. 3B shows a process when a score for each paper test viewpoint is input. Hereinafter, the outline of the processing will be described with reference to FIGS. 2 and 3.

[When entering correct or incorrect information for each problem]
When inputting correct / wrong information for each problem (see FIG. 3A), for example, when the paper test is finished in a certain unit (step S0) and the teacher activates the system, The work area 23A of the storage means 2 is secured, then the initial screen is read from the screen definition storage area 23C and displayed on the display device connected to the display unit 21H. Meanwhile, the input unit 1 is initialized (step S1). Thereafter, the “input screen” is displayed on the display means (step S2).

  Next, the teacher inputs answer information for each question of the paper test using the scoring pen device 1B or the like. The following is an example when the scoring pen device 1B is used. However, in addition to this, it is possible to input with a keyboard, read an answer image with a scanner, and input with an OCR, and the input method is limited. It is not a thing.

  First, the attendance number of the student to be graded and the question number to be graded are selected (step S3). Any number can be selected for the question number, and it is automatically changed according to certain rules, such as adding one question number at the same time as scoring one question, or registering the order in advance. This makes it possible to increase the efficiency of the scoring process.

Next, question answer information is input (step S4). If the answer to the selected question is a correct answer, when “○” is entered on the paper test sheet with the scoring pen device 1B, the answer data “◯” is input to the system at the same time. Accuracy judgment unit 22A generates a "correct flag" as correct as determined by (step S5), and information of the correct answer to the errata information recording area of the errata information database 23B ₁ of the storage means 2 when the input "○" (Step S6). On the other hand, if the answer is an incorrect answer, when a “/” mark or “×” mark is entered on the paper test sheet with the scoring pen device 1B, answer data “/” or “×” is simultaneously input to the system. When “/” or “×” is input, the correct / incorrect determination unit 22A determines that the answer is incorrect (step S5), and the correct / incorrect information recording area of the correct / incorrect information database 23B ₁ of the storage unit 2 stores “ An "incorrect answer flag" is generated and stored (step S6). Note that the function of the input unit 1 are also possible inputs "△" or partial point, in which case the information of the partial point errata information recording area of the errata information database 23B ₁ is input.

Next, the correct answer score is obtained from the storage means 2 (step S7), the correct / incorrect score is scored (step S8), and the scored score is stored in the storage means 2 as the score data (step S9). Specifically, the score tabulation unit 22B, correct by referring to the errata information database 23B ₁ and Scoring database 23B _2, acquires Scoring of wrong answers (step S7), and for each question problem, if the correct answer is A score is calculated by performing a process of adding a score, not adding in case of an incorrect answer, and adding in case of a partial point (step S8). Further, to save the score database 23B ₄ scores were scored and the sum of each problem issues as score data (step S9).

  Next, it is determined whether or not the input of the answer information for the question has been completed (step S10). Specifically, when the input of the answer information for one question is completed, it is selected whether to input the answer information for the next question or to end it. If input of answer information for the next question is selected, the process returns to the selection of attendance number and question number (step S3) and the process is repeated.

When the input is finished, the score tabulation unit 22B acquires information indicating that which goals are associated with each issue number from reaching the target database 23B ₃ (step S11), and the score of each question stored in the score database 23B ₄ Are aggregated for each reaching target (step S12).

Next, Assessments section 22C acquires the evaluation reference value from the evaluation reference value database 23B ₅ (step S13), and compared with the scores stored in the score database 23B _4, performs Assessments (step S14) . For example, when there are three levels of evaluation A, B, and C, the evaluation standard value for A evaluation is 80% or higher, the evaluation standard value for B evaluation is 60% or higher and less than 80%, and the evaluation standard value for C evaluation If it is less than 60%, when the score is 100 points and the score is 79 points, the evaluation reference value for C evaluation is reached without reaching the evaluation reference value for A evaluation.

Finally, the scholastic ability evaluation unit 22C stores the evaluation in the evaluation database 23B ₆ (step S15), and ends the process.

