進階搜尋


   電子論文尚未授權公開,紙本請查館藏目錄
(※如查詢不到或館藏狀況顯示「閉架不公開」,表示該本論文不在書庫,無法取用。)
系統識別號 U0026-1701201200333300
論文名稱(中文) 累積與呈現教師隱含性評量知識之出題輔助系統的設計與實作
論文名稱(英文) The design and implementation of an educational assessment system based on accumulating and visualising tacit knowledge of teachers on educational assessments
校院名稱 成功大學
系所名稱(中) 工程科學系碩博士班
系所名稱(英) Department of Engineering Science
學年度 100
學期 1
出版年 100
研究生(中文) 蘇建元
研究生(英文) Chien-Yuan Su
學號 n9897108
學位類別 博士
語文別 英文
論文頁數 74頁
口試委員 指導教授-王宗一
口試委員-于富雲
口試委員-朱治平
口試委員-邱瓊慧
口試委員-黃意雯
口試委員-李建億
中文關鍵字 知識地圖  隱含性教師評量知識  電腦輔助評量  知識視覺化 
英文關鍵字 knowledge map  educational assessment  implicit teachers’ assessment knowledge  computer-assisted assessment  knowledge visualization 
學科別分類
中文摘要 電腦或資訊科技扮演著輔助教師處理評量工作的重要角色,中小學教師常會使用出版商所附之題庫光碟或自行找尋線上題庫協助其進行教育評量的編制,然而,大部分教師在編制評量過程中,容易發生概念與試題分配不均或忽略掉應檢核的重要概念。因此,如能透過收集多數教師對評量編制的專業知識與經驗,可作為新進或個別教師評量編制的參考,而這些評量知識與經驗也能具體傳達出整體或多數教師對於試題與課程概念的權重分配。然而,這些深具參考價值的教師出題知識,通常雖深藏在教師的腦海內,但卻能在出題過程中隱含在題目分布中。本研究透過擷取群組教師試卷內之概念權重分佈,並利用視覺化知識地圖呈現出教師之隱含性出題知識與經驗,來提供分享給其他教師作為出題參考。本研究並實作出一知識地圖輔助(IKMAAS),且實際用以來幫助國小教師進行出題,教師們除了能依照知識地圖所呈現的概念比重及概念間的關連性強度來分析並決定自己出題時的概念比重分布外,本評量系統更整合群集演算及試題推薦機制,更精細地經由同質性之教師群組之推薦,讓教師能更快獲得或找出適合自己需求的題型。本研究先利用實驗來評估學習概念粹取的正確性、並透過系統記錄觀察、問卷、及訪談來取得教師們對系統的使用滿意度,結果證明該系統確能有效的幫助教師進行出題。此外,本研究亦利用形成性評估方式來改善系統的運作與執行效能,而研究中所提出的方法與實作系統(IKMAAS)皆能有效且彈性的移轉與應用到其他的領域或評量範圍。
英文摘要 Assessments, embedded with teachers’ implicit domain knowledge, play an important role in evaluating learners’ comprehension of a subject. The tacit knowledge on the importance of both the concepts and their relationships of a subject, which, if captured, made explicit, and shared around, may greatly help teachers construct more effective assessments. This dissertation proposes a methodology for accumulating teachers’ tacit knowledge of specific courses when they are compiling their assessments, by using an implicit knowledge extraction mechanism. The methodology visualizes the accumulated knowledge, using knowledge maps, which shows the overall importance distribution of course concepts and the closeness of these concepts, to help teachers construct their assessments. Teachers may refer to these maps as they adjust balance among concepts in an assessment by creating test items or by selecting from item banks appropriate test items, recommended by a teacher-cluster-based collaborative filtering mechanism that stays within the individual teacher’s assessment preference. Several experiments were conducted in the third grade natural science courses of elementary school in Taiwan by teachers who were actually teaching the courses. System usage records, questionnaires and interview responses were used for evaluating the usability of the methodology and the satisfaction of using the IKMAAS. The results indicate the potential of the methodology, as each of the teachers agreed that the visualized assessment knowledge helped them to comprehend easily the proportions of concepts they intended to test and helped them to notice clearly concepts that they may have ignored. The promising results confirm the feasibility of the methodology and the system in helping teachers compile their educational assessments easily and precisely. Results of the formative evaluations on techniques were used to improve the system to make it more effective and efficient. All of the methodology and technologies employed by the IKMAAS are well developed and are domain independent, which makes it highly flexible and able to transfer from one course subject domain to another. Furthermore, the results in this study show the potential of using knowledge maps and knowledge accumulating methodologies within the pedagogical paradigm.
