Smart campus adaptive learning evaluation system

Abstract

The invention provides a smart campus adaptive learning evaluation system, comprising a question bank module used for classifying and associating questions to create a question bank; the evaluation creating module is used for setting evaluation basic information, selecting corresponding questions in a question bank in a user-defined manner and / or determining the corresponding questions according to the intelligent recommendation to generate an evaluation paper, and sending the evaluation paper to each student client; the evaluation and paper change module is used for opening a paper change permission to different paper change objects so as to change the evaluation paper and submitting a paper change result to the evaluation analysis module; the evaluation analysis module is used for analyzing the evaluation result and creating a wrong question set based on an analysis result; and the student client is used for supporting receiving and completing the evaluation paper, submitting the evaluation paper to the evaluation paper changing module, and mutually changing the evaluation paper after receiving the paper changing permission. According to the invention, the problems of low efficiency, insufficient accuracy, weak personalization, limited data application, resource waste, poor real-time performance, limited coverage and the like in existing teaching can be solved.

Description

Technical Field

[0001] The present invention belongs to the technical field of learning assessment, and in particular relates to a smart campus adaptive learning assessment system. Background Art

[0002] Competency assessment is an important assessment tool in the field of education. Competency assessment is a systematic test method used to assess students' mastery of specific knowledge areas or skills. Through a series of testing methods, such as selecting specific test questions, students are given a preliminary diagnostic assessment to identify their knowledge mastery, discover weak links in learning, and understand the overall learning situation of the class; at the same time, it provides teachers with a basis for personalized guidance for students, provides teachers with teaching feedback, helps formulate targeted teaching strategies, and implements teaching in accordance with their aptitude.

[0003] At present, the ability assessment is mainly in the form of offline paper-based examinations, which are held at a unified time and place. Students complete the unified examination papers, and then teachers mark and score the examinations, and finally conduct statistical analysis. The overall process includes teachers setting questions and compiling examination papers, organizing students to take centralized examinations, collecting examination papers for marking, manually recording score data, and manually analyzing assessment results. The main defects are low efficiency, insufficient accuracy, weak personalization, limited data application, waste of resources, poor real-time performance, and limited coverage. Therefore, it is necessary to provide a more efficient and accurate education assessment service and adaptive learning assessment system. Summary of the invention

[0004] In response to the problems raised by the background technology, the present invention proposes a smart campus adaptive learning assessment system to solve the problems of low efficiency, insufficient accuracy, weak personalization, limited data application, waste of resources, poor real-time performance and limited coverage in existing teaching and autonomous learning.

[0005] To achieve this object, the present invention adopts the following technical solutions:

[0006] A smart campus adaptive learning assessment system, comprising:

[0007] The question bank module is used to classify and associate questions to create a question bank, which includes a question bank set and a wrong question set;

[0008] The assessment creation module is used to set the basic assessment information and customize the corresponding questions in the question bank and / or determine the corresponding questions based on intelligent recommendations to generate assessment papers, and send the assessment papers to each student client;

[0009] The assessment and grading module is used to grant grading permissions to different grading objects to grade the assessment papers and submit the grading results to the assessment and analysis module;

[0010] The assessment analysis module is used to analyze the assessment results and create a wrong question set based on the analysis results;

[0011] The student client is used to support receiving and completing assessment papers and submitting them to the assessment and grading module, as well as to revise assessment papers with each other after receiving the grading authority.

[0012] Preferably, the question bank module is used to divide the classification levels, and create corresponding sets according to the respective levels to generate a question bank set, including:

[0013] It is divided into five categories: chapters, knowledge points, difficulty, question types and questions;

[0014] Create chapter collections, knowledge point collections, difficulty collections, question type collections, and question collections according to categories;

[0015] Use the chapter label as the key of the chapter collection and the knowledge point collection as the value of the chapter collection to nest the knowledge point collection into the chapter collection;

[0016] The knowledge point label is used as the key of the knowledge point set, and the difficulty set is used as the value of the knowledge point set, so as to nest the difficulty set into the knowledge point set;

[0017] The difficulty label is used as the key of the difficulty set, and the question type set is used as the value of the difficulty set, so as to nest the question type set into the difficulty set;

[0018] Use the question type label as the key of the question type set and the question set as the value of the question type set to nest the question set into the question type set;

[0019] The topic set stores the corresponding topic content.

