1、毕业论文（设计）外文翻译外文原文USINGCOMPUTERAIDEDASSESSMENTTOTESTHIGHERLEVELLEARNINGOUTCOMESTERRYKINGANDEMMADUKEWILLIAMSUSINGCOMPUTERAIDEDASSESSMENTTOTESTHIGHERLEVELLEARNINGOUTCOMESTERRYKINGANDEMMADUKEWILLIAMSDEPARTMENTOFINFORMATIONSYSTEMSUNIVERSITYOFPORTSMOUTHBUCKINGHAMBUILDINGPORTSMOUTHPO13HEEMAILTERRYKINGPORTAC
2、UKTEL4402392846426ABSTRACTTHISPAPERSETSOUTANAPPROACHUSINGAREVISEDBLOOMSTAXONOMYOFLEARNINGOBJECTIVESFORTHECAREFULDESIGNOFOBJECTIVEQUESTIONSTOASSISTINTHEASSESSMENTOFHIGHERLEARNINGOUTCOMESHLOSANDDETAILSTHECREATIONANDEVALUATIONOFAVARIETYOFSUCHQUESTIONSTHISHASBEENDONEWITHINTHECONTEXTOFTWOCONSTRAINTSTHEUS
3、EOFPOPULAR,COMMERCIALLYAVAILABLECOMPUTERAIDEDASSESSMENTCAASOFTWARE,SPECIFICALLYQUESTIONMARKPERCEPTIONANDHALFBAKEDHOTPOTATOES,ANDTHEASSUMPTIONOFLIMITEDLEARNINGTECHNOLOGISTSUPPORTITEXAMINESTHEPROBLEMSINHERENTINTHEDESIGNOFOBJECTIVEQUESTIONSFORHLOSSPECIFICALLYATTHELEVELSOFAPPLICATION,ANALYSISANDEVALUATI
4、ONANDINTRODUCESAFRAMEWORKBYWHICHSYSTEMATICDESIGNMAYBECARRIEDOUTITEXAMINESTHEMODEOFDESIGN,CONSTRUCTIONANDEVALUATIONOF22SUCHOBJECTIVEQUESTIONSDEVISEDFORFORMATIVEASSESSMENTFORTWOPOSTGRADUATECOURSEUNITSININFORMATIONSYSTEMS,INVOLVINGTWOGROUPSOFSTUDENTS,37INTOTALTHERESULTSFROMTHETRIALINGOFTHESEQUESTIONSRA
5、ISESISSUESOFCRUCIALDIFFERENCESINCAASOFTWAREFORFEEDBACK,SCORINGANDDELIVERYTHEPAPEREXAMINESKEYSTATISTICALINDICATORSOFQUESTIONQUALITYFACILITYANDDISCRIMINATIONINDICES,ASWELLASTHERESULTSOFINTERVIEWSWITHSTUDENTS,TODRAWNCONCLUSIONSABOUTTHEBESTUSEOFQUESTIONTYPES,STUDENTPREPARATIONFORTESTS,ANDDISCUSSESKEYISS
6、UESINQUESTIONPREPARATIONITCONCLUDESWITHANEXAMINATIONOFTHEMAINADVANTAGESANDDISADVANTAGESOFUSINGCAAFORHLOSREFERRINGTOTHERESOURCEOVERHEADSNEEDEDANDTHEPROBLEMSINHERENTINTHEPROCESSKEYWORDSCOMPUTERAIDEDASSESSMENT,BLOOMSTAXONOMY,LEARNINGOBJECTIVES,OBJECTIVETESTING,COMPUTERBASEDTESTINGBACKGROUNDSTUDENTSINHI
7、GHEREDUCATIONENGAGEINAVARIETYOFLEARNINGACTIVITIESWITHTHEAIMOFATTAININGCERTAINDEFINEDLEARNINGOUTCOMESASSTUDENTSPROGRESSTOLEVEL3ANDPOSTGRADUATEWORK,ITISACCEPTEDTHATTHEYENGAGEINCREASINGLYINACTIVITIESDESIGNEDTODEVELOPSKILLSANDABILITIESWHICHARECONSIDEREDTOBEOFAHIGHERCOGNITIVECOMPLEXITYZAKRZEWSKIANDSTEVEN
8、,2001HOLZL2000PLACESEMPHASISONTHEDEVELOPMENTOFCERTAINGRADUATEATTRIBUTESINTHECOGNITIVEDOMAINSUCHASCRITICALTHINKINGANDMAKINGINFORMEDJUDGEMENTSINDEPTHKNOWLEDGEINFORMATIONMANAGEMENTANDTHECAPACITYTOANALYSEANDORGANISEINTERDISCIPLINARYPERSPECTIVESAND,PROBLEMSOLVINGWITHTHEREQUIREMENTTOEVALUATEANDCREATEDEVEL