論文目次 中文摘要 I
ABSTRACT II
致謝 III
Table of Content IV
List of Figures VI
List of Table VII
CHAPTER 1 Introduction 1
1.1 Background and Motivation 1
1.2 Goals and Contributions 4
1.3 Organisation of this dissertation 6
CHAPTER 2 Literature Review 7
2.1 Course Concepts and Assessment Items 7
2.2 Computer Assisted Assessment System and Tools 8
2.3 Implicit Assessment Knowledge and Knowledge Management 11
2.4 Knowledge Visualisation and Knowledge Map 14
2.5 Test Item Categorisation 20
2.6 Teacher Clustering and Item Recommendation 22
CHAPTER 3 Research Design 29
3.1 The Methodology and the KMAAS Prototype 29
3.1.1 System architecture 29
3.1.2 System Implementation 32
3.2 The Methodology and the IKMAAS 37
3.2.1 Knowledge Accumulation and Visualisation Methodology 37
3.2.2 The IKMAAS Architecture 41
3.2.3 System Operations 44
3.3 Item Recommendation using the Teacher Cluster-based Collaborative Filtering Approach 48
CHAPTER 4 Experiment Design and Procedure 52
4.1. The First Experiment Design 52
4.2. The Second Experiment Design 52
CHAPTER 5 Results and Discussions 54
5.1 Evaluation and Discussion of KMAAS 54
5.1.1 Limitations of the Evaluation of KMAAS 57
5.2 Evaluation and Discussion of IKMAAS 57
CHAPTER 6 Conclusions and Future Work 63
References 65
自 述 74
參考文獻 Abel, R., & Kulhavy, R. (1986). Maps, mode of text presentation, and children's prose learning. American Educational Research Journal, 23(2), 263-274.
Agarwal, R., Edwards, S. H., & Perez-Quinones, M. A. (2006). Designing an adaptive learning module to teach software testing. ACM SIGCSE Bulletin, 38(1), 259-263.
Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and instruction, 16(3), 183-198.
Alshawi, H. (1992). The core language engine. Cambridge: MA The MIT Press.
Arkoudis, S., & O'Loughlin, K. (2004). Tensions between validity and outcomes: teacher assessment of written work of recently arrived immigrant ESL students. Language Testing, 21(3), 284-304.
Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2007). Teachers' opinions on quality criteria for Competency Assessment Programs. Teaching and Teacher Education, 23(6), 857-867.
Barak, M., & Rafaeli, S. (2004). On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61(1), 84-103.
Barki, H., Rivard, S., & Talbot, J. (1993). A keyword classification scheme for IS research literature: An update. MIS Quarterly, 209-226.
Basili, R., & Pazienza, M. (1997). Lexical acquisition for information extraction. Lecture Notes in Computer Science, 44-72.
Bonham, S. W., Beichner, R. J., Titus, A., & Martin, L. (2000). Education research using web-based assessment systems. Journal of Research on Computing in Education, 33(1), 28-45.
Cañas, A., Coffey, J., Carnot, M., Feltovich, P., Hoffman, R., Feltovich, J., & Novak, J. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. Final report to CNET. Retrieved.
Carroll, T., & Moody, L. (2006). Teacher-made tests. Science Scope, 66-67.