[0020] Preferably, a fixed value is configured for each set created by each category, the fixed value of each set is different, and the fixed value of each set is stored in the corresponding set as the value of the corresponding set;

[0021] Generate a random value for each question in the question set;

[0022] According to the position of the question in the set, the fixed value and the random value of the corresponding set are sequentially concatenated to obtain the specific value of the question, and the specific value is associated with the question.

[0023] Preferably, the assessment analysis module creates a wrong question set based on the assessment analysis results, including creating a personal wrong question set for each student:

[0024] For each student, an independent personal wrong question collection is created, and the personal wrong question collection is also created according to the classification level to form a chapter collection, a knowledge point collection, a difficulty collection, a question type collection and a question collection;

[0025] Get the wrong questions in each assessment paper of the student, sequentially split the specific values ​​of the wrong questions to obtain the fixed values ​​of the corresponding set, and classify the questions into the corresponding question set with reference to the fixed values.

[0026] Preferably, the assessment analysis module creates a wrong question set based on the assessment analysis results, including creating a class wrong question set for each class:

[0027] For each class, an independent class wrong question set is created, and the class wrong question set is also created into a chapter set, a knowledge point set, a difficulty set, a question type set, and a question set according to the classification level;

[0028] In each assessment, obtain the specific values ​​of all questions in the assessment paper, traverse the personal wrong question sets of all students in the class, obtain the number of occurrences of the specific value of each question in all personal wrong question sets, and filter out questions with a number of occurrences greater than a threshold;

[0029] The specific values ​​of the screened questions are sequentially split to obtain the fixed values ​​of the corresponding set, and the questions are classified into the corresponding question set with reference to the fixed values.

[0030] Preferably, the assessment creation module is used to set basic assessment information and select corresponding questions from the question bank by user-defined means and / or determine corresponding questions based on intelligent recommendations to generate assessment papers, and send the assessment papers to each student client, including:

[0031] The teacher user selects a corresponding number of questions from the question bank and / or wrong question set to generate an assessment paper;

[0032] And / or set the corresponding chapters, knowledge points, difficulty and question type keywords, the number of questions corresponding to different question types and the number of questions to be selected from the question bank set and wrong question set. The system automatically selects the corresponding number of random questions from the question bank set and / or wrong question set according to the settings to generate the assessment paper.

[0033] Preferably, the assessment and marking module is used to grant marking permissions to different marking objects so as to mark the assessment papers, and submit the marking results to the assessment and analysis module, including:

[0034] Open the examination paper grading permission to teachers, who can grade the examination papers by themselves;

[0035] Or the assessment and marking module automatically marks the assessment papers;

[0036] Or according to the question types, the grading authority of the corresponding questions in the assessment paper can be allocated to the teacher user for self-grading and the assessment grading module for automatic grading.

[0037] Preferably, the assessment and marking module is used to grant marking permissions to different marking objects so as to mark the assessment papers and submit the marking results to the assessment and analysis module, and further includes:

[0038] Open the grading permission to the student client to support student users in the same class to grade each other's papers on the student client.

[0039] Preferably, after the marking permission is opened to the student client, the assessment marking module is further used to perform the following operations to distribute different assessment papers to different student clients, including:

[0040] Get the account number of all student clients, including the student ID and name;

[0041] Get the student information on all assessment papers, including student ID and student name;

[0042] Perform N allocation operations according to the student numbers from small to large, where 1<N<M, M represents the number of students, and N takes a random integer value between 1 and M;

[0043] In the first allocation operation, the assessment paper of the student with the first student number is allocated to the student with the second student number, and so on, until the assessment paper of the student with the last student number is allocated to the student with the first student number;

[0044] In the second allocation operation, the assessment paper received by the student with the first student number in the first allocation is allocated to the student with the second student number, and so on, until the student with the last student number receives the assessment paper allocated to the student with the first student number in the first allocation;

[0045] And so on, until N allocation operations are completed.