9、OPMENTOFTHESEATTRIBUTESREQUIRESBOTHAPPROPRIATELEARNINGACTIVITIESANDFITFORPURPOSEASSESSMENTCERTAINNEEDSTHEREFOREARISEWITHINTHEHIGHEREDUCATIONSYSTEMFIRSTLYTOPROMOTEFORMATIVESELFASSESSMENTOFSUCHABILITIESAND,RELATEDTOTHAT,TOFINDAWAYTOPRACTICESUCHHIGHLEVELACTIVITIESWITHINTHECONTEXTOFTHERELEVANTKNOWLEDGED
10、OMAINBYENGAGINGINSUCHACTIVITIESANDRECEIVINGAPPROPRIATEFEEDBACK,LEARNINGCANOCCURANDSTUDENTSPROGRESSHOWEVERSUCHFEEDBACKHISTORICALLYHASBEENGIVENFACETOFACEBETWEENTUTORANDSTUDENTORSTUDENTGROUPASITUATIONWHICHCURRENTRESOURCINGOFHIGHEREDUCATIONWITHINCREASEDSTUDENTNUMBERSMAKESINCREASINGLYRAREAFURTHERNEEDISTH
11、EMEASUREMENTOFTHELEVELOFATTAINMENTOFTHESTUDENTSINACQUIRINGSUCHABILITIESINTHEFORMOFSUMMATIVEASSESSMENTTRADITIONALLYTHISHASBEENMETTHOUGHPAPERBASEDWRITTENEXAMINATIONSWITHTHEIRATTENDANTPROBLEMSOFRESOURCEINTENSIVEMARKING,SUBJECTIVITY,BIASETCITISTHEREFORENOTSURPRISINGTHATTHESPOTLIGHTSHOULDBEPLACEDONOBJECT
12、IVETESTINGTOSEEWHETHERTHISMODEOFASSESSMENTCANBEEMPLOYEDINTHESEAREASASSOCIATEDWITHMORECOMPLEXCOGNITIVEABILITIESAND,INADDITION,BYEMPLOYINGTHEUSEOFCOMPUTERAIDEDASSESSMENTCAAANDMOREINTERACTIVEQUESTIONTYPES,NOTONLYTOASSISTTHEPROCESSOFASSESSMENT,BUTTOACTUALLYENHANCEITTHISISANINTERESTINGAREAANDONEPERPETUAL
13、LYCHALLENGEDONQUALITYGROUNDSBYBOTHACADEMICSANDEXTERNALEXAMINERSALIKEWHOJUDGECAABYSIMPLEISSUESLIKETHENUMBEROFQUESTIONSINATEST,THENUMBEROFFACTUALORCOMPREHENSIONQUESTIONS,ANDTHEAPPROPRIATENESSOFCAAATLEVEL3ORHIGHERONANYBASISWHATSOEVERASMCKENNAANDBULL2000POINTOUTCAAHASTHE“NEEDTOSATISFYITSCRITICSOFITSPEDA
14、GOGICALFITNESSFORPURPOSE“THISPAPERSETSOUTANAPPROACHUSINGAREVISEDBLOOMSTAXONOMYOFLEARNINGOBJECTIVESFORTHECAREFULDESIGNOFOBJECTIVEQUESTIONSTOASSISTINTHEASSESSMENTOFHIGHERLEARNINGOUTCOMES,ANDDETAILSTHECREATIONANDEVALUATIONOFAVARIETYOFSUCHQUESTIONSTHISHASBEENDONEWITHINTHECONTEXTOFTWOCONSTRAINTSTHEUSEOFP
15、OPULAR,COMMERCIALLYAVAILABLECAASOFTWAREANDTHELIMITEDAVAILABILITYOFLEARNINGTECHNICIAN/TECHNOLOGISTSUPPORTITASSUMESANENVIRONMENTINWHICHTHEAUTHORSANDMANYOTHERLECTURERSFINDTHEMSELVES,WHERETHEYNEEDTOENGAGEDEEPLYINTHEPROCESSOFQUESTIONCREATIONTHEMSELVESANDANYSOFTWAREAPPLICATIONWILLNEEDTOBEEASYTOUSEANDREQUI