[When entering score information by viewpoint]
When inputting score information by viewpoint (see FIG. 3B), for example, when the paper test is finished in a certain unit (step S20) and the teacher activates the system, the achievement evaluation means 3 The work area 23A of the storage means 2 is secured, then the initial screen is read from the screen definition storage area 23C and displayed on the display device connected to the display unit 21H. Meanwhile, the input unit 1 is initialized (step S21). Thereafter, the “input screen” is displayed on the display means (step S22).

  Next, the teacher uses the input means such as the keyboard 1A to input score information for each viewpoint of the paper test.

  First, the attendance number of the child / student to be input and the viewpoint to be input are selected (step S23). In addition to being able to select an arbitrary number / viewpoint, the attendance number is added at the same time as the entry of one person is completed, and the order of viewpoints is registered in advance, and this is automatically changed according to certain rules. This makes it possible to increase the efficiency of the scoring process.

Then, the teacher enters a viewpoint different score (step S24), and Assessments section 22C stores the score data to the score database 23B ₄ of the storage unit 2 (step S25). Next, Assessments section 22C acquires the evaluation reference value from the evaluation reference value database 23B ₅ (step S26), as compared to the scores stored in the score database 23B _4, performs Assessments (step S27) . For example, if there are three levels of evaluation A, B, and C, and the evaluation standard value for A evaluation is 80% or higher, if the score is 100 points and the score is 79 points, the evaluation standard value for A evaluation will be Since it does not reach, it is rated as B.

Next, the academic achievement evaluation unit 22C stores the evaluation in the evaluation database 23B ₆ (step S28).

  Next, it is determined whether or not score input for each viewpoint has been completed (step S29). Specifically, when the input of one point of view information of one person is completed, it is selected whether to input the next score information or to end it. If the input of the next score is selected, the process returns to the selection of attendance number and viewpoint (step S23) and the process is repeated. On the other hand, if it is selected to end, this subroutine is ended.

[Create and process questionnaire]
FIG. 4 is a diagram for explaining an outline of processing of a questionnaire that is created and answered in the learning ability evaluation system according to the embodiment of the present invention.

  When the teacher inputs necessary items such as question items on the questionnaire and answer options from the keyboard 1A, the scanner 1D, etc., the questionnaire data is transmitted to the questionnaire creation means 41. The created questionnaire data can be operated while confirming the contents of the questionnaire using the CRT 1E or the like. The question items on the questionnaire can be arbitrarily set by the teacher, or the question items stored in advance in the storage means 2 can be used. The created questionnaire can be stored in the storage means 2, and the contents can be corrected later and reused with another questionnaire.

  As described above, the questionnaire created by the questionnaire creating unit 41 can be printed on the required number of sheets by the printer 42A or the like by the questionnaire printing unit 42. FIG. 11 is an example of a questionnaire created and printed.

  The teacher distributes questionnaires to children and students to fill in the answers, and the answers to the collected questionnaires are input to the input means 1. As an input method, input using the keyboard 1A or the like, or taking an image of a questionnaire with the scanner 1D or the like and performing OCR processing can be considered, but the method is not limited.

  The input answers are stored in the storage means 2 as answer data, and the number of answers is counted by the in-person evaluation means 4. Moreover, although mentioned later for details, the conversion point conversion is carried out by the in-person evaluation means 4, and it totals and evaluates based on an evaluation reference value. The answer, the total result, and the evaluation are visualized by the output means 7. As an output method by the output means 7, printing on a sheet by a printer 7A or the like, displaying a screen by a CRT 7B or the like, or outputting by a spreadsheet file 7C or the like, or limited to these means. is not. The device connected to the output unit 7 can also be used as a device for confirming the input state connected to the input unit 1. In this way, it is possible to consistently process from the creation of questionnaires to printing, answer input, answer tabulation, and tabulation result printing.

[Individual evaluation]
FIG. 5 is a block diagram for explaining the function of the in-person evaluation means 4 of the learning ability evaluation system according to the embodiment of the present invention, and the structure of the achievement evaluation means 3 will be described according to this.

  The in-person evaluation unit 4 is connected to the input unit 1 and the storage unit 2. The input / output control unit 21G of the input unit 1 interprets the command or input content through the input unit 21F and gives it to the in-person evaluation unit 4, and interprets various display commands issued from the in-person evaluation unit 4. Thus, it functions as an interface for performing display control on the display unit 21H. The other configuration of the input unit 1 is the same as that described with reference to FIG.

