The assessment of knowledge, in theory and in practice
The assessment of knowledge, in theory and in practice
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理论和实践中的知识评估
DOI：
10.1109/kimas.2003.1245109
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Nicolas Thiéry
中科院分区：
文献类型：
--
作者：
J. Falmagne;Eric Cosyn;Jean;Nicolas Thiéry
改编自一本书和许多学术文章提出。它回顾了一个新的理论的主要思想，用于评估学生的知识在一个主题，并给出了一个实际的实施细节，在互联网上提供的软件系统的形式。该理论的基本概念是“知识状态”，这是一个人能够解决特定主题（如初等代数）的完整问题集。评估员的任务在于发现被评估学生的特殊状况。即使一个主题的知识状态的数量可能超过几十万，这些大的数字是在目前的家庭或学校的计算机的能力。评估的结果包括两个简短的问题清单，可以标记为：“学生能做什么”和“学生准备学习什么”。在该理论最重要的应用中，这两个列表指定了被评估个体的确切知识状态。
Adaptations from a book and many scholarly articles are presented. It reviews the main ideas of a novel theory for the assessment of a student's knowledge in a topic and gives details on a practical implementation in the form of a software system available on the Internet. The basic concept of the theory is the 'knowledge state,' which is the complete set of problems that an individual is capable of solving in a particular topic, such as elementary algebra. The task of the assessor consists in uncovering the particular state of the student being assessed. Even though the number of knowledge states for a topic may exceed several hundred thousand, these large numbers are well within the capacity of current home or school computers. The result of an assessment consists in two short lists of problems, which may be labelled: 'what the student can do' and 'what the student is ready to learn'. In the most important applications of the theory, these two lists specify the exact knowledge state of the individual being assessed.