16、RENOPROGRAMMINGSKILLSCLASSIFICATIONOFLEARNINGOUTCOMESBLOOMSTAXONOMYOFLEARNINGOBJECTIVESHASBEENCHOSENASTHEFRAMEWORKFORAPPROACHINGTHEPROBLEMOFASSESSINGFORHIGHERLEARNINGOUTCOMESBLOOMETAL,1956THEREASONFORTHISFOLLOWSDELGANO1998WHOCONSIDEREDOTHERSCHEMESFORCLASSIFYINGLEARNINGOUTCOMESBUTCAMEDOWNINFAVOUROFBL
17、OOMSTAXONOMYBECAUSEITHADSUFFICIENTLYDETAILEDCATEGORIESTOALLOWOUTCOMESTOBEMAPPEDCLEARLYONTOLEARNINGACTIVITIES,ANDWASINWIDESPREADUSESODESIGNERSDIDNOTHAVETOLEARNANADDITIONALSCHEMETHISLATTERPOINTWASFELTTOBEPARTICULARLYIMPORTANTATTHEUNIVERSITYOFPORTSMOUTHWHEREASSESSMENTSTRATEGIESHAVEBEENLINKEDCOMPLETELYW
18、ITHBLOOMSTAXONOMYANDCONSIDERABLEEFFORTSHAVEBEENMADETOFAMILIARISELECTURERSWITHBLOOMSCATEGORIESWHENWRITINGLEARNINGOBJECTIVESBLOOMSTAXONOMYOFLEARNINGOBJECTIVESBLOOMETAL,1956ATTEMPTEDTOCLASSIFYFORMSOFLEARNINGINTOTHREECATEGORIESCOGNITIVE,AFFECTIVEANDPSYCHOMOTORDOMAINSWITHINTHECOGNITIVEDOMAIN,BLOOMIDENTIF
19、IEDSIXLEVELSOFLEARNINGWHICHREPRESENTEDINCREASINGLEVELSOFCOGNITIVECOMPLEXITYFROMTHELOWESTLEVELOFKNOWLEDGEORREMEMBERINGTHROUGHCOMPREHENSION,APPLICATION,ANALYSIS,SYNTHESISANDEVALUATIONEACHLEVELENCOMPASSEDTHOSEBELOWIT,SO,FOREXAMPLE,ANALYSISCOULDONLYOCCURAFTERTHEABILITYTOAPPLYUNDERSTANDINGOFFACTUALOROTHE
20、RKNOWLEDGEHADBEENACCOMPLISHEDTHETHREELOWESTLEVELSHAVEBEENDESCRIBEDASFOUNDATIONTHINKINGWHICHAREUSEDASABASISFORTHEHIGHERLEARNINGLEVELSRYANANDFRANGENHEIM,2000ASSOCIATEDWITHEACHLEVELWERECERTAINLEARNINGOUTCOMESEXPRESSEDASVERBSSUCHASRECALL,DRAW,CALCULATE,CATEGORISE,DESIGN,ORASSESSTHEDEMONSTRATIONOFHIGHERL
21、EARNINGOUTCOMESWOULDBEAREFLECTIONOFTHEATTAINMENTOFLEARNINGATMORECOGNITIVELYCOMPLEXLEVELSITISOFTENASSUMEDTHATOBJECTIVETESTINGWITHITSNEEDTOPROVIDEACORRECTANSWERISONLYAPPLICABLETOTHELOWESTLEARNINGLEVELSWHILETHISHASNEVERBEENTRUE,WITHADVANCESINCAA,THEAPPLICABILITYOFOBJECTIVETESTINGTOTHETHREEHIGHESTLEVELS
22、OFANALYSIS,SYNTHESISANDEVALUATIONCANNOWBEMOREAPPROPRIATELYCONSIDEREDOBJECTIVEQUESTIONDESIGNFORHIGHERLEARNINGOUTCOMESADVICEISAVAILABLEFORTHEDESIGNOFEFFECTIVEOBJECTIVETESTSBYPROVIDINGGENERALGUIDELINESFORQUESTIONDESIGN,ANDEMPLOYINGGRIDSANDMATRICESTOPLOTCONTENTAGAINSTLEARNINGLEVELSANDOUTCOMESHEARDETAL,1
23、997ROLLSANDWATTS,1998HOWEVERMUCHLESSDIRECTIONISGIVENONHOWTODESIGNTHEASSESSMENTQUESTIONSTHEMSELVESBECAUSEOFTHIS,THEDESIGNOFOBJECTIVEQUESTIONSTOTESTHIGHERLEARNINGOUTCOMESHLOSOFTENFOLLOWSONEOFTHREEAPPROACHESDERIVATIONFROMTHEVERBSASSOCIATEDWITHHLOSTHISCANMISLEADINGFOREXAMPLE,ANYQUESTIONWITHTHEVERBJUDGEI
