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アイテム
ラーニングアナリティクス： 授業確認テスト（LCT）の場合
https://it-hiroshima.repo.nii.ac.jp/records/1026
https://it-hiroshima.repo.nii.ac.jp/records/10266863d740-5d7f-428c-a2a2-d1d70c5826bb
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
research51_137-147.pdf (19.0 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-30 | |||||||||||
| タイトル | ||||||||||||
| タイトル | ラーニングアナリティクス： 授業確認テスト（LCT）の場合 | |||||||||||
| タイトル | ||||||||||||
| タイトル | Learning Analytics: in the Case of Learning Check Testing, LCT | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Learning analytics | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Online testing | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Follow-up program system | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Learning check testing | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Item response theory | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Coefficient of correlation | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 著者 |
廣瀬, 英雄
× 廣瀬, 英雄
× Hirose, Hideo
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| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | In response to the extensive use of computer systems in learning, we are now in the age that we can do the learning analytics using the huge-size of database. We have recently established the follow-up program system (FP system) aimed at helping students who need basic learning and aimed at assisting teachers who have to engage in teaching a variety of educational students. The follow-up system consists of the learning check testing (LCT), follow-up program testing (FPT), and collaborative work testing (CWT). Since the FP system was first introduced, four months have passed, and we have accumulated the large scale of testing results. In the LCT we use the item response theory (IRT), which provides more accurate and fairer evaluations of individual abilities than classical test theory does, and thus the IRT has gradually been recognized as one of the proper evaluation methodologies in many testing fields. In this paper, we show the results of learning analytics focused on the LCT results. From the analytics, we have found that 1) five or six items are too small to evaluate the students' abilities, at least ten items are required, 2) although use of only one time testing results do not provide sufficient reliability to ability values, combination of multiple testing results provide ability values with a better reliability, which will give us a new measure to students' abilities, 3) the EMtype IRT worked in estimating the empty elements of item-user response matrix, 4) the learning analytics to LCT results showed us valuable information in leading us to a new direction. | |||||||||||
| 書誌情報 |
広島工業大学紀要. 研究編 巻 51, p. 137-147, 発行日 2017-02 |
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| 出版者 | ||||||||||||
| 出版者 | 広島工業大学 | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||
| 収録物識別子 | 13469975 | |||||||||||
| 書誌レコードID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA11599110 | |||||||||||
| フォーマット | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | application/pdf | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