Chamoso, J. M., & Ca´ceres, M. J. (2009). Analysis of the reflections of student-teachers of mathematics when working with learning portfolios in Spanish university classrooms. Teaching and Teacher Education, 25(1), 198-206.
Chang, C.-C., Tseng, K.-H., & Lou, S.-J. (2012). A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students. Computers & Education, 58(1), 303-320.
Chang, J. C., Chiu, Y. P., Lin, Y. Y., & Heh, J. S. (2003). Learning diagnosis process with SCORM Compatible learning materials: WISCS.
Chen, C. M., & Chen, M. C. (2009). Mobile formative assessment tool based on data mining techniques for supporting web-based learning. Computers & Education, 52(1), 256-273.
Chen, K.-J., & Ma, W.-Y. (2002). Unknown word extraction for Chinese documents. Paper presented at the Proceedings of the 19th international conference on Computational linguistics - Volume 1.
Chen, M. S., Han, J., & Yu, P. S. (1996). Data mining: An overview from a database perspective. Knowledge and data Engineering, IEEE Transactions on, 8(6), 866-883.
Chen, N. S. (2008). Mining e-Learning domain concept map from academic articles. Computers & Education, 50(3), 1009-1021.
Chou, S. W., & Liu, C. H. (2005). Learning effectiveness in a Web based virtual learning environment: a learner control perspective. Journal of Computer Assisted Learning, 21(1), 65-76.
Cizek, G., Fitzgerald, S., & Rachor, R. (1995). Teachers' assessment practices: Preparation, isolation, and the kitchen sink. Educational Assessment, 3(2), 159-179.
Conca, L., Schechter, C., & Castle, S. (2004). Challenges teachers face as they work to connect assessment and instruction. Teachers and Teaching, 10(1), 59-75.
Conole, G., & Warburton, B. (2005). A review of computer-assisted assessment. ALT-J, 13(1), 17-31.
Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools: Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA
Crampes, M., Ranwez, S., Villerd, J., Velickovski, F., Mooney, C., Emery, A., & Mille, N. (2006). Concept maps for designing adaptive knowledge maps. Information Visualization, 5(3), 211-224.
Davenport, T., & Prusak, L. (2000). Working knowledge: how organizations manage what they know. Ubiquity, 1(24).
Davison, C. (2004). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing, 21(3), 305-334.
Edwards, D., & Hardman, L. (1999). mapping and navigation in a hypertext environment. Hypertext: Theory into Practice, 90.
El-Alfy, E., & Abdel-Aal, R. (2008). Construction and analysis of educational tests using abductive machine learning. Computers & Education, 51(1), 1-16.
Frey, B. B., Petersen, S., Edwards, L. M., Pedrotti, J. T., & Peyton, V. (2005). Item-writing rules: Collective wisdom. Teaching and Teacher Education, 21(4), 357-364.
Gaines, B. R., & Shaw, M. L. G. (1995). Concept maps as hypermedia components. International Journal of Human-Computer Studies, 43, 323-361.
Gong, S. (2010). An Efficient Collaborative Recommendation Algorithm Based on Item Clustering. Advances in Wireless Networks and Information Systems, 381-387.
Goodison, T. (2002). Learning with ICT at primary level: pupils' perceptions. Journal of Computer Assisted Learning, 18(3), 282-295.
Grey, D. (1999). Knowledge mapping: a practical overview. http://www.impactalliance.org/file_download.php?location=S_U&filename=10383546681Knowledge_Mapping.htm Retrieved 9.14, 2009
Hall, R., Balestra, J., & Davis, M. (2000). A navigational analysis of linear and non-linear hypermedia interfaces. Paper presented at the the annual meeting of the American Educational Research Association, New Orelans, LA.
Han, J., Kamber, M., & Pei, J. (2011). Data mining: concepts and techniques: Morgan Kaufmann Pub.