[0046] The advantages of the present invention over the prior art are:

[0047] 1. The present invention can accurately identify students' weak links, grasp the overall learning situation of the class, formulate targeted teaching strategies, optimize the allocation of teaching resources, improve classroom teaching efficiency, reduce students' learning obstacles, enhance the mastery of knowledge points, and improve the overall teaching level;

[0048] 2. The present invention allows students to understand their own learning situation, obtain personalized learning suggestions, and clarify the direction of improvement;

[0049] 3. The present invention can reduce teachers' repetitive work, reduce work intensity, improve teaching efficiency, optimize time allocation, improve teaching ability, accumulate teaching experience, optimize teaching methods, and promote professional growth. In terms of education management, teaching data is systematized, the evaluation process is standardized, the decision-making basis is scientific, resource utilization is improved, operating costs are reduced, human resource allocation is optimized, and management efficiency is improved. BRIEF DESCRIPTION OF THE DRAWINGS

[0050] Figure 1It is a framework diagram of the smart campus adaptive learning evaluation system of the present invention. DETAILED DESCRIPTION

[0051] The technical solution of the present invention is further described below with reference to the accompanying drawings and through specific implementation methods.

[0052] In order to enable those skilled in the art to better understand the scheme of the present invention, the technical scheme in the embodiments of the present invention will be clearly and completely described below in conjunction with the drawings in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0053] The terms "first", "second", etc. in the specification and claims of the present invention and the above-mentioned drawings are used to distinguish different objects rather than to describe a specific order. In addition, the terms "including" and "having" and any variations thereof are intended to cover non-exclusive inclusions. For example, a process, method, device, product or end including a series of steps or units is not limited to the listed steps or units, but may optionally include steps or units that are not listed, or may optionally include other steps or units inherent to these processes, methods, products or ends.

[0054] Reference to "embodiments" herein means that a particular feature, structure, or characteristic described in conjunction with the embodiments may be included in at least one embodiment of the present invention. The appearance of the phrase in various places in the specification does not necessarily refer to the same embodiment, nor is it an independent or alternative embodiment that is mutually exclusive with other embodiments. It is explicitly and implicitly understood by those skilled in the art that the embodiments described herein may be combined with other embodiments.

[0055] This application proposes a smart campus adaptive learning assessment system, such as Figure 1 As shown, including:

[0056] The question bank module is used to classify and associate questions to create a question bank, which includes a question bank set and a wrong question set;

[0057] The assessment creation module is used to set the basic assessment information and customize the corresponding questions in the question bank and / or determine the corresponding questions based on intelligent recommendations to generate assessment papers, and send the assessment papers to each student client;

[0058] The assessment and marking module is used to grant marking permissions to different marking objects so that they can mark the assessment papers and submit the marking results to the assessment and analysis module;

[0059] The assessment analysis module is used to analyze the assessment results and create a wrong question set based on the analysis results;

[0060] The student client is used to support receiving and completing assessment papers and submitting them to the assessment and grading module, as well as to revise assessment papers with each other after receiving the grading authority.

[0061] In this embodiment, the question bank module is used to classify and associate questions to build a question bank. In the early stage of this system, questions can be manually imported into the question bank or a large number of questions can be imported into the question bank in batches. When a large number of questions are imported in batches, it is necessary to first classify or assign labels to a large number of questions, and then find the storage location of the questions in the question bank module according to the labels or classification categories. Similarly, we also support custom editing in the question bank. For example, after finding the storage location corresponding to the question bank module, the teacher user can edit the questions and store them. In this embodiment, we divide the question bank into a question bank set and a wrong question set. The question bank set covers questions of different types, and the wrong question set is used to collect the questions with the highest frequency of wrong questions in the class after each assessment.

