Chinese examination system suitable for learners with diverse backgrounds, and settings of actual operation and feedback thereof

Abstract

A Chinese examination system suitable for learners with diverse backgrounds, the system comprising: a server, a client and a data transmission network, wherein the client is a terminal device for a Chinese examination; the server provides a database service for the Chinese examination; the data transmission network is connected to the server and the client and is used for guaranteeing data transmission between the server and the client; when the Chinese examination is started, the server pushes corresponding test question information on the basis of examinee information provided by the client, the client transmits a corresponding question-answering situation to the server, the server automatically determines the difficulty level of the next round of test questions on the basis of the question-answering situation provided by the client and pushes the next round of test questions to the client, and execution is repeatedly triggered until a corresponding number of test questions is completed; and the server compiles statistics on the basis of all question-answering situations provided by the client.

Description

A Chinese language examination system suitable for learners from diverse backgrounds and its practical operation and feedback settings Technical Field

[0001] The present invention relates to the technical field of examination systems, and more specifically, to a Chinese examination system suitable for learners from diverse backgrounds and its actual operation and feedback settings, and more specifically, to a Chinese examination system and method suitable for learners from diverse backgrounds. Background Art

[0002] Currently, Chinese examination systems are either targeted at non-native Chinese speakers or native Chinese speakers, but not at both. There is no intelligent recognition and push notification system, and most examinations conducted in the same exam use a unified question bank; exam feedback is delayed and still requires manual assistance; and the presentation of exam results is relatively simple.

[0003] Patent document CN112581089A (application number: 202011508998.8) discloses a system based on the civil aviation grade examination process, including a login module for verifying candidate information, a subject management module for automatically matching examination subjects according to the category of the certificate obtained, and establishing a question bank; the question management module generates examination papers through paper management; the examination plan module formulates examination plans based on candidate information such as number and region; the examination scheduling management module generates invigilator information according to preset matching principles and imports patrol officer information; the examination module stores the examination answers and limits the submission time; the invigilation management module monitors the examination module in real time; the score management module calculates the scores according to preset score rules; the system management module uses the organization management function to manage the hierarchical relationship of each role to achieve authority isolation.

[0004] Summary of the Invention

[0005] In view of the deficiencies in the prior art, the present invention aims to provide a Chinese examination system suitable for learners from diverse backgrounds and its actual operation and feedback settings, and more specifically, to a Chinese examination system and method suitable for learners from diverse backgrounds.

[0006] According to the present invention, a Chinese language examination system for learners with diverse backgrounds includes: a server, a client, and a data transmission network;

[0007] The client is a terminal device for Chinese examination;

[0008] The server provides database services for Chinese examinations, including: a test question information database; the test question information database includes an adaptive module question database and a diagnostic module question database;

[0009] The data transmission network is connected to the server and the client, and is used to ensure data transmission between the server and the client;

[0010] When entering the Chinese test, the server pushes the adaptive module question bank of the corresponding level according to the candidate information provided by the client, and the client transmits the corresponding answer situation to the server. The server determines the difficulty level of the next round of test questions based on the answer situation provided by the client and pushes it to the client until the error rate of the answer situation of the adaptive module question bank of the current level meets the preset conditions; the Chinese level of the current candidate is obtained; the server pushes the diagnostic module question bank corresponding to the current candidate level to the client, and the client feeds back the corresponding answer situation to the server; the server performs Chinese proficiency diagnosis based on the answer situation.

[0011] Preferably, the server pushes the font version of the test questions according to the test font selected by the client.

[0012] Preferably, the server pushes an adaptive module question bank of a corresponding level based on the examinee information provided by the client. The server judges the answer situation provided by the client. When the accuracy rate reaches the preset requirement, the adaptive module question bank of a higher level is pushed to the client; when the accuracy rate does not reach the preset requirement, the Chinese proficiency level of the current examinee is obtained; and the diagnostic module question bank of the current Chinese level is continued to be pushed to the client.

[0013] Preferably, the server counts the test takers' scores and incorrect options, attributes the errors, and generates corresponding Chinese proficiency levels, real-time rankings, and ability description reports.

[0014] Preferably, the scores and incorrect options of all candidates are counted, and a performance report including class and school-wide performance reports is automatically generated.

[0015] According to the present invention, a Chinese language examination method for learners from diverse backgrounds is provided, comprising:

[0016] Step S1: The server pushes the adaptive module question library of the corresponding level according to the candidate information provided by the client;

[0017] Step S2: The client transmits the corresponding answer status to the server. The server determines the difficulty level of the next round of test questions based on the answer status provided by the client and pushes it to the client until the error rate of the answer status of the current level adaptive module question library meets the preset conditions; and obtains the Chinese proficiency level of the current candidate;

[0018] Step S3: The server pushes the diagnostic module question library corresponding to the current candidate's level to the client, and the client feeds back the corresponding answer status to the server; the server performs Chinese proficiency diagnosis based on the answer status.

