應用認知階層之知識結構於出題系統

Applying Bloom's Taxonomy into Knowledge Structure of Item Generating System

郭立平(Li-Ping Kuo)

指導教授 ： 賀嘉生

中原大學/工學院/電子工程研究所/博士(2007年)

https://doi.org/10.6840/cycu200700786

摘要

為了能瞭解學生在學習課程單元後的學習成效，本研究的主軸在討論如何利用電腦自動化出題系統對學生進行認知層次(Cognitive Levels)的概念診斷。本研究內容包含了以下如何設計能呈現不同認知層次的知識結構、如何利用知識結構產生語句、如何產生不同種類的題目、與如何診斷學生的答題。

為了設計能呈現不同認知層次的知識結構，本研究第一步將課本中的課文加以分析成一個個的簡單肯定句型，再將每個肯定句分析其句中的概念與關係，並將已分析的肯定句轉換成一已定義的知識結構──知識地圖(Knowledge Map)，除此之外，也可從知識地圖擷取知識並利用生成語法(Generative Grammar)產生出不同認知層次的肯定句。

在產生考卷時，需有對與錯的選項。本研究設計三種轉換規則(Transformation Rules)將由生成語法產生的肯定句轉換成不同形式的對與錯選項，並將所產生的選項組合成是非題、選擇題、與配合題三種形式。在學生回答題目後，本研究也提出一種簡單的診斷方式，瞭解學生對於概念之間的關係的理解程度。

本研究實做出一個自動出題系統，該系統可利用教師已建立好的知識地圖自動產生不同題型的題目，並提供學生的答題介面。當學生答完題後，系統能自動批改答案，並根據答題狀況，能對學生的學習成效做一簡單的診斷與回饋。最後，本研究以國小五年級的「植物」單元為例，示範完整的出題與診斷流程。

關鍵字

知識結構 ； 認知階層 ； 生成語法 ； 出題

並列摘要

Evaluating students’ learning effects is an important issue in educational assessment. A common used assessment tool for estimating what students have learned is test, however, item construction is a time-consuming job. This research designs an Item Generation System which can construct three item types, the true/false item type, the multiple choice item type, and the matching item type, automatically from the Revised Bloom's Taxonomy based knowledge structure.

To realize the research goal, the system first analyzes the contents in the textbook and transforms the contents into the knowledge structure, Knowledge Map. The system then uses the knowledge map to generate different cognitive levels assertive sentences. The generated assertive sentences are converted into various item types of items according to the transformation rules designed in this research. At last, the system builds a test sheet with different items to estimate different cognitive levels knowledge stored in the students' minds. This research also designs a simple diagnosis method to make the teachers to understand their students' learning effects based on students' answer sheets.

At the end of this research, a prototype item generation system is implemented and used to demonstrate the test sheet construction process. The system uses the fifth-grade lesson, "Plant", as experiment learning unit. After building the knowledge map of "Plant" domain the system creates different cognitive levels items to form a test sheet. The teacher gets the diagnosis results after students submitting their answer sheets.

並列關鍵字

Bloom's Taxonomy ； Knowledge Structure ； Generative Grammar ； Item Generation

參考文獻

Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.

Chomsky, N., (1957). Syntactic Structure, The Hague: Mouton.

Karttunen, L. (1977). "Syntax and Semantics of Questions." Linguistics and Philosophy, 1, pp.3-44.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay.

Krathwohl, D. R. (2002). “A revision of bloom's taxonomy: An overview.” Theory into Practice, 41 (4), 212-218.