[0062] The assessment creation module is mainly used to generate assessment papers. Before generating the assessment papers, it is necessary to set the basic assessment information first. The basic assessment information includes the assessment name, target grade, assessment time range and other necessary information. After setting the basic assessment information, it is necessary to select the corresponding questions from the question bank. This embodiment supports the teacher user to customize the selection of the corresponding type of questions or the system to intelligently recommend and select the corresponding questions or a combination of the two to determine the questions. After determining the questions, the assessment papers are generated according to the preset assessment paper style, and then the assessment papers are distributed to the corresponding student clients. The entire assessment creation is convenient and fast, reducing the pre-preparation time and resource waste, and mastering the overall assessment coverage.

[0063] The assessment and marking module is used to mark assessment papers. This embodiment supports different objects to mark assessment papers. We open marking permissions to different user objects, including the system's own intelligent marking, teacher users marking, and student users marking each other's papers. The opening of marking permissions is set by the teacher user.

[0064] The evaluation analysis module is used to analyze the evaluation results, and generate evaluation analysis of different dimensions according to the results of the grading, such as the mastery distribution diagram of a certain knowledge point in a certain chapter, etc. At the same time, the evaluation analysis module also supports the creation of wrong question sets. Through analysis, we can understand the correctness of different types of questions, which is convenient for creating self-matching wrong question sets. Specifically, when the student submits the test, the system will immediately grade and obtain the test results. After the evaluation is completed, the evaluation data analysis is combined with all the candidates participating in the evaluation. For example, the evaluation data analysis includes knowledge point mastery rate analysis, chapter mastery rate analysis, question accuracy analysis, and knowledge point mastery rate analysis: when the question accuracy rate of the knowledge point in the ability assessment is greater than 95%, it is marked that the knowledge point is mastered. The same is true for the chapter mastery rate. When the question accuracy rate of the relevant chapter is greater than 95%, it is marked as mastered. When the overall correct rate of the candidate is less than 60%, it means that the exam needs to be focused on. The knowledge point and chapter accuracy analysis will list the accuracy distribution of all knowledge points and chapters in this evaluation. Automatic grading can avoid the potential impacts of subjective factors, errors, missing data statistics, and inaccurate analysis results caused by manual grading. At the same time, horizontal and vertical multi-dimensional comparative analysis can be carried out to obtain more comprehensive results.

[0065] Furthermore, the assessment analysis module also supports report generation and data visualization. According to the assessment questions and student assessment results, it generates an assessment diagnosis report based on the knowledge points and chapters of students, classes and grades. It includes an analysis of the overall chapter coverage of the assessment and the students' mastery, a comparison of the mastery of each chapter by grade and class, specific warnings of low mastery, and the final presentation of students and chapters that need attention. The overall table analysis of students and classes can be intuitively seen, providing a basis for teachers to adjust teaching strategies and decisions, and improve teaching strategies. According to the assessment diagnosis results, teachers can provide personalized training or precision training for students. According to the students' mastery of different chapters or knowledge points in the assessment, targeted follow-up intensive training is provided to provide students with personalized guidance, improve learning efficiency, and cultivate autonomous learning ability.

[0066] The student client is used for students to write and correct assessment papers or check their own learning status after logging in. The assessment creation module publishes the assessment after confirming the assessment content. After receiving the assessment, students complete the test online and submit the answers within the specified time range to obtain test feedback. Through online testing, the consumption of paper materials and the investment of human resources are reduced. At the same time, students can also get timely feedback and find problems.

[0067] Preferably, the question bank module is used to divide the classification levels, and create corresponding sets according to the respective levels to generate a question bank set, including:

[0068] It is divided into five categories: chapters, knowledge points, difficulty, question types and questions;

[0069] Create chapter collections, knowledge point collections, difficulty collections, question type collections, and question collections according to categories;

[0070] Use the chapter label as the key of the chapter collection and the knowledge point collection as the value of the chapter collection to nest the knowledge point collection into the chapter collection;

[0071] The knowledge point label is used as the key of the knowledge point set, and the difficulty set is used as the value of the knowledge point set, so as to nest the difficulty set into the knowledge point set;

[0072] The difficulty label is used as the key of the difficulty set, and the question type set is used as the value of the difficulty set, so as to nest the question type set into the difficulty set;

[0073] Use the question type label as the key of the question type set and the question set as the value of the question type set to nest the question set into the question type set;

[0074] The topic set stores the corresponding topic content.

[0075] In this embodiment, for the situation that there are a large number of different types of questions in each subject, we classify the questions to facilitate finding the corresponding questions when creating the assessment paper later. This embodiment is divided into five categories: chapter, knowledge point, difficulty, question type and question. More specific categories can be divided according to actual conditions. We use the form of nested sets to create classification and storage of different types of questions. In one embodiment, the question bank set is the largest set, and its value is set with multiple chapter sets. There may be multiple knowledge point sets in each chapter set. For each chapter set, we use the chapter label as the key of the chapter set and multiple knowledge point sets as the value of the chapter set; then for each knowledge point set, each difficulty set, and each question type set, the same is true. Through such classification operations, we can clearly know the position of each question and the chapter, knowledge point, difficulty level and question type to which the question belongs. When creating the assessment paper later, the system intelligently recommends questions and the teacher user customizes the selection of questions, and can intuitively and clearly understand the situation of the questions.

[0076] Preferably, a fixed value is configured for each set created by each category, the fixed value of each set is different, and the fixed value of each set is stored in the corresponding set as the value of the corresponding set;

[0077] Generate a random value for each question in the question set;

[0078] According to the position of the question in the set, the fixed value and the random value of the corresponding set are sequentially concatenated to obtain the specific value of the question, and the specific value is associated with the question.

[0079] In this embodiment, there is a fixed value for each created set, and the fixed value of each set is different. For example, the chapter set where the first chapter is located has a fixed value P1, and the chapter set where the second chapter is located has a fixed value P2; the knowledge point set where knowledge point A is located has a fixed value A1, and the knowledge point set where knowledge point B is located has a fixed value B2; the difficulty set where difficulty one is located has a fixed value D1, and the difficulty set where difficulty two is located has a fixed value D2. The configured fixed value is D2; for the question type set where question type a is located, the fixed value we configured is a1, and for the question type set where question type b is located, the fixed value we configured is b2; for each question, there is a non-repeating random value, such as 0000; based on the above example, by splicing in the order of the set, we can get, for example, a specific value of a question is P1A1D1a10000. After disassembling, we can know that the question belongs to the a1 type with a difficulty of two in the knowledge point A of the first chapter, so we can clearly understand the position in the set.

[0080] Preferably, the assessment analysis module creates a wrong question set based on the assessment analysis results, including creating a personal wrong question set for each student:

[0081] For each student, an independent personal wrong question collection is created, and the personal wrong question collection is also created according to the classification level to form a chapter collection, a knowledge point collection, a difficulty collection, a question type collection and a question collection;

[0082] Get the wrong questions in each assessment paper of the student, sequentially split the specific values ​​of the wrong questions to obtain the fixed values ​​of the corresponding set, and classify the questions into the corresponding question set with reference to the fixed values.

[0083] In this embodiment, we will create an independent personal wrong question set for each student. Students can view their personal wrong question sets in the student client and repeat practice or review at the same time. The personal wrong question set is also created in the classification form of the question bank set, but it is two different storage spaces and files from the question bank set. After each assessment, for each student, we will filter out the wrong questions in it and split the specific values ​​of the questions. Since the specific values ​​are spliced ​​in the order of the set, the disassembly becomes very convenient. After disassembly, we can get the chapter, knowledge point, difficulty, question type and other sets to which the question belongs. We only need to store the wrong questions in the corresponding question set at the bottom. During subsequent practice and review, students themselves can also clearly know which chapters and knowledge points have problems and the biggest problems.