He, Q., & Tymms, P. (2005). A computer assisted test design and diagnosis system for use by classroom teachers. Journal of Computer Assisted Learning, 21(6), 419-429.
Herlocker, J. L., Konstan, J. A., & Riedl, J. (2000). Explaining collaborative filtering recommendations.
Hsieh, T.-C., Wang, T.-I., Su, C.-Y., & Lee, M.-C. (2011). A fuzzy logic-based personalized learning system for supporting adaptive English learning. Educational Technology & Society.
Hsu, C., Kuo, R., Chang, M., & Heh, J. (2002). Implementing a Problem Solving System for Physics based on Knowledge Map and Four Steps Problem Solving Strategies. Paper presented at the IEEE 2nd International Conference on Advanced Learning Technologies, Kazan, Russia.
Huang, C.-J., Chen, C.-H., Luo, Y.-C., Chen, H.-X., & Chuang, Y.-T. (2008). Developing an Intelligent Diagnosis and Assessment E-learning Tool for Introductory Programming. Educational Technology & Society, 11(4), 139-157.
Huang, Y.-M., Lin, Y.-T., & Cheng, S.-C. (2009). An adaptive testing system for supporting versatile educational assessment. Computers & Education 52, 53-67.
Hwang, G., Chu, H., Yin, P., & Lin, J. (2008). An innovative parallel test sheet composition approach to meet multiple assessment criteria for national tests. Computers & Education, 51(3), 1058-1072.
Hwang, G. J., Tseng, J. C. R., & Hwang, G. H. (2008). Diagnosing Student Learning Problems Based on Historical Assessment Records. Innovations in Education and Teaching International, 45(1), 77-89.
Ittycheriah, A., Franz, M., & Roukos, S. (2002). IBM's statistical question answering system-TREC-10. NIST SPECIAL PUBLICATION SP, 258-264.
Ives, B., & Hoy, C. (2003). Graphic organizers applied to higher-level secondary mathematics. Learning Disabilities Research & Practice, 18(1), 36-51.
Jacobson, M. J. (2004). Cognitive visualisations and the design of learning technologies. International Journal of Learning Technology, 1(1), 40-62.
Jacobson, M. J., & Archodidou, A. (2000). The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge. Journal of the Learning Sciences, 145-199.
Johnson, R., & Wichern, D. (2002). Applied multivariate statistical analysis (5 ed.). New York: Prentice Hall.
Kim, S., Suh, E., & Hwang, H. (2003). Building the knowledge map: an industrial case study. journal of knowledge management, 7, 34-45.
King, W., & He, J. (2006). A meta-analysis of the technology acceptance model. Information & Management, 43(6), 740-755.
Knight, K. (1999). Mining online text. Communications of the ACM, 42(11), 58-61.
Koong, C.-S., & Wu, C.-Y. (2010). An interactive item sharing website for creating and conducting on-line testing. Computers & Education, 55(1), 131-144.
Krishna, K., & Narasimha Murty, M. (1999). Genetic K-means algorithm. IEEE Transactions on Systems, Man, and Cybernetics, Part B: Cybernetics, 29(3), 433-439.
Kuo, R., Lien, W., Chang, M., & Heh, J. (2004). Analyzing Problem's Difficulty based on Neural Networks and Knowledge Map. JOURNAL OF EDUCATIONAL TECHNOLOGYAND SOCIETY, 7, 42-50.
Kuwata, Y., & Yatsu, M. (1997). Managing knowledge using a semantic-network. AAAI Technical Report, 2(1), 94-98.
Kveton, P., Jelinek, M., Voboril, D., & Klimusova, H. (2007). Computer-based tests: the impact of test design and problem of equivalency. Computers in Human Behavior, 23(1), 32-51.

Lambiotte, J., Dansereau, D., Cross, D., & Reynolds, S. (1989). Multirelational semantic maps. Educational Psychology Review, 1(4), 331-367.