[0019] Preferably, the server pushes the font version of the test questions according to the test font selected by the client.

[0020] Preferably, the server pushes an adaptive module question bank of a corresponding level based on the examinee information provided by the client. The server judges the answer situation provided by the client. When the accuracy rate reaches the preset requirement, the adaptive module question bank of a higher level is pushed to the client; when the accuracy rate does not reach the preset requirement, the Chinese proficiency level of the current examinee is obtained; and the diagnostic module question bank of the current Chinese level is continued to be pushed to the client.

[0021] Preferably, the server counts the test takers' scores and incorrect choices, automatically attributes errors, and generates corresponding Chinese proficiency levels, real-time rankings, and ability description reports.

[0022] Preferably, the scores and incorrect options of all candidates are counted, and a performance report including class and school-wide performance reports is automatically generated.

[0023] Compared with the prior art, the present invention has the following beneficial effects:

[0024] 1. The Chinese language examination system and method provided by the present invention for learners from diverse backgrounds can be fully automated, requiring no human intervention or judgment, thus reducing human resource costs, simplifying the organization of examinations, and enabling comprehensive and efficient testing of Chinese language proficiency.

[0025] 2. Enhanced test accuracy: Traditional fixed-length tests can only provide a rough assessment of the subject's ability based on the difficulty of the questions. However, this invention can dynamically select test questions of appropriate difficulty based on the subject's answers, thereby more accurately assessing the subject's ability level.

[0026] 3. Saves test time: Traditional fixed-length tests usually require a long test time, but the present invention can automatically adjust the test length according to the subject's ability level and test purpose, thereby saving test time and improving test efficiency;

[0027] 4. Improved test applicability: Due to regional and cultural differences in the Chinese language, traditional fixed-length tests may have language and cultural biases. However, the present invention can dynamically select appropriate test questions based on the background information of diverse learners and test objectives, thereby improving the applicability of the test;

[0028] 5. Personalized Assessment: The present invention can provide personalized tests for subjects of different ability levels based on their performance, thereby more accurately assessing their ability levels in different dimensions, and thus effectively measuring the language proficiency of Chinese learners of different courses and ages;

[0029] 6. By adopting a unified standard and intelligent Chinese examination system, this invention not only frees teachers from the work of setting questions, marking and grading papers, but also makes examinations more fair and standardized for learners from diverse backgrounds, providing a powerful tool for promoting Chinese education in my country at home and abroad.

[0030] 7. The present invention uses three interactive modes of school, teacher and individual students to present rich performance report charts for campuses, classes and individuals, solving the problem of limited application of performance data in teaching because most school leaders and teachers do not have professional data analysis capabilities. BRIEF DESCRIPTION OF THE DRAWINGS

[0031] Other features, objects and advantages of the present invention will become more apparent upon reading the detailed description of non-limiting embodiments with reference to the following drawings:

[0032] Figure 1 is a flow chart of the Chinese examination method for learners from diverse backgrounds. DETAILED DESCRIPTION

[0033] The present invention will be described in detail below with reference to specific embodiments. The following examples will help those skilled in the art to further understand the present invention, but are not intended to limit the present invention in any form. It should be noted that, for those skilled in the art, several changes and improvements can be made without departing from the scope of the present invention. These all fall within the scope of protection of the present invention.

[0034] Learners from diverse backgrounds take the same exam platform using the same assessment criteria. Their responses are automatically pushed to the reporting platform database, which updates their proficiency levels, ability diagnostics, and dynamic rankings in real time. This unified, intelligent vocabulary exam not only frees teachers from the tasks of setting questions, marking, grading, and analyzing scores, but also makes exams more equitable and standardized for learners from diverse backgrounds, providing a powerful tool for promoting Chinese language education both domestically and internationally.

[0035] Example 1

[0036] According to the present invention, a Chinese examination system for learners with diverse backgrounds is provided, as shown in FIG1 , comprising: a server, a client, and a data transmission network;

[0037] The client is a terminal device for Chinese examination;

[0038] The server provides database services for Chinese examinations, including: a test question information database; the test question information database includes an adaptive module question database and a diagnostic module question database;

[0039] The data transmission network is connected to the server and the client, and is used to ensure data transmission between the server and the client;

[0040] When entering the Chinese test, the server pushes the adaptive module question bank of the corresponding level according to the candidate information provided by the client, and the client transmits the corresponding answer situation to the server. The server determines the difficulty level of the next round of test questions based on the answer situation provided by the client and pushes it to the client until the error rate of the answer situation of the adaptive module question bank of the current level meets the preset conditions; the Chinese level of the current candidate is obtained; the server pushes the diagnostic module question bank corresponding to the current candidate level to the client, and the client feeds back the corresponding answer situation to the server; the server performs Chinese proficiency diagnosis based on the answer situation.