  The in-person evaluation means 4 has a CPU and an application program for controlling its operation, and provides a totaling means for this system. A command or input content through the input unit 21F is given through the input / output control unit 21G, thereby executing arithmetic processing or control in accordance with the content described in advance as an application system program while being exchanged with the storage means 2. To do.

  The storage means 2 includes a work area 53A stored in a main memory (RAM), a data storage area 53B stored in a secondary storage device such as a disk device (floppy disk, hard disk, magneto-optical disk, etc.), and a screen definition storage area. 53C.

  The work area 53A is an area that is secured by the in-person evaluation means 4 upon activation of the present system, and temporarily stores data such as input answer data and calculation results. The data storage area 53B is an area in which data is stored semi-permanently through write control by the in-person evaluation means 4 when there is a save request for data temporarily stored in the work area 53A. The screen definition storage area 53C is an area in which screen definition information of various screens to be displayed on the display unit 21H as the present system is stored in advance.

The data storage area 53B has an option information database 53B ₁ for storing answer information of the input questionnaire, a conversion point raw point database 53B ₂ for storing conversion point raw point information for converting the answer contents for each option, Evaluation from the goal database 53B ₃ for storing the goal and question item information for each question, the conversion point database 53B ₄ for storing the conversion points and total points for each question obtained by the conversion point totaling unit 52B, and the question conversion points The evaluation reference value database 53B ₅ for storing the reference value for determining the evaluation value, and the in-person evaluation database 53B ₆ for storing the evaluation obtained by the in-person evaluation unit 52C.

  FIG. 6 is a flowchart for explaining the flow of processing of the in-person evaluation means 4 of the learning ability evaluation system according to the embodiment of the present invention. Hereinafter, an outline of the processing will be described with reference to FIGS. 5 and 6.

  For example, when the implementation of a certain questionnaire is finished (step S40) and the teacher activates the system, the in-person evaluation unit 4 first secures a work area 53A of the storage unit 2, and then starts from the screen definition storage area 53C. The screen is read and displayed on a display device connected to the display unit 21H. Meanwhile, the input unit 1 is initialized (step S41). Thereafter, an “input screen” is displayed on the display device (step S42).

  Next, the teacher inputs answer information for each question using the keyboard 1A or the like. The following is an example when the keyboard 1A is used, but besides this, it is possible to read the answer image with a scanner and input it with OCR, and the input means is not limited.

  First, the attendance number of the student to be graded and the question number to be entered are selected (step S43). Any number can be selected, and it can be automatically changed according to certain rules, such as adding one question number at the same time as inputting one question or registering the order in advance. This makes it possible to increase the efficiency of the scoring process.

Next, the answer information of the questionnaire is input (step S44). When the option number of the answer to the selected problem is input using a keyboard or the like, the option determination unit 52A records the option number in the option information recording area of the option information database 53B ₁ of the storage unit 2 and stores the answer data (step S45).

Next, the conversion point of the answer is acquired from the storage unit 2 (step S46), the response is converted into a conversion point (step S47), and the converted point is stored in the storage unit 2 as conversion point data (step S48). ). Specifically, the conversion point totaling unit 52B refers to the option information database 53B ₁ and the conversion point raw score database 53B ₂ to obtain conversion points of responses for each selected branch (step S46), and for each response question Conversion to a conversion point is performed (step S47). Further, the conversion point for each answer and the total score are stored in the conversion point database 53B ₄ as point data (step S48).

  Next, it is determined whether or not the input of the answer information for the question is completed (step S49). Specifically, when the input of the answer information for one question is finished, it is selected whether the answer information for the next question is entered or finished. If input of answer information for the next question is selected, the process returns to the selection of attendance number and question number (step S43) and the process is repeated.

If you choose to exit the input of response information of the next question, in terms of point counting unit 52B acquires information indicating that which goals are associated with each question number from reaching the target database 53B ₃ (step S50), the conversion point for each stored question in terms of point database 53B _4, which aggregated by goals (step S51).