Larkin, J., & Simon, H. (1987). Why a diagram is worth ten thousand words. Cognitive Science, 11(1), 65-100.
Lazarinis, F., Green, S., & Pearson, E. (2010). Creating personalized assessments based on learner knowledge and objectives in a hypermedia Web testing application. Computers & Education, 55(4), 1732-1743.
Li, X., & Roth, D. (2002). Learning question classifiers. Paper presented at the Proceedings of the 19th international conference on computational linguistics, Taipei, Taiwan.
Li, X., & Roth, D. (2006). Learning question classifiers: the role of semantic information. Natural Language Engineering, 12(3), 229-249.
Liebowitz, J. (2000). Building organizational intelligence: A knowledge management primer (Vol. 1).
Lin, Y.-C., Wang, L.-C., & Tserng, H. P. (2006). Enhancing knowledge exchange through web map-based knowledge management system in construction: Lessons learned in Taiwan. Automation in Construction, 15(6), 693-705.
Liu, L., Li, J., & Lv, C. (2009). A Method for Enterprise Knowledge Map Construction Based on Social Classification. Systems Research and Behavioral Science, 26, 143-153.
Low, G. (2004). Graphviz - Graph Visualization Software. from http://www.graphviz.org/About.php
Luhn, H. (1999). The automatic creation of literature abstracts. Advances in Automatic Text Summarization, 15.
Ma, W.-Y., & Chen, K.-J. (2003). Introduction to CKIP Chinese word segmentation system for the first international Chinese Word Segmentation Bakeoff. Paper presented at the Proceedings of the second SIGHAN workshop on Chinese language processing - Volume 17.
Maclellan, E. (2004). Initial knowledge states about assessment: novice teachers’ conceptualisations. Teaching and Teacher Education, 20(5), 523-535.
McCagg, E., & Dansereau, D. (1991). A convergent paradigm for examining knowledge mapping as a learning strategy. The Journal of educational research, 84(6), 317-324.
McDonald, A. S. (2002). The impact of individual differences on the equivalence of computer-based and paper-andpencil educational assessments. Computers & Education, 39(3), 299-312.
Meng, A., Ye, L., Roy, D., & Padilla, P. (2007). Genetic algorithm based multi-agent system applied to test generation. Computers & Education, 49(4), 1205-1223.
Mertins, K., Heisig, P., & Vorbeck, J. (2003). Knowledge management: concepts and best practices: Springer Verlag.
Mitri, M. (2003). Applying tacit knowledge management techniques for performance assessment. Computers & Education, 41(2), 173-189.
Mobasher, B., Cooley, R., & Srivastava, J. (2000). Automatic personalization based on Web usage mining. Communications of the ACM, 43(8), 142-151.
Moldovan, D., Harabagiu, S., Pasca, M., Mihalcea, R., Girju, R., Goodrum, R., & Rus, V. (2000). The structure and performance of an open-domain question answering system. Paper presented at the the 38th annual meeting of the association for computational linguistics, Hong Kong, China.
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A Meta-Analysis. Review of Educational Research, 76(3), 413-448.
Nevin, A., Thousand, J., & Villa, R. (2009). Collaborative teaching for teacher educators--What does the research say? Teaching and Teacher Education, 25(4), 569-574.
Novak, J. (1979). The reception learning paradigm. Journal of Research in Science Teaching, 16(6), 481-488.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn: Cambridge Univ Pr.
Nuntiyagul, A., Naruedomkul, K., Cercone, N., & Wongsawang, D. (2008). Adaptable learning assistant for item bank management. Computers & Education, 50(1), 357-370.
O'Donnell, A., Dansereau, D., & Hall, R. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14(1), 71-86.
O'Leary, D., & Selfridge, P. (1999). Knowledge management for best practices. intelligence, 10(4), 12-24.
Oard, D. W., & Kim, J. (1998). Implicit feedback for recommender systems. Paper presented at the Madison, WI: AAAI Workshop on Recommender Systems.