[0041] Specifically, the server pushes the font version of the test questions according to the test font selected by the client.

[0042] Specifically, the server pushes an adaptive module question bank of a corresponding level based on the candidate information provided by the client. The server judges the answers provided by the client. When the accuracy rate reaches the preset requirements, the server pushes a higher-level adaptive module question bank to the client; when the accuracy rate does not reach the preset requirements, the server obtains the Chinese proficiency level of the current candidate; and continues to push the diagnostic module question bank of the current Chinese level to the client.

[0043] Specifically, the server pushes the adaptive module question bank of corresponding level according to the examinee's information provided by the client, such as factors such as gender, age, education background, and language background. The server can dynamically select test questions of appropriate difficulty according to the examinee's answering situation, in order to assess the examinee's Chinese proficiency level in multiple dimensions, including aspects such as voice, listening, reading, and writing. If the examinee's answer accuracy reaches the preset requirements, the server can push the adaptive module question bank of higher level to the client according to the examinee's performance, to further assess the examinee's ability. If the examinee's answer accuracy does not reach the preset requirements, the server can obtain the current examinee's Chinese level, and continue to push the diagnostic module question bank of the current Chinese level to the client.

[0044] Among them, the test question information database is divided into an adaptive module question bank and a diagnostic module question bank; the Chinese level of the current candidate is judged based on the adaptive module question bank; and the Chinese ability of the current candidate under the current Chinese level is judged based on the diagnostic module question bank, including: listening, speaking, reading and writing abilities.

[0045] Specifically, the present invention provides a method for applying a multi-dimensional adaptive model in Chinese testing to achieve the merging of scores from multiple dimensions and the accurate analysis of multiple sub-abilities.

[0046] The test question information database is divided into an adaptive module question bank and a diagnostic module question bank. The adaptive module question bank contains questions in multiple dimensions, such as listening, speaking, reading and writing, while the diagnostic module question bank contains questions used to diagnose the examinees' abilities.

[0047] Based on the adaptive module question bank, the adaptive algorithm determines the current candidate's Chinese proficiency level. The adaptive algorithm automatically adjusts the difficulty level based on the candidate's answers to achieve the best test results.

[0048] Based on the Diagnostic Module question bank, the student's Chinese proficiency at the current Chinese proficiency level is diagnosed, including listening, speaking, reading, and writing skills. The Diagnostic Module question bank contains questions from multiple dimensions, corresponding to the questions in the Adaptive Module question bank.

[0049] The scores of candidates in various dimensions are combined into a total score to comprehensively evaluate the candidate's Chinese proficiency.

[0050] Through a multi-dimensional adaptive model, we accurately analyze the candidate's performance in each sub-skill to identify their strengths and weaknesses. For sub-skills where they are lacking, we provide relevant learning suggestions and resources to help candidates further improve. We also comprehensively assess the candidate's Chinese language proficiency, providing accurate analysis and suggestions to help candidates conduct targeted learning to address their weaknesses and ultimately improve their Chinese language proficiency.

[0051] Specifically, the discrimination, test reliability and validity of each question are analyzed, and the questions that meet the preset requirements are included in the adaptive module question bank.

[0052] More specifically, the test question information database is screened based on validity, discrimination D value, item-total score correlation coefficient, and overall reliability Cronbach's alpha coefficient to obtain an adaptive module question bank that meets the preset requirements; the screened adaptive module question bank is used to judge the Chinese proficiency of the current examinee based on the Chinese diagnostic system;

[0053] The validity mentioned is a statistical indicator of the relevance and consistency of assessment items with subject knowledge and ability standards;

[0054] The discrimination D value is a statistical indicator for evaluating the discrimination of each observation item in the measurement tool;

[0055] The item-total score correlation coefficient is an indicator used to measure the relationship between each question and the total score in an examination or test;

[0056] The reliability Cronbach's alpha coefficient is a statistical indicator for evaluating the internal consistency of the measurement.

[0057] Specifically, the validity is an analysis of test response and test paper reliability.

