【正文】 ishes the assessment of higher level skills from lower level skills. Another major difference between the assessment of higher and lower level skills is the data which is assessed. Lower level exercises almost always assess the oute of the exercise, for example, the formula typed into a spreadsheet cell as part of a spreadsheet exercise. Higher level skills can also be assessed on the oute of an exercise but may also be assessed on the method used by the candidate to generate the oute, for example, the sequence of key depressions and mouse clicks used. Method assessment is especially important where group working skills are being tested. A MODEL OF IT SKILLS ASSESSMENT In a typical IT skills assessment, as in many other forms of assessment, the exercise/examination follows the following sequence of actions. 1. The examiner prepares the exercise and model answer(s). 2. The candidate sits exam/ does exercise. 3. The candidate’s answer is pared to the model answer(s) to detect raw errors. 4. Raw errors are categorised according to the assessment criteria. 5. An assessment is generated from the error analysis. 6. The assessments is recorded for remedial help/mark generation/student petence tracking The flexibility in the model is dependent on。 the system developer, the examiner and the candidates. Each stakeholder has their own requirements of the assessment system and these requirements can conflict. For the developer, the least risk strategy is to build a system with as much flexibility as possible so that it can then be tailored for specific uses by different examiners. Such a system will be applicable to a wide market and thus allow development costs to be amortised over a larger range of sales than a more specialised product. However, a generalpurpose product is never as good as a specifically targeted product for a particular application and thus the developer has the difficult task of balancing the development flexibility– and hence development cost – against the range of applicability of a product. Computerised assessors are changing rapidly, partly due to technology improvements, partly due to improvements in algorithms and partly due to the increased use and market for such assessors. Presently available assessors are primitive and there is likely to be rapid development of more flexible and sophisticated systems over the next few years. Developers must possess the ability to predict what future developments might be and build the required flexibility into current products to enable new developments to be incorporated easily and cheaply. There are two different types of flexibility that a developer has to consider when developing puterised assessors。英國 電子郵箱： 摘要 在計算機輔助評價中，靈活性隨個人角度不同而具有多面性。 評估過程中，評估的知識越多 \技巧越高，評估越難，評估者需要 更多的靈活性，評估也需要更多的評估人。對于自動評估和考官之間的最佳成本效益的平衡，隨時間變化而變化，對于被評估的考生而言而有所不同。例如，當對 IT技能的大學(xué)生進行評估時，可以從文字處理的能力進行對他的評估，當評估一個專業(yè)的打字員時，可以根據(jù)他的編輯文章的效率以及正確性來評估。對于開發(fā)人員，最重要的戰(zhàn)略是要建立一個系統(tǒng)，使系統(tǒng)盡可能靈活地被用戶用于特定用途。目前可用的評審人員都是初級的，在未來數(shù)年里，系統(tǒng)會有較快發(fā) 展會更加靈活和復(fù)雜。靈活的交付意味著評估軟件應(yīng)該能夠進行調(diào)整以適應(yīng)特定的環(huán)境，例如，對于運行時硬件的選擇或提供的測試選擇。 本文著重從開發(fā)者的角度介紹了以計算機為基礎(chǔ)的信息技術(shù)技能的評估，并根據(jù)評估的發(fā)展和筆者的經(jīng)歷闡明了其靈活性。許多作者在書中引用的計算機評估模型都是 Bloom的分類法， Bloom（ 1956）。這個水平包括筆譯，口譯和估算等過程。 級別 根據(jù)具體的標準值判斷材料價值的能力。例如，用一個選擇題來測試考生是否知道法國的首都哪個。評估者會根據(jù)答案接近正確答案的程度以及所使用的方法來進行評估。 被評估的數(shù)據(jù)能區(qū)分高度評估和低技能的不同點。這個方法在團體工作技能的測試中尤為重要。 ，檢查考生答案的錯誤之處。 。 。通過本節(jié)加以闡述， 并列舉了資訊科技技能評估應(yīng)用的靈活性。 如果 測試員 或 教師根據(jù) 自己 靈活地考題，那么 他們可能會增加評估困難 ， 減少電腦評估的準確性。 這個模塊允許教師或考官自定義他 /她的需求評估。如果對最終的文件進行了評估，那么考官就可以使用任何他 /她希望的方法，來生成正確的結(jié)果。在某些情況下，測試評估的輸出形式是紙質(zhì)的，因此任何真確的輸出形式組合都是可以接受的。這包括收集和評估由于受用戶調(diào)用產(chǎn)生的影響的行動順序流事件。通過 事件流的分析來確定考生的行動順