Pahl, C. (2006). Data mining for the analysis of content interaction in web-based learning and training systems (Vol. 4, pp. 41-53): WIT Press, Computational Mechanics Inc, 25 Bridge Street, Billerica, MA, USA.
Panjaburee, P., Hwang, G.-J., Triampo, W., & Shih, B.-Y. (2010). A multi-expert approach for developing testing and diagnostic systems based on the concept-effect model. Computers & Education, 55(2), 527-540.
Phelps, J., & Reynolds, R. (1999). Formative evaluation of a web-based course in meteorology. Computers & Education, 32(2), 181-193.
Pirnay-Dummer, P., & Ifenthaler, D. (2010). Automated Knowledge Visualization and Assessment. In D. Ifenthaler, P. Pirnay-Dummer & N. M. Seel (Eds.), Computer-Based Diagnostics and Systematic Analysis of Knowledge (pp. 77-115): Springer.
Polanyi, M., & Sen, A. (2009). The tacit dimension: University of Chicago Press.
Prusak, L., & Davenport, T. (1998). Working knowledge: how organizations manage what they know: Harvard business school press Boston.
Rafaeli, S., Barak, M., Dan-Gur, Y., & Toch, E. (2004). QSIA : a Web-based environment for learning, assessing and knowledge sharing in communities. Computers & Education, 43(3), 273-289.
Resnick, P., & Varian, H. R. (1997). Recommender systems. Communications of the ACM, 40(3), 56-58.
Riecken, D. (2000). Personalized views of personalization. Communications of the ACM, 43(8), 27-28.
Rouse, W., Thomas, B., & Boff, K. (1998). Knowledge maps for knowledge mining: application toR&D/technology management. IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 28(3), 309-317.
Salton, G., & McGill, M. (1983). Introduction to modern information retrieval: McGraw-Hill New York.
Sarkar, M., Yegnanarayana, B., & Khemani, D. (1997). A clustering algorithm using an evolutionary programming-based approach. Pattern Recognition Letters, 18(10), 975-986.
Shaw, R.-S. (2010). A study of learning performance of e-learning materials design with knowledge maps. Computers & Education, 54(1), 253-264.
Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Smith, M., Wood, W., & Knight, J. (2008). The genetics concept assessment: a new concept inventory for gauging student understanding of genetics. CBE-Life Sciences Education, 7(4), 422-430.
Snowden, D. (1999). A framework for creating a sustainable programme, in (Ed) Rock, Stuart: Knowledge management: A real guide: Caspian Publishing and IBM, London, pp7-17.
So, W. W., Pow, J. W., & Hung, V. H. (2009). The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community. Computers & Education, 53(3), 775-786.
Song, W., Wenyin, L., Gu, N., Quan, X., & Hao, T. (2010). Automatic categorization of questions for user-interactive question answering. Information Processing & Management, 47(2), 147-156.
Speel, P., Shadbolt, N., Vries, W., Dam, P., & O'hara, K. (1999). Knowledge mapping for industrial purposes. Paper presented at the 12th Workshop on Knowledge Acquisition, Modeling and Management, Alberta, Canada.
Su, C. Y., & Wang, T. I. (2010). Construction and analysis of educational assessments using knowledge maps with weight appraisal of concepts. Computers & Education, 55(3), 1300-1311
Sung, Y.-T., Chang, K.-E., Chiou, S.-K., & Hou, H.-T. (2005). The design and application of a web-based self- and peer-assessment system. Computers & Education, 45(2), 187-202.
Tang, T., & McCalla, G. (2006). Active, context-dependent, data-centered techniques for e-learning: a case study of a research paper recommender system (Vol. 4, pp. 97-111): WIT Press, Computational Mechanics Inc, 25 Bridge Street, Billerica, MA, USA.
Teo, T., Lee, C. B., Chai, C. S., & Wong, S. L. (2009). Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM). Computers & Education, 53, 1000-1009.