[0058] Specifically, the discrimination D value is:

[0059] Step S11.1: Sort the subjects by test score from high to low, and select the first n subjects as the best performing subjects, and select the last n subjects as the worst performing subjects;

[0060] Step S11.2: Calculate the average scores of the best-performing subjects and the worst-performing subjects respectively, and calculate the difference between the two;

[0061] Step S11.3: Calculate the standard deviation of a question;

[0062] Step S11.4: Divide the calculated difference between the two by the standard deviation to obtain the discrimination value D;

[0063] Step S11.5: When the discrimination value D is less than the preset value, the current question is deleted.

[0064] Specifically, the item-total score correlation coefficient is:

[0065] Step S12.1: Standardize the scores of each question and the total score of each subject;

[0066] Step S12.2: Calculate the covariance between each question score and the total score;

[0067] Step S12.3: Calculate the standard deviation of each question score and the total score;

[0068] Step S12.4: Divide the calculated covariance by the product of the calculated standard deviations to obtain the item-total score correlation coefficient;

[0069] Step S12.5: When the correlation coefficient of a certain item is lower than a preset value, the current item is deleted.

[0070] Specifically, the reliability Cronbach's alpha coefficient is:

[0071] Where K represents the number of test questions; σ 2 i represents the variance of the score of each test question; σ 2 represents the total variance of the scores of the entire test;

[0072] When the Cronbach's alpha coefficient is less than the preset value, the test information database is re-screened based on validity, discrimination D value, and item-total score correlation coefficient until the Cronbach's alpha coefficient is greater than the preset value.

[0073] The Chinese language level of the current examinee is judged by using the selected adaptive module question library based on the Chinese language diagnosis system:

[0074] Step S22.1: Based on the questions in the adaptive module question library, perform natural language processing on the questions to extract keywords and sentences;

[0075] Step S22.2: Use the prompting project to conduct a quality review of the questions to determine the difficulty and quality of the questions;

[0076] Step S22.3: Intelligently grade the questions based on the review results and assign the questions to corresponding difficulty levels.

[0077] Specifically, natural language processing technology is used in combination with a language corpus to generate a prompt word list containing keywords and prompt sentences; in the question quality review stage, the keywords and sentences in the questions are automatically analyzed and matched with the prompt word list to judge the difficulty and quality of the questions; in the intelligent grading stage, based on the review results, the questions are assigned to the corresponding difficulty levels, so that the number of questions at each difficulty level is evenly distributed, ensuring that the difficulty of the questions is evenly distributed.

[0078] Based on the adaptive module question library and prompt word list, combined with the Chinese language proficiency growth curve, value-added assessment, and longitudinal growth model, each question is intelligently graded to determine its language proficiency level and corresponding score value. The scores of multiple dimensions are weighted and summed to obtain the candidate's total score in Chinese language proficiency. At the same time, through the precise analysis of multiple sub-abilities, detailed error analysis, evaluation reports, and personalized learning suggestions are provided to the candidates. This invention realizes the quality review and intelligent grading of the adaptive module question library, providing a more scientific and accurate evaluation system for Chinese language tests, with high practical value and broad application prospects.

[0079] At the same time, the server uses the classical measurement theory model and the item response theory model based on the adaptive module question bank to push it to the client. The client will feedback the corresponding answer situation to the server, and the server will determine the current Chinese level of the examinee based on the answer situation. Under the classical measurement theory framework, each difficulty level matches the course objectives and content, and the error rate of each level is calculated relatively independently, and the error rate increases step by step between levels. Under the framework of the item response theory model, the difficulty of all questions is treated as equal, forming a unified question bank. During the specific answering process, questions of different difficulty levels will be presented repeatedly, and the level will be determined based on the final score. The two sets of calculation logic are deployed with different link entrances and called according to user needs.

[0080] Specifically, the server counts the test takers' scores and incorrect choices, attributes the errors, and generates corresponding Chinese proficiency levels, real-time rankings, and ability description reports.

[0081] Specifically, during the multidimensional adaptive test, the server will count the examinees' answer scores and incorrect answers, and attribute the incorrect answers to the incorrect answers in order to assess the examinees' Chinese proficiency levels in different dimensions. By analyzing the examinees' answer performance, the server will generate a corresponding Chinese proficiency report, which will detail the examinees' proficiency performance in different Chinese dimensions. At the same time, the server will generate real-time rankings based on the examinees' performance in the test for the examinees to conduct self-assessment and comparison. The server will also generate a proficiency description report to provide examinees and teachers with detailed assessment results and suggestions, helping them develop more targeted learning plans and teaching programs. To improve the accuracy and reliability of the assessment, the server will conduct a comprehensive analysis and mining of the test data, using various statistical methods and data mining techniques to discover deeper patterns and features. Through these analyses and mining, the server can conduct a more accurate, comprehensive, and personalized assessment of the examinees' Chinese proficiency and provide more targeted learning and teaching suggestions.