Next, the in-person evaluation unit 52C obtains the evaluation reference value from the evaluation reference value database 53B ₅ (step S) 52) and compares it with the conversion point stored in the conversion point database 53B ₄ to determine the conversion point. Evaluation is performed (step S53). For example, if there are three stages of evaluations A, B, and C, if the evaluation reference value for A evaluation is 80 points or more, the evaluation reference value for A evaluation is not reached when the conversion point is 79 points. Assume evaluation.

Finally, the in-person evaluation unit 52C stores the evaluation in the evaluation database 53B ₆ (step S54), and ends the process.

[Association, overall evaluation]
FIG. 7 is a diagram for explaining a state of associating evaluation items of academic ability evaluation and in-person evaluation of the learning ability evaluation system according to the embodiment of the present invention.

FIG. 7 (A) shows a method of comparing the achievement evaluation associated with each learned goal of the unit and the in-person evaluation. It is possible to set an identification number for achievement evaluation and an identification number for in-person evaluation for each unit target set in advance, and to associate those with the same identification number. For example, the identification number “001” is set to the goal of “multiplying 1 digit × 1 digit”, the identification number “002” is set to the goal of “multiplying 2 digits × 1 digit”, and “2 digits × Identification of academic achievement evaluation when an identification number “003” is assigned to each goal of “two-digit multiplication is possible” and these are stored in the goal database 23B ₃ , 53B ₃ , 83D of the storage means 2 Associate a number that matches the identification number of the personal evaluation.

FIG. 7B shows a method of comparing the achievement evaluation associated with each viewpoint of the learned unit and the in-person evaluation. It is possible to set an identification number for academic achievement evaluation and an identification number for in-person evaluation for each viewpoint set in advance, and associate those identification numbers that match. For example, the identification number “001” is assigned to the unit of “concept”, the identification number “002” is assigned to the destination of “expression / processing”, and the identification number “003” is assigned to the destination of “knowledge / understanding”. When these are stored in the reaching target databases 23B ₃ , 53B ₃ , 83D of the storage means 2, those in which the identification number for achievement evaluation and the identification number for in-person evaluation match are associated with each other.

FIG. 7C shows a method of setting and associating arbitrary evaluation items and question items for each learned unit. For each unit, an identification number of an evaluation item for academic achievement evaluation and an identification number of a question item for in-person evaluation can be set in advance, and these identification numbers can be matched or equivalent. For example, the identification number “A01” is assigned to the evaluation item “no partial product carry”, the identification number “B01” is assigned to the evaluation item “partial product carry”, and “the partial product sum is carried”. the identification number "C01" to endpoint of, assigned, respectively, which are stored in the final target database 23B ₃ of the storage unit 2. In addition, the identification number “A02” is assigned to the question item “Can I say all of the tables?”, The identification number “B02” is assigned to the question item “Is it all right?” Are respectively stored in the reaching target database 53B ₃ of the storage means 2. In this case, the identification number “A01” of the evaluation item and the identification number “A02” of the question item are assumed to be equivalent to each other. In addition, when the identification number “A01” is assigned to the question item “Is it difficult to multiply the partial product?” The identification number “A01” of the question item and the identification number “A01” of the question item are assumed to be the same and can be associated with each other.

  As described above, the achievement evaluation obtained by the paper test and the in-person evaluation obtained by the questionnaire can be associated with each other. Note that the association is not limited to these, and all the information obtained from the academic achievement evaluation and the in-person evaluation is the target of the association. For example, it is also possible to associate an in-person evaluation obtained from lifestyle habits such as a wake-up time and the presence or absence of breakfast with academic achievement evaluation and make it an object of comprehensive evaluation.

  FIG. 8 is a block diagram for explaining the functions of the association means 5 and the comprehensive evaluation means 6 of the learning ability evaluation system according to the embodiment of the present invention.

  The comprehensive evaluation unit 6 is connected to the input unit 1, the storage unit 2, and the association unit 5. The input / output control unit 21G of the input unit 1 interprets the command or input content through the input unit 21F and gives it to the comprehensive evaluation unit 6, and interprets various display commands issued from the comprehensive evaluation unit 6. It functions as an interface for performing display control on the display unit 21H. The other configuration of the input unit 1 is the same as that described with reference to FIG.

  The comprehensive evaluation means 6 has a CPU and an application program for controlling its operation. The comprehensive evaluation unit 82A included in the comprehensive evaluation unit 6 performs comprehensive evaluation of the associated evaluation items based on the evaluation of the paper test and the in-person evaluation of the questionnaire.

  The storage means 2 includes a work area 83A in a main memory (RAM), a data storage area in a secondary storage device such as a disk device (floppy disk, hard disk, magneto-optical disk, etc.), and a screen definition storage area 83F. And have.

The data storage area includes an evaluation database 83B that is the same as the evaluation database 23B ₆ (see FIG. 2) used by the scholastic ability evaluation unit 22C in the scholastic ability evaluation means 3, and an in-person evaluation section 52C that is used by the in-person evaluation section 52C. In-person evaluation database 83C, which is the same as evaluation database 53B ₆ (see FIG. 5), attainment target database 83D, which is the same as attainment target databases 23B ₃ , 53B _3, and an appropriate diagnosis sentence according to the comprehensive evaluation by comprehensive evaluation unit 82A And a comprehensive evaluation database 83F for storing comprehensive evaluation data by the comprehensive evaluation unit 82A.

  FIG. 9 is a flowchart for explaining the flow of processing of the comprehensive evaluation means 6 of the learning ability evaluation system according to the embodiment of the present invention. Hereinafter, the outline of the processing will be described with reference to FIGS. 8 and 9.

  When this system is activated, the comprehensive evaluation unit 6 first secures the work area 83A of the storage unit 2, and then reads the initial screen from the screen definition storage area 83F and displays it on the display device connected to the display unit 21H. . Meanwhile, the comprehensive evaluation means 6 is initialized (step S61). Thereafter, the “input screen” is displayed on the display device (step S62).

  Next, the teacher selects the attendance number of the child / student using the keyboard 1A or the like (step S63). The attendance number can be selected arbitrarily, or it can be automatically changed according to certain rules, such as adding one attendance number at the same time when one person's processing is completed, or registering the order in advance. This makes it possible to increase the processing efficiency.

  Next, the comprehensive evaluation unit 82A acquires the scholastic ability evaluation information of the child / student from the evaluation database 83B of the storage means 2, and temporarily stores it in the work area 83A (step S64). Then, the comprehensive evaluation unit 82A acquires the individual evaluation information of the child / student from the individual evaluation database 83C of the storage unit 2 and temporarily stores it in the work area 83A (step S65).

  Next, the evaluation item association unit 84A acquires the paper test question number and the question number of the questionnaire, which are associated in advance for each target, from the target database 83D (step S66). The association is not limited to the association between the question number and the question number. As described above, whether or not the identification number assigned to an arbitrary evaluation item matches the identification number assigned to an arbitrary question item is equivalent. This can also be done by determining whether or not.

  Next, the evaluation item association unit 84A passes the academic ability evaluation, the individual evaluation, and the comprehensive evaluation unit 82A that are associated with each other, and the comprehensive evaluation unit 82A compares them (step S67), and according to the combination thereof. The comprehensive evaluation is output (step S68) and stored in the comprehensive evaluation database 83F (step S69). When outputting a diagnostic sentence as a comprehensive evaluation, an appropriate diagnostic sentence is acquired from the diagnostic sentence database 83E, output as a comprehensive evaluation (step S68), and stored in the comprehensive evaluation database 83F (step S69).

  Finally, when one comprehensive evaluation is completed, it is selected whether the next evaluation of the next child / student is processed or finished (step S70). If the input end is selected, the process ends (step S71). On the other hand, when the next evaluation process of the student / student is selected, the process returns to the attendance number selection (step S63) and is repeated.

  FIG. 12A can be considered as an example of a comprehensive evaluation method for the process (steps S67 to S68) for comparing the academic achievement evaluation and the individual evaluation performed in the comprehensive evaluation unit 82A and outputting the comprehensive evaluation. Specifically, there are nine combinations when academic achievement evaluation and in-person evaluation are evaluated in three stages of A, B, and C, respectively, and different comprehensive evaluations are possible depending on each case. Note that the combination is not limited to this method, and the number of evaluation stages can be arbitrarily determined.

  For each combination, a diagnostic sentence is stored in the diagnostic sentence database 83D, and a comprehensive evaluation diagnostic sentence for each child / student is created and stored in the comprehensive evaluation database 83F. FIG. 12B is an example in the case where a diagnostic sentence is created using the arbitrary evaluation items and question items shown in FIG.