Thomas, A. (2009). Knowledge Mapping. from http://pmtips.net/knowledge-mapping/
Trucano, M. (2005). Knowledge maps: ICT in education. Washington, DC: infoDev / World Bank.
Tseng, Y.-H., Chang, C.-Y., Rundgren, S.-N. C., & Rundgren, C.-J. (2010). Mining concept maps from news stories for measuring civic scientific literacy in media. Computers & Education, 55(1), 165-177.
Venkatesh, V., & Davis, F. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204.
Verdi, M., & Kulhavy, R. (2002). Learning with maps and texts: An overview. Educational Psychology Review, 14(1), 27-46.
Wang, F. (2006). On using Data Mining for browsing log analysis in learning environments (Vol. 4, pp. 57-73): WIT Press, Computational Mechanics Inc, 25 Bridge Street, Billerica, MA, USA.
Wang, F. H., & Shao, H. M. (2004). Effective personalized recommendation based on time-framed navigation clustering and association mining. Expert Systems with Applications, 27(3), 365-377.
Wang, H.-C., Chang, C.-Y., & Li, T.-Y. (2008). Assessing creative problem-solving with automated text grading. Computers & Education 51, 1450-1466.
Wang, K. C. (2000). The research of teachers' teaching believes and teaching practice. Educational Research & Information, 8(2), 84-98.
Wang, M., & Jacobson, M. J. (2011). Guest Editorial - Knowledge Visualization for Learning and Knowledge Management. Educational Technology & Society, 14(3), 1-3.
Wang, M., Jia, H., Sugumaran, V., Ran, W., & Liao, J. (2011). A web-based learning system for software test professionals. IEEE Transactions on Education, 54(2), 263-272.
Wang, M., Ran, W., Liao, J., & Yang, S. J. H. (2010). A performance-oriented approach to e-learning in the workplace. Subscription Prices and Ordering Information, 13(4), 167-179.
Wang, T.-H. (2011). Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics. Computers & Education, 56(4), 1062-1071.
Wang, T.-H., Wang, K.-H., & Huang, S.-C. (2008). Designing a Web-based assessment environment for improving pre-service teacher assessment literacy. Computers & Education, 51(1), 448-462.
Xu, Y., & Liu, Y. (2009). Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher's Experience. TESOL Quarterly, 43(3), 493-513.
Yang, J.-B. (2007). Developing a knowledge map for construction scheduling using a novel approach. Automation in Construction, 16(6), 806-815.
Yang, Y., & Chan, C. (2008). Comprehensive evaluation criteria for English learning websites using expert validity surveys. Computers & Education, 51(1), 403-422.
Yin, P.-Y., Chang, K.-C., Hwang, G.-J., Hwang, G.-H., & Chan, Y. (2006). A particle swarm optimization approach to composing serial test sheets for multiple assessment criteria. Educational Technology and Society, , 9(3), 3-15.
Zaliane, O. (2006). Recommender systems for e-learning: towards non-intrusive web mining (Vol. 4, pp. 79-93): WIT Press, Computational Mechanics Inc, 25 Bridge Street, Billerica, MA, USA.
Zhang, D., & Lee, W. S. (2003). Question classification using support vector machines. Paper presented at the Proceedings of the 26th annual international ACM SIGIR conference on Research and development in information retrieval Toronto, Canada.
Zhao, J. (2010). School knowledge management framework and strategies: The new perspective on teacher professional development. Computers in Human Behavior, 26(2), 168-175.
Zumbach, J. (2009). The role of graphical and text based argumentation tools in hypermedia learning. Computers in Human Behavior, 25(4), 811-817.
論文全文使用權限
  • 同意授權校內瀏覽/列印電子全文服務,於2017-01-30起公開。


  • 如您有疑問,請聯絡圖書館
    聯絡電話:(06)2757575#65773
    聯絡E-mail:etds@email.ncku.edu.tw