[0084] Preferably, the assessment analysis module creates a wrong question set based on the assessment analysis results, including creating a class wrong question set for each class:

[0085] For each class, an independent class wrong question set is created, and the class wrong question set is also created into a chapter set, a knowledge point set, a difficulty set, a question type set, and a question set according to the classification level;

[0086] In each assessment, obtain the specific values ​​of all questions in the assessment paper, traverse the personal wrong question sets of all students in the class, obtain the number of occurrences of the specific value of each question in all personal wrong question sets, and filter out questions with a number of occurrences greater than a threshold;

[0087] The specific values ​​of the screened questions are sequentially split to obtain the fixed values ​​of the corresponding set, and the questions are classified into the corresponding question set with reference to the fixed values.

[0088] In this embodiment, the class wrong question set is also created by the classification method of the question bank set. Since the assessment papers for all students in each class are the same, and the class wrong question set requires the questions that most students in the class get wrong the most, we need to traverse each student's personal wrong question set to know which questions more people get wrong. For example, for the last big question on the assessment paper, we know its specific value, so we can use the specific value to search in the personal wrong question sets of all students. If the personal wrong question sets of 20 students all store this question, it means that the question appears 20 times. When the set threshold is 10, this question will be screened out and included in the corresponding collection position in the class wrong question set.

[0089] Preferably, the assessment creation module is used to set basic assessment information and select corresponding questions from the question bank by user-defined means and / or determine corresponding questions based on intelligent recommendations to generate assessment papers, and send the assessment papers to each student client, including:

[0090] The teacher user selects a corresponding number of questions from the question bank and / or wrong question set to generate an assessment paper;

[0091] And / or set the corresponding chapters, knowledge points, difficulty and question type keywords, the number of questions corresponding to different question types and the number of questions to be selected from the question bank set and wrong question set. The system automatically selects the corresponding number of random questions from the question bank set and / or wrong question set according to the settings to generate the assessment paper.

[0092] In this embodiment, we support multiple ways to create assessment papers, including teachers selecting a corresponding number of questions from a question bank or a wrong question set to generate an assessment paper. Because both the question bank and the wrong question set are classified, it is easy to find questions of the corresponding question type.

[0093] Alternatively, the teacher user can pre-set keywords such as corresponding chapters, knowledge points, etc., the number of questions required for each question type, the number of questions selected from the question bank and the wrong question set, etc. After setting, the system will automatically select and generate the assessment paper. In one embodiment, for example, the keyword is set to the first chapter knowledge point A, the number of question type a of difficulty level 1 is 4, the number selected from the question bank is 4, and the number selected from the wrong question set is 0, which means that all 4 questions are selected from the question bank;

[0094] Furthermore, the system also supports the creation of assessment papers by combining some questions that can be selected by teacher users and other questions that are intelligently recommended by the system.

[0095] Preferably, the assessment and marking module is used to grant marking permissions to different marking objects so as to mark the assessment papers, and submit the marking results to the assessment and analysis module, including:

[0096] Open the examination paper grading permission to teachers, who can grade the examination papers by themselves;

[0097] Or the assessment and marking module automatically marks the assessment papers;

[0098] Or according to the question types, the grading authority of the corresponding questions in the assessment paper can be allocated to the teacher user for self-grading and the assessment grading module for automatic grading.

[0099] In this embodiment, the system supports multiple marking modes, including teacher users marking all assessment papers, or the system marking papers intelligently and automatically, or dividing the questions according to question types, with teacher users modifying some questions and the system intelligently modifying other questions. For example, application questions need to be marked by teacher users themselves, while multiple-choice questions and true or false questions can be marked by the system intelligently.

[0100] Preferably, the assessment and marking module is used to grant marking permissions to different marking objects so as to mark the assessment papers and submit the marking results to the assessment and analysis module, and further includes:

[0101] Open the grading permission to the student client to support student users in the same class to grade each other's papers on the student client.

[0102] In this embodiment, the system also supports students marking each other's papers. The system will assign other students' papers to students, and students can mark and correct other students' papers on the student client.

[0103] Preferably, after the marking permission is opened to the student client, the assessment marking module is further used to perform the following operations to distribute different assessment papers to different student clients, including:

[0104] Get the account number of all student clients, including the student ID and name;

[0105] Get the student information on all assessment papers, including student ID and student name;

[0106] Perform N allocation operations according to the student numbers from small to large, where 1<N<M, M represents the number of students, and N takes a random integer value between 1 and M;

[0107] In the first allocation operation, the assessment paper of the student with the first student number is allocated to the student with the second student number, and so on, until the assessment paper of the student with the last student number is allocated to the student with the first student number;

[0108] In the second allocation operation, the assessment paper received by the student with the first student number in the first allocation is allocated to the student with the second student number, and so on, until the student with the last student number receives the assessment paper allocated to the student with the first student number in the first allocation;

[0109] And so on, until N allocation operations are completed.

[0110] In the operation of students correcting each other's papers, the most important thing is that students cannot correct their own papers. We designed an allocation algorithm. For example, there are 4 students with student numbers from 1 to 4. Before the allocation, each student has his or her own assessment paper. In the first allocation, we assign the assessment paper No. 1 of student No. 1 to student No. 2, the assessment paper No. 2 of student No. 2 to student No. 3, the assessment paper No. 3 of student No. 3 to student No. 4, and the assessment paper No. 4 of student No. 4 to student No. 1; in the second allocation, we assign the assessment paper No. 4 in the hands of student No. 1 to student No. 2, the assessment paper No. 1 in the hands of student No. 2 to student No. 3, the assessment paper No. 2 in the hands of student No. 3 to student No. 4, and the assessment paper No. 3 in the hands of student No. 4 to student No. 1;

[0111] After two distributions, student No. 1 has assessment paper No. 3, student No. 2 has assessment paper No. 4, student No. 3 has assessment paper No. 1, and student No. 4 has assessment paper No. 2.

[0112] In this embodiment, there are only 4 students, so it can only be distributed 3 times. After the 4th distribution, all students will get their own assessment papers. Therefore, the number of distributions N must satisfy 1<N<M, where M represents the number of students and N is an integer. We can randomly select N each time when the assessment papers are revised. This ensures that students will not get their own assessment papers.

[0113] The technical principle of the present invention is described above in conjunction with specific embodiments. These descriptions are only for explaining the principle of the present invention and cannot be interpreted as limiting the scope of protection of the present invention in any way. Based on the explanations herein, those skilled in the art can associate other specific implementations of the present invention without paying creative labor, and these methods will fall within the scope of protection of the present invention.

Claims

1. A smart campus adaptive learning assessment system, characterized in that: include: The question bank module is used to classify and associate questions to create a question bank, which includes a question bank set and a wrong question set; The assessment creation module is used to set the basic assessment information and customize the corresponding questions in the question bank and / or determine the corresponding questions based on intelligent recommendations to generate assessment papers, and send the assessment papers to each student client; The assessment and marking module is used to grant marking permissions to different marking objects so that they can mark the assessment papers and submit the marking results to the assessment and analysis module; The assessment analysis module is used to analyze the assessment results and create a wrong question set based on the analysis results; The student client is used to support receiving and completing assessment papers and submitting them to the assessment and grading module, as well as to revise assessment papers with each other after receiving the grading authority.

2. According to claim 1, a smart campus adaptive learning assessment system is characterized by: The question bank module is used to divide the classification levels and create corresponding sets according to the levels to generate a question bank set, including: It is divided into five categories: chapters, knowledge points, difficulty, question types and questions; Create chapter collections, knowledge point collections, difficulty collections, question type collections, and question collections according to categories; Use the chapter label as the key of the chapter collection and the knowledge point collection as the value of the chapter collection to nest the knowledge point collection into the chapter collection; The knowledge point label is used as the key of the knowledge point set, and the difficulty set is used as the value of the knowledge point set, so as to nest the difficulty set into the knowledge point set; The difficulty label is used as the key of the difficulty set, and the question type set is used as the value of the difficulty set, so as to nest the question type set into the difficulty set; Use the question type label as the key of the question type set and the question set as the value of the question type set to nest the question set into the question type set; The topic set stores the corresponding topic content.