  As described above, if a comprehensive evaluation combining the academic ability evaluation by the paper test and the in-person evaluation by the questionnaire is made, a more accurate learning evaluation becomes possible. By setting an appropriate question corresponding to the objective evaluation item, it is useful for diagnosis and treatment of learning stumbling, which has gone deep inside the students, and is expected to be highly effective in education.

  For example, if you measure the goal of reaching a decimal division in the 5th grade of elementary school and reach the goal of reaching decimals (target), even if you have a high degree of achievement in a paper test ( For example, if the achievement level is A) and the inside of the student / student is asked by a questionnaire, and there is an answer that “I do not understand fractional division well” (for example, the achievement level C), this student / student happens to be The paper test has been done, or even though the paper test has been done, the real academic ability has not yet taken root. In this case, it will be understood that further guidance is needed to make the students more confident or learn about learning. Can be expected.

[Create and output gradebook]
FIG. 10 is a block diagram for explaining a function of creating and outputting a score table of the learning ability evaluation system according to the embodiment of the present invention.

  The form input means 101 uses a keyboard 1A, an input tablet 1C, a scanner 1D, etc. to input a predetermined form such as a notification table or a personal medical record, and receives and processes information input by the teacher. As in the style input screen shown in FIG. 14, the layout tool 104A is used to input a style on the layout screen 140B using a keyboard and a mouse. Further, a data item 140C such as an evaluation can be selected and arranged on the layout screen 140B using a keyboard or a mouse.

  The format storage unit 102 stores the format information in the format storage database 105B of the storage unit 2. Not only one form information can be stored in the form storage database 105B, but a plurality of form information can be stored.

  The format selection means 103 accepts the selection of a desired format from the format information stored in the format storage database 105B. As shown in the format selection screen shown in FIG. 15, the format selection unit 103 stores the format in the format storage database 105B. Information on a plurality of saved styles is displayed, and a style to be used can be selected from these.

The notification table output unit 104 obtains various information stored in the evaluation database 105C, the in-person evaluation database 105D, the comprehensive evaluation database 105E, the attainment target database 105F, and the finding database 105G in the storage unit 2, and displays the notification table. It is a means to output. According to the selected format, academic achievement evaluation, individual evaluation and comprehensive evaluation can be output (printed). Here, the evaluation database 105C, the in-person evaluation database 105D, the comprehensive evaluation database 105E, and the attainment target database 105F are an evaluation database 23B ₆ , an in-person evaluation database 53B ₆ , an overall evaluation database 83F, and attainment target databases 23B ₃ and 53B ₃ . Are the same. Further, the finding database 105G stores finding information on attendance information and learning attitudes.

  That is, the notification table output unit 104 outputs a combination of information such as evaluation, in-person evaluation, comprehensive evaluation, and information on attendance and learning attitudes according to the format information stored in the work area 105A. The academic achievement evaluation, the individual evaluation, and the attainment target can be combined in any combination within the range related by the association means 5. FIG. 16 is a diagram for explaining an example of a combination of academic achievement evaluation and in-person evaluation. (A) is an example of organizing each unit goal, and (B) is a goal for each unit problem. Example of arrangement, (C) is an example of organizing by subject from the viewpoint of the subject, (D) is an example of organizing by the goal of each unit for each viewpoint, and (E) is an example of organizing by the goal of the viewpoint for each unit (F) is an example in which units and viewpoints are arranged in a matrix format.

  FIG. 13 is a flowchart showing a flow of processing for creating and outputting a score table of the learning ability evaluation system according to the embodiment of the present invention. Hereinafter, the outline of the processing will be described with reference to FIGS. 10 and 13.

  When the system is activated, the format input unit 101 first secures the work area 105A of the storage unit 2, and then reads the initial screen from the screen definition storage area 105H and displays it on the display device. Meanwhile, the format input means 101 is initialized (step S81). Thereafter, the “input screen” is displayed on the display device (step S82).