[0082] Specifically, attribute labels are added to the question stems and options in the test information database of the Chinese proficiency diagnosis system. While diagnosing Chinese proficiency, error attribution is analyzed based on the attribute labels.

[0083] More specifically, vocabulary types and error types of vocabulary ability indicators are defined based on the theories of the Chinese linguistics community, and the defined vocabulary types and error types of vocabulary ability indicators are used as a linguistic attribute tag library; the stems and options of the questions in the test information database are respectively annotated with multi-dimensional linguistic attribute tags based on the linguistic attribute tag library, thereby establishing a test information database with linguistic attribute tags.

[0084] The vocabulary types include:

[0085] According to the application context, it includes academic vocabulary and non-academic vocabulary, see the attribute tag "Purpose";

[0086] According to the part of speech, it includes content words and function words; the content words include nouns, verbs, adjectives and quantifiers; the function words include adverbs, prepositions and conjunctions, see the attribute tag "POS part of speech";

[0087] The error types of the vocabulary ability label include: error types of vocabulary ability pronunciation, error types of vocabulary ability form and error types of vocabulary ability meaning;

[0088] The error types of vocabulary ability sound include: tone errors, spelling rule errors and polyphone confusion, see the attribute tag "ErroRecommend error option diagnosis description";

[0089] The error types of the vocabulary ability form include: stroke order errors, structure errors, and added or missing strokes, see the attribute tag "ErroRecommend Error Option Diagnosis Description";

[0090] The error types of vocabulary ability meaning include: confusion of synonyms, confusion of multiple meanings of a word, and misuse of words, see the attribute tags "antonym", "homophone", "polysemy", "synonymy", "collocation", "same type", and "optimal".

[0091] More specifically, the attribute labels are in Chinese and English:

[0092] Item number; N number of samples; P difficulty value; D discrimination coefficient; Corr IT correlation; Dalpha deletion Alpha; DifClass native language item functional difference; DifCurriculum course item functional difference; DifGender gender item functional difference; ItemSerialNumber item library sequence; SkillStandards ability index; Vocabulary target vocabulary; POS part of speech; Level word level; Instructions question type description; SubAbility vocabulary ability type; StemFormat question stem format; OptionFormat option format; Stem question stem; RightOptions correct option; ErroOptions incorrect option; Purpose purpose; RightRecommend correct option diagnostic description; ErroRecommend incorrect option diagnostic description;

[0093] Generate a radar chart of each vocabulary ability based on the scores of the question attribute labels; generate a detailed diagnostic report of each vocabulary ability based on the options selected in the question and the attribute labels corresponding to the options.

[0094] The present invention utilizes artificial intelligence technology to analyze the examinees' answers, accurately identifying their weaknesses and error types in Chinese proficiency, thereby providing corresponding teaching suggestions and guidance. Specifically, by analyzing the examinees' answers, it is possible to automatically diagnose the types of errors they have made in Chinese proficiency, including grammatical errors, vocabulary errors, semantic errors, etc., and perform attribution analysis on the errors to determine the causes of the errors. At the same time, the technology can analyze the examinees' scores in different knowledge points and skills, diagnose the examinees' weaknesses in Chinese proficiency, and provide corresponding teaching suggestions and guidance.

[0095] This technology relies on artificial intelligence technologies such as deep learning and natural language processing. By building a large-scale Chinese corpus and a Chinese proficiency diagnostic model, and utilizing deep learning to analyze test-takers' responses, it can quickly and accurately identify the types and causes of errors. Furthermore, this technology analyzes test-takers' scores across various knowledge points and skills. This analysis can diagnose weaknesses in Chinese proficiency and provide appropriate instructional recommendations and guidance.

[0096] Specifically, the scores and incorrect answers of all candidates are counted, and performance reports for classes and the entire school are automatically generated.

[0097] More specifically, the test results are scored and graded by combining criterion-referenced and norm-referenced methods; and performance analysis and reports are provided based on school management, teacher instruction, and student personalized feedback.

[0098] The calibration reference is to compare the test results with a fixed standard or reference to determine the score and grade;

[0099] The norm reference is to determine the position and level of the test result in the overall distribution by comparing the test result with the test results of a preset number of subjects.

[0100] To meet the needs of school management, the report provides an overall student distribution analysis. This includes the distribution of Chinese language proficiency, pass rates, and excellent rates for students in different grades and classes. This helps school management understand the overall performance of Chinese language teaching and provides a reference for formulating education policies.

[0101] To meet teachers' teaching needs, the report provides comparative and follow-up teaching suggestions based on students' background information. This includes analyzing the performance of native and non-native Chinese students on different Chinese knowledge points and skills, comparing the performance differences between different students, identifying teaching problems, and providing follow-up teaching suggestions to help teachers improve teaching quality.

[0102] The report provides personalized diagnostic instructions and follow-up learning suggestions tailored to individual student needs. This includes analyzing students' performance across different error types based on their grades, establishing a longitudinal growth curve, and developing personalized learning plans and suggestions to help them improve their learning outcomes and facilitate effective home-school communication.

[0103] The present invention has many advantages in Chinese language testing. It not only improves the accuracy and efficiency of the test, but also allows for personalized assessment based on the subject's background information and test objectives, achieving a more comprehensive and effective measurement of the learner's Chinese language proficiency.

[0104] Example 2

[0105] Example 2 is a preferred example of Example 1

[0106] The Chinese language examination system for learners from diverse backgrounds provided by the present invention includes:

[0107] Step 1: Develop a vocabulary selection specification document and select the vocabulary to be tested;

[0108] Step 2: Prepare standard documents for vocabulary test question types, question stems, and options, and create questions that meet the test standards;

[0109] Step 3: Organize a unified test for more than 4,000 people, conduct a quality analysis on each question, and assign a difficulty value to each question;

[0110] Step 4: The questions that pass the quality analysis are included in the question bank of the adaptive system;

[0111] Step 5: Write an adaptive system algorithm for the Chinese test;

[0112] Step 6: The adaptive system algorithm automatically determines the difficulty level of the next question based on the candidate's current answering situation and pushes it to the candidate. It stops pushing questions of the next difficulty level until the candidate's error rate stabilizes at a certain level. The system then gives the candidate's Chinese proficiency level.

[0113] Specifically, the step 2 includes:

[0114] Item Development and Review Phase: Three researchers participated in the item development and review process. In the first round, researchers adapted the item development principles of Tsubota Ayano and Ishii Hidemune (2020) to suit the specific characteristics of Chinese. Each researcher developed two subtest sets. In the second round, researchers confirmed that their annotations of item attributes (part of speech, usage, etc.) were consistent, and received confirmation and feedback from a third researcher. In the third round, experienced Chinese teachers outside the development team were invited to provide feedback and confirmation on the items.

[0115] Specifically, step 3 includes the following steps:

[0116] Step 3.1: Use the quality analysis tool to analyze the Cronbach's consistency coefficient, the discrimination D value of each question, and the item-total score correlation to determine that the vocabulary test is unidimensional and can be applied to the adaptive system algorithm;

[0117] Step 3.2: Conduct a criterion-related validity analysis on the same sample of participants who participated in an external authoritative test to confirm that the vocabulary test can represent the students' overall Chinese proficiency level, and that the student performance level assessed by the adaptive algorithm can be used as the overall Chinese proficiency level;

[0118] Criterion-related validity refers to the correlation between scores on Chinese vocabulary tests and the results of other mainstream Chinese proficiency assessments. This study used the reading scores of the "Smart Reading" developed by Yao-Ting et al. (2014) from the Hong Kong campus as a reference. The results of the four subtests are as follows:

[0119] Overall, the results of the Chinese vocabulary test can predict students' scores on the reading test to a certain extent, which is consistent with the results of Cheng and Matthews (2018) and Schmitt (2014).

[0120] The Cronbach's coefficient of consistency, also known as the internal consistency coefficient, is a statistical indicator used to measure the reliability of a scale or questionnaire in terms of internal consistency. Specifically, it measures the correlation between multiple observations (such as questions in a questionnaire) to determine whether they measure the same concept or dimension.

[0121] The Discrimination D value, also known as "high-low analysis," is a statistical metric used to assess the discrimination between observations in a measurement tool. Specifically, it measures a question's ability to distinguish between different levels of performance in a population, specifically, whether it can distinguish between those with high scores and those with low scores.

[0122] The item-total score correlation refers to the correlation between the score of each observation item (i.e., question) in a measurement tool and the total score of the entire measurement tool. This correlation can help us understand the contribution of each question to the total score and whether some questions have a weak correlation with the total score and may need to be revised or deleted.

[0123] Step 3 also includes using a Chinese vocabulary test as an official exam. The curriculum used included both China's compulsory education language curriculum and international Chinese language courses, and the student population included both native and non-native speakers, first and second languages, and third languages, making it a suitable research sample for developing a Chinese vocabulary test for learners from diverse backgrounds. Ultimately, data from 4,464 students were included in the study.

[0124] Because students are less likely to engage in guesswork in school-organized exams, and to maintain consistency with previous research, this paper uses a two-parameter model, which only calculates the difficulty and discrimination of the questions. Equivalence processing uses the Mean / Sigma method in linear transformation and is performed three times.