24、SASSUMEDTOBEANEVALUATIONLEVELQUESTION,BUTINFACTSTUDENTSAREASKEDTOJUDGEONAVARIETYOFCRITERIA,AND,IFTHECRITERIAISUNDERSTANDINGOFATHEORY,THENTHEQUESTIONWILLBEATACOMPREHENSIONLEVELOFTENSUCHCRITERIAARENOTMADEEXPLICITTOSTUDENTSSOTHATTHEYARELEFTCOPINGWITHAMBIGUITYEXTRAPOLATIONFROMEXISTINGSUBJECTIVEEXAMINATI
25、ONQUESTIONSTHISCANRESULTINOBJECTIVEQUESTIONSWHICHAREUNCLEARASTOWHICHLEARNINGLEVELTHEYAPPLYTHISISHARDLYSURPRISINGASEXAMINATIONQUESTIONSAREGENERALLYNOTSUBJECTEDTOTHERIGOROUSEXAMINATIONAPPLIEDTOOBJECTIVEQUESTIONSANDEXACTLYWHATTHEYASSESSCANBEOPENTODEBATEUSEOFEXEMPLARSFOREXAMPLE,THOSEDESCRIBEDBYMACKENZIE
26、1999,CARNESONETALNODATE,ANDHEARDETAL1997AREEFFECTIVE,BUTARELIMITEDBECAUSE,WHILEOFFERINGATEMPLATEFORGENERATINGFUTUREOBJECTIVEQUESTIONSOFTHOSETYPES,THEYDONOTOFFERTHELECTURERAFORMALAPPROACHTOCREATINGANDDESIGNINGTHEIROWNNEWQUESTIONFORMATSNONEOFTHESEAREPARTICULARLYSUCCESSFULWHATISNEEDEDISASYSTEMATICFRAME
27、WORKFORPOSITIONINGQUESTIONSFORPARTICULARLEARNINGOUTCOMESAFRAMEWORKWHICHOFFERSMANYPOSSIBILITIESISTHEREVISIONTOBLOOMSTAXONOMYBYANDERSONANDKRATHWOHL2001ANDCOWORKERSWHICHRESULTSINTHEBASICTABLESHOWNINFIGURE1THESIXLEVELSREMAINBUTEACHHASBEENREPLACEDBYITSMATCHINGVERBREMEMBER,UNDERSTAND,APPLY,ANALYSE,EVALUAT
28、EANDCREATEINORDERTOFACILITATETHEWRITINGOFLEARNINGOBJECTIVESCREATEISNOWTHELASTANDHIGHESTLEVELOFLEARNINGASTHEYCONSIDERTHATEVALUATIONISANECESSARYSTEPWHICHPRECEDESANYGENERATIVEPROCESSTHETHREEHIGHERLEARNINGLEVELSWHICHWEREINITIALLYOFMAININTERESTFORCONSTRUCTINGCAAQUESTIONSWERESUBDIVIDEDINDETAILANALYSEENCOM
29、PASSINGDIFFERENTIATINGORDISTINGUISHING,ORGANISINGORSTRUCTURING,ANDDECONSTRUCTINGWHICHCONCERNSDETERMININGTHEVALUESUNDERLYINGPRESENTEDMATERIALEVALUATEWHICHBREAKSDOWNINTOTHETWOPROCESSESOFCHECKINGFORINTERNALCONSISTENCY,ANDCRITIQUINGWHICHINVOLVESJUDGINGAGAINSTEXTERNALCRITERIACREATEWHICHINVOLVESGENERATIVE
30、PROCESSESSUCHASHYPOTHESIZING,PLANNING,DESIGNING,ANDPRODUCINGORCONSTRUCTINGFIGURE1MODIFIEDBASICTABLEOFBLOOMSLEARNINGOBJECTIVESANDERSONANDKRATHWOHL,2001SHOWINGTHEDISTRIBUTIONOFOBJECTIVEQUESTIONSWITHHLOSUSEDINTHEPAPERTHETABLEINFIGURE1HASBEENEXTENDEDBYTHEADDITIONOFAKNOWLEDGEDIMENSIONTOHELPEDUCATORSDISTI
31、NGUISHMORECLOSELYWHATTHEYTEACHANDBYIMPLICATIONWHATTHEYAREASSESSINGTHISDIMENSIONISDETAILEDINTHECOLUMNSONTHELEFTