【正文】 通過 事件流的分析來確定考生的行動(dòng)順序。在某些情況下，測試評(píng)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。 這個(gè)模塊允許教師或考官自定義他 /她的需求評(píng)估。通過本節(jié)加以闡述， 并列舉了資訊科技技能評(píng)估應(yīng)用的靈活性。 。這個(gè)方法在團(tuán)體工作技能的測試中尤為重要。評(píng)估者會(huì)根據(jù)答案接近正確答案的程度以及所使用的方法來進(jìn)行評(píng)估。 級(jí)別 根據(jù)具體的標(biāo)準(zhǔn)值判斷材料價(jià)值的能力。許多作者在書中引用的計(jì)算機(jī)評(píng)估模型都是 Bloom的分類法， Bloom（ 1956）。靈活的交付意味著評(píng)估軟件應(yīng)該能夠進(jìn)行調(diào)整以適應(yīng)特定的環(huán)境，例如，對(duì)于運(yùn)行時(shí)硬件的選擇或提供的測試選擇。對(duì)于開發(fā)人員，最重要的戰(zhàn)略是要建立一個(gè)系統(tǒng)，使系統(tǒng)盡可能靈活地被用戶用于特定用途。對(duì)于自動(dòng)評(píng)估和考官之間的最佳成本效益的平衡，隨時(shí)間變化而變化，對(duì)于被評(píng)估的考生而言而有所不同。英國 電子郵箱： 摘要 在計(jì)算機(jī)輔助評(píng)價(jià)中，靈活性隨個(gè)人角度不同而具有多面性。 flexible delivery and flexible use. Flexible delivery implies that assessment software should be able to be tailored to a specific environment, for example, to run on a selection of hardware or to offer a selection of tests. It also implies that the results of tests and exercises can be integrated into the user’s present mark processing and recording system. Flexible use implies that the software can be used in different types of examination or tests, for example, formative and summative tests. Flexibility thus adds to the functionality required of the assessment system and hence its size, development time and development cost. To some extent, it is possible, by building flexibility into an assessor, to produce a small number of assessors which can be customised to the exact requirements of a large number of users. The paper concentrates specifically on the assessment of puterbased IT skills from the developer’s viewpoint and illustrates the inclusion of flexibility in the development of such assessors with examples from the author’s experience. 2. GENERAL MODELS OF LEARNING AND ASSESSMENT There are many different models of learning which have been developed over the years, some of which are discussed in Domjan (1998). A good summary of many of the wellknown models can be found in Kearsley (1998). The model which many authors cite in the context of puter assisted assessment is Bloom’s taxonomy, Bloom (1956). He and his mittee defined a hierarchical model of learning and assessment where higher levels of the model relate to higher skills. Level 1 Knowledge The ability to remember and recall previously memorized information, for example, to know facts, methods, principles,concepts and procedures. Level 2 Comprehension The ability to grasp the meaning of material, for example, by summarising material or by predicting future trends. This level involves such processes as translation, interpretation and estimation. Level 3 Application The ability to apply knowledge and basic understanding to new situations using such rules, methods and principles as the situation requires. Level 4 Analysis The ability to break down material into its ponent parts, understanding the relationship between each of the parts. Level 5 Synthesis The ability to be able to create a new object from a set of requires planning as well as analysis skills. Level 6 Evaluation The ability to judge the value of material based on specific the Bloom hierarchy, the higher the level of learning and assessment, the greater the flexibility offered to candidates in tests and exercises and the greater the flexibility required of the assessment system. Thus puterised assessors which assess higher levels of the hierarchy are more plex and more costly to produce. At the lower levels assessment returns either correct or incorrect and there is little information available to allow meaningful feedback to candidates. Consider an MCQ to test whether a candidate knows what city is the capital of France. An answer of Paris would be marked correct and anything else incorrect. For an incorrect answer the only feedback which could be given would