[0125] Cronbach's coefficient of consistency is a useful indicator for measuring test reliability. High-quality individual items are essential for the reliability of the entire test. Item quality is measured using the item discrimination D value and the item-total score correlation.

[0126] The D value is not less than 0.2 and the item-total score correlation is not less than 0.3. Questions that do not meet the standards will be deleted.

[0127] Unqualified questions often show an accuracy rate that is too high or too low. That is, regardless of the level of the learner, they will answer the unqualified questions correctly (wrongly), which will lead to a ceiling effect or a floor effect. If there are unqualified questions in the adaptive algorithm process, it is difficult to distinguish the learner's true level. In other words, it will reduce the accuracy of the adaptive algorithm or increase the number of test questions and time while maintaining the same accuracy, which will have adverse consequences.

[0128] The present invention is applicable to both native and non-native Chinese learners from diverse backgrounds, intelligently pushes questions, provides timely feedback, and automatically and timely generates a variety of performance reports suitable for different subjects to view.

[0129] The Chinese vocabulary test question bank provided by the present invention can accurately measure learners' Chinese proficiency. Because it contains Chinese vocabulary of varying difficulty and levels, it can comprehensively and accurately assess learners' Chinese proficiency. This is crucial for both learners' self-awareness and teachers' teaching evaluation. Furthermore, the establishment of a Chinese vocabulary test question bank provides a foundation for theoretical research and teaching practices based on Chinese proficiency. Researchers can use this test question bank to conduct various Chinese measurement studies, thereby promoting the development of Chinese measurement theory. Teachers can also formulate teaching plans and strategies based on the content of the test question bank to better promote students' Chinese learning. Finally, the establishment of a Chinese vocabulary test question bank can deepen understanding of Chinese measurement and teaching to a certain extent by exploring the relationship between question difficulty and vocabulary level. Researchers can use the data from the test question bank to analyze learners' learning patterns and difficulties, providing more scientific and effective methods and strategies for Chinese teaching. Furthermore, teachers can also use the establishment of a test question bank to better understand students' learning status and further improve teaching effectiveness.

[0130] The adaptive examination system provided by the present invention can perform personalized diagnosis and assessment of students' language proficiency, learning style, and subject knowledge in complex learning situations, providing teachers with more accurate information on students' abilities and progress, thereby enabling them to better formulate personalized teaching plans and improve teaching effectiveness. Furthermore, the system can automatically push test question difficulty levels based on students' responses, giving each student the opportunity to achieve a higher level, stimulating their learning enthusiasm and confidence, and increasing their learning passion and initiative. The adaptive examination system can provide students with diverse learning resources and assessment methods, such as audio, graphics, and interactive assessments, to enhance their learning interest and learning outcomes. The adaptive examination system can intelligently design the difficulty and type of test questions based on students' abilities and levels, allowing each candidate to take the exam in a relatively fair environment and avoiding the impact of individual differences and subjectivity in traditional exams on test results. Finally, the adaptive examination system can intelligently collect and analyze students' learning data and results, provide educational evaluation and feedback, and provide strong support for the continuous improvement and enhancement of Chinese education. It also facilitates the promotion and application of the system, providing strong support for the modernization and internationalization of Chinese education.

[0131] The present invention's timely, visual performance reports help understand students' learning progress. By evaluating students' academic performance, students' mastery of different knowledge points and skills can be determined. Furthermore, timely, visual performance feedback allows students and parents to understand their children's learning progress, enabling them to take timely measures to improve learning outcomes. Furthermore, it promotes personalized teaching: Assessments and timely, visual performance feedback provide essential data for personalized teaching. Teachers can develop teaching plans and strategies based on students' performance to meet the needs of individual students. Furthermore, students and parents can use performance feedback to understand students' strengths and weaknesses and choose appropriate learning methods and tutoring approaches. It also promotes student motivation: Timely, visual performance feedback can stimulate students' learning motivation. Students can analyze and compare their performance to understand their strengths and weaknesses, thereby developing more targeted study plans and maintaining a positive learning attitude. Finally, it promotes parent-school collaboration: Timely, visual performance feedback can promote parent-school collaboration. Parents can use performance feedback to understand their children's learning progress and communicate with teachers to understand their children's learning challenges and seek advice and assistance. This invention also adds automated artificial intelligence technology to generate personalized learning suggestions and teaching strategies by analyzing students' academic performance and answering patterns, helping them better master knowledge points and skills. At the same time, teachers can also provide more targeted guidance and tutoring to students based on the generated suggestions and strategies, improving their learning outcomes. This automated technology can significantly reduce teachers' workload, improve teaching efficiency, and provide students and parents with more comprehensive and accurate learning assessments and feedback, promoting home-school collaboration and jointly advancing students' learning and development.

[0132] Those skilled in the art will appreciate that, in addition to implementing the system, device, and various modules provided by the present invention in purely computer-readable program code, it is entirely possible to implement the same program in the form of logic gates, switches, application-specific integrated circuits, programmable logic controllers, embedded microcontrollers, and the like by logically programming the method steps. Therefore, the system, device, and various modules provided by the present invention can be considered a hardware component, and the modules included therein for implementing various programs can also be considered structures within the hardware component; the modules for implementing various functions can also be considered both software programs for implementing the method and structures within the hardware component.

[0133] The above describes specific embodiments of the present invention. It should be understood that the present invention is not limited to the specific embodiments described above, and those skilled in the art may make various changes or modifications within the scope of the claims, which do not affect the essence of the present invention. The embodiments of this application and the features in the embodiments may be combined with each other in any manner unless there is a conflict.

Claims

1. A Chinese examination system suitable for learners from diverse backgrounds, characterized in that: include: Servers, clients, and data transmission networks; The client is a terminal device for Chinese examination; The server provides database services for Chinese examinations, including: a test information database; the test information database includes an adaptive module question database and a diagnostic module question database; The data transmission network is connected to the server and the client, and is used to ensure data transmission between the server and the client; When entering the Chinese test, the server pushes the corresponding level of the adaptive module question bank according to the candidate information provided by the client, and the client transmits the corresponding answer situation to the server. The server determines the difficulty level of the next round of test questions based on the answer situation provided by the client and pushes it to the client until the error rate of the answer situation of the adaptive module question bank of the current level meets the preset conditions; the Chinese level of the current candidate is obtained; the server pushes the diagnostic module question bank corresponding to the current candidate level to the client, and the client feeds back the corresponding answer situation to the server; the server diagnoses the Chinese proficiency at the current Chinese level based on the answer situation.

2. The Chinese examination system for learners from diverse backgrounds according to claim 1, characterized in that: The server pushes the font version of the test questions based on the test font selected by the client.

3. The Chinese examination system for learners from diverse backgrounds according to claim 1, characterized in that: The server pushes an adaptive module question bank of a corresponding level according to the examinee information provided by the client. The server judges the answer situation provided by the client. When the accuracy rate reaches the preset requirement, the adaptive module question bank of a higher level is pushed to the client. When the accuracy rate does not reach the preset requirement, the Chinese proficiency level of the current examinee is obtained; and the diagnostic module question bank of the current Chinese level continues to be pushed to the client.

4. The Chinese examination system for learners from diverse backgrounds according to claim 1, characterized in that: The server counts the test takers' scores and incorrect choices, attributes the errors, and generates corresponding Chinese proficiency levels, real-time rankings, and ability description reports.

5. The Chinese examination system for learners from diverse backgrounds according to claim 1, characterized in that: Statistics of all candidates' scores and wrong answers are collected, and performance reports for classes and the whole school are automatically generated.

6. A Chinese examination method suitable for learners from diverse backgrounds, characterized in that: include: Step S1: The server pushes the adaptive module question library of the corresponding level according to the examinee information provided by the client; Step S2: The client transmits the corresponding answer situation to the server, and the server determines the difficulty level of the next round of test questions based on the answer situation provided by the client and pushes it to the client until the error rate of the answer situation of the current level adaptive module question library meets the preset conditions; the Chinese level of the current candidate is obtained; Step S3: The server pushes the diagnostic module question library corresponding to the current candidate level to the client, and the client feeds back the corresponding answer status to the server; the server performs Chinese proficiency diagnosis at the current Chinese level based on the answer status.

7. The Chinese examination method for learners from diverse backgrounds according to claim 6, characterized in that: The server pushes the font version of the test questions based on the test font selected by the client.

8. The Chinese examination method for learners from diverse backgrounds according to claim 6, characterized in that: The server pushes an adaptive module question bank of a corresponding level according to the examinee information provided by the client. The server judges the answer situation provided by the client. When the accuracy rate reaches the preset requirement, the adaptive module question bank of a higher level is pushed to the client. When the accuracy rate does not reach the preset requirement, the Chinese proficiency level of the current examinee is obtained; and the diagnostic module question bank of the current Chinese level continues to be pushed to the client.

9. The Chinese examination method for learners from diverse backgrounds according to claim 6, characterized in that: The server counts the test takers' scores and incorrect choices, automatically attributes the errors, and generates corresponding Chinese proficiency levels, real-time rankings, and ability description reports.

10. The Chinese examination method for learners from diverse backgrounds according to claim 6, characterized in that: Statistics of all candidates' scores and wrong answers are collected, and performance reports for classes and the whole school are automatically generated.

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