3. According to claim 2, a smart campus adaptive learning assessment system is characterized by: A fixed value is configured for each set created by each category, and the fixed value of each set is different. The fixed value of each set is stored in the corresponding set as the value of the corresponding set; Generate a random value for each question in the question set; According to the position of the question in the set, the fixed value and the random value of the corresponding set are sequentially concatenated to obtain the specific value of the question, and the specific value is associated with the question.

4. According to claim 3, a smart campus adaptive learning assessment system is characterized by: The assessment analysis module creates a wrong question set based on the assessment analysis results, including creating a personal wrong question set for each student: For each student, an independent personal wrong question collection is created, and the personal wrong question collection is also created according to the classification level to form a chapter collection, a knowledge point collection, a difficulty collection, a question type collection and a question collection; Get the wrong questions in each assessment paper of the student, sequentially split the specific values ​​of the wrong questions to obtain the fixed values ​​of the corresponding set, and classify the questions into the corresponding question set with reference to the fixed values.

5. According to claim 4, a smart campus adaptive learning assessment system is characterized by: The evaluation and analysis module creates a wrong question set based on the evaluation and analysis results, including creating a class wrong question set for each class: For each class, an independent class wrong question set is created, and the class wrong question set is also created into a chapter set, a knowledge point set, a difficulty set, a question type set, and a question set according to the classification level; In each assessment, obtain the specific values ​​of all questions in the assessment paper, traverse the personal wrong question sets of all students in the class, obtain the number of occurrences of the specific value of each question in all personal wrong question sets, and filter out questions with a number of occurrences greater than a threshold; The specific values ​​of the screened questions are sequentially split to obtain the fixed values ​​of the corresponding set, and the questions are classified into the corresponding question set with reference to the fixed values.

6. According to claim 1, a smart campus adaptive learning assessment system is characterized by: The assessment creation module is used to set the basic assessment information and customize the corresponding questions in the question bank and / or determine the corresponding questions based on intelligent recommendations to generate assessment papers, and send the assessment papers to each student client, including: The teacher user selects a corresponding number of questions from the question bank and / or wrong question set to generate an assessment paper; And / or set the corresponding chapters, knowledge points, difficulty and question type keywords, the number of questions corresponding to different question types and the number of questions to be selected from the question bank set and wrong question set. The system automatically selects the corresponding number of random questions from the question bank set and / or wrong question set according to the settings to generate the assessment paper.

7. The smart campus adaptive learning system according to claim 1, characterized in that: The assessment and grading module is used to grant grading permissions to different grading objects to grade the assessment papers and submit the grading results to the assessment and analysis module, including: Open the examination paper grading permission to teachers, who can grade the examination papers by themselves; Or the assessment and marking module automatically marks the assessment papers; Or according to the question types, the grading authority of the corresponding questions in the assessment paper can be allocated to the teacher user for self-grading and the assessment grading module for automatic grading.

8. The smart campus adaptive learning system according to claim 1, characterized in that: The assessment and grading module is used to grant grading permissions to different grading objects to grade the assessment papers and submit the grading results to the assessment and analysis module, and also includes: Open the grading permission to the student client to support student users in the same class to grade each other's papers on the student client.

9. A smart campus adaptive learning system according to claim 8, characterized in that: After the marking permission is granted to the student client, the assessment marking module is further used to perform the following operations to distribute different assessment papers to different student clients, including: Get the account number of all student clients, including the student ID and name; Get the student information on all assessment papers, including student ID and student name; Perform N allocation operations according to the student numbers from small to large, where 1<N<M, M represents the number of students, and N takes a random integer value between 1 and M; In the first allocation operation, the assessment paper of the student with the first student number is allocated to the student with the second student number, and so on, until the assessment paper of the student with the last student number is allocated to the student with the first student number; In the second allocation operation, the assessment paper received by the student with the first student number in the first allocation is allocated to the student with the second student number, and so on, until the student with the last student number receives the assessment paper allocated to the student with the first student number in the first allocation; And so on, until N allocation operations are completed.

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