  Next, when the teacher inputs information on the form of the notification table using the keyboard 1A or the like, the information on the input form is transmitted to the form input means 101. The format of the notice table can be determined for each school, but there is no fixed format, but the information to be written includes academic achievement evaluation for each subject, in-person evaluation, comprehensive evaluation, diagnosis sentences, as well as the teacher's findings on learning attitudes , Home contact, attendance status, etc. are included. By referring to the input screen displayed on the CRT 1E or the like and specifying the information to be described and the position to be displayed, the format information can be input. In addition to the keyboard 1A and the mouse, it is possible to input an image in a style created on paper with the scanner 1D, and the input is not limited.

  The input format information is stored in the format storage database 105B of the storage means 2 (step S84).

  Next, select one of the saved formats. First, the format selection means 103 secures the work area 105A of the storage means 2, then reads and initializes the initial screen from the screen definition storage area 105H (step S85), and the “style selection screen” is displayed on the CRT 1E or the like ( Step S86).

  On the format selection screen, information on a plurality of formats stored in the format storage database 105B is displayed. When a format to be used is selected from these, the format selection means 103 selects information on the selected format from the format storage database 105B. Is acquired and stored in the work area 105A (step S87).

  Next, the notification table output unit 104 first secures the work area 105A of the storage unit 2, then reads and initializes the initial screen from the screen definition storage area 105H (step S88), and a “print instruction screen” is displayed on the CRT 1E or the like. It is displayed (step S89). The teacher selects the attendance number of the student to be printed on the print instruction screen (step S90). In addition to being able to select any number, it is possible to automatically change according to certain rules, such as adding one attendance number at the same time when one person's input is completed, registering the order in advance, As a result, the processing efficiency can be increased.

  Next, the notification table output means 104 acquires the evaluation of each child / student, the individual evaluation, and the comprehensive evaluation from the evaluation database 105C, the individual evaluation database 105D, and the comprehensive evaluation database 105E, and stores them in the work area 105A. (Step S91). Further, when findings regarding attendance information and learning attitudes are also output to the notification table, the findings data can be acquired from the findings database 105G and stored in the work area 105A.

  Next, the notification table output unit 104 visualizes these pieces of information according to a predetermined format (step S92). Although it is printed on paper by the printer 7A or the like, it may be displayed on a screen by a CRT 7B or the like, or may be output to a spreadsheet file 7C or the like, and is not limited to these means.

  Finally, when the output of the notification table is completed, it is selected whether to output the notification table of the next attendance number or to end it (step S93). When the output of the notification table of the next attendance number is selected, the process returns to the selection of the attendance number (step S90) and the process is repeated. On the other hand, if it is selected to end, this subroutine is ended.

[Create questionnaire]
FIG. 17 is a diagram for explaining the function of the questionnaire creation means 171 of the learning ability evaluation system according to the embodiment of the present invention. FIG. 17A is a block diagram thereof, and FIG. It is a figure which shows the example of the data structure of question item database 172C.

  The questionnaire creation means 41 is connected to the storage means 2 and has a CPU and an application program for controlling its operation.

The storage unit 2 includes an evaluation database 172A, an attainment target database 172B, and a question item database 172C. The evaluation database 172A includes an evaluation database 23B ₆ used by the achievement evaluation unit 22C of the achievement evaluation means 3, and an attainment target database. 172B is a final target database 23B ₃ to score counting unit 22B of Assessments means 3 uses the same.

  The question items on the questionnaire can be arbitrarily input from a keyboard or the like, or those previously stored in the storage means 2 can be used. By storing question items associated with achievement targets of academic achievement evaluation in advance and using them in a questionnaire, it is possible to easily associate academic achievement evaluation with in-person evaluation.

  Appropriate question items can be set according to the evaluation of the students' academic ability. This is because, when the academic ability evaluation is performed first and the intra-individual evaluation is performed later, the question items of the intra-individual evaluation are automatically changed according to the evaluation value of the academic achievement evaluation, thereby improving the understanding level and the academic ability of the child / student. You can ask questions. In other words, students with low academic ability who do not have good academic ability evaluation may not be able to understand the question items themselves correctly. Therefore, a plurality of question items associated with academic achievement evaluations are stored in the storage means 2 for each goal. In addition, by selecting an appropriate question item and using it in a questionnaire, it is possible to prevent an incorrect answer from being made. On the other hand, students with high academic ability evaluation and high academic ability may answer the usual questions in order to obtain a good evaluation, or may receive only the intended response. These can be prevented by selecting and using them in the questionnaire.

  The learning ability evaluation system according to the present invention can easily perform grade processing linked with in-person evaluation at a school site using a personal computer, and output it to a school-specific notification form and personal chart. Useful as.

The block diagram which shows the outline | summary of a learning ability evaluation system. The block diagram for demonstrating the function of the scholastic ability evaluation means of a learning ability evaluation system. The flowchart for demonstrating the flow of a process of the scholastic ability evaluation means of a learning ability evaluation system. The figure for producing the questionnaire in the learning ability evaluation system, and explaining the outline of the processing of the answered questionnaire. The block diagram for demonstrating the function of the in-person evaluation means of a learning ability evaluation system. The flowchart for demonstrating the flow of a process of the in-person evaluation means of a learning ability evaluation system. The figure for demonstrating the state of the correlation of the evaluation item of academic achievement evaluation of a learning ability evaluation system, and evaluation within a person. The block diagram for demonstrating the function of the correlation means and comprehensive evaluation means of a learning ability evaluation system. The flowchart for demonstrating the flow of a process of the comprehensive evaluation means of a learning ability evaluation system. The block diagram for demonstrating the function of preparation / output of the gradebook of a learning ability evaluation system. The figure which shows the example of a questionnaire. The figure which shows the example of the method of comprehensive evaluation. The flowchart which shows the flow of a creation / output process of the gradebook of a learning ability evaluation system. The figure which shows the example of a style input screen. The figure which shows the example of a style selection screen. The figure for demonstrating the example of the style which combined academic achievement evaluation and in-person evaluation. The figure for demonstrating the function of the questionnaire preparation means of a learning ability evaluation system. The figure which shows the example of a notification table. The figure which shows the example of a notification table. The figure which shows the example of a notification table. The figure which shows the example of a notification table. The figure which shows the example of a notification table. The figure which shows the example of a notification table. The figure which shows the example of a notification table. The figure which shows the example of a notification table.

Explanation of symbols

2 storage means 3 scholastic ability evaluation means 4 in-person evaluation means 5 association means 6 comprehensive evaluation means 7 output means

Claims (5)

Learning ability based on the results obtained by conducting a paper test that objectively evaluates the student's or student's academic ability, and a questionnaire that conducts independent in-person evaluation of the child or student other than this paper test. A learning ability evaluation system that can be evaluated, which includes input means for inputting the answer contents of a paper test as answer data and the answer contents of a questionnaire as answer data, and receiving the answer data input by the input means and the achievement evaluation means for performing Assessments based on the answer data received, and individuals within the evaluation means for receiving an input answer data, performs personal in evaluation based on the received reply data by the input means, wherein Assessments wherein is the question item within-person evaluation is previously associated and stored with the item of evaluation was conducted by the academic evaluation means Receives each data intraindividual evaluation performed by the force rating and the intraindividual evaluation unit, an associating means for associating each data received, Assessments are associated by said associating means and each data intraindividual evaluation A comprehensive evaluation means for performing a comprehensive evaluation based on the learning ability evaluation system. The learning ability evaluation system according to claim 1, wherein the in-person evaluation by the questionnaire includes an evaluation of daily behavior. It has a storage means in which question items for in-person evaluation previously associated with academic achievement evaluation are stored, and has a question sheet creating means for creating a question item based on a question sheet according to the question items stored in the storage means. The learning ability evaluation system according to claim 1 or 2. It has a storage means in which question items for in-person evaluation associated in advance with academic achievement evaluation are stored, and based on the academic achievement evaluation by the academic achievement evaluation means, the question items stored in the storage means are selected, and a questionnaire is used. The learning ability evaluation system according to any one of claims 1 to 3, further comprising a questionnaire creation means for creating a question item. Form input means for inputting the layout style of the academic achievement evaluation, the individual evaluation and the comprehensive evaluation described in the gradebook , and outputting the academic achievement evaluation, the individual evaluation and the comprehensive evaluation according to the input form The learning ability evaluation system according to any one of claims 1 to 4, further comprising: an output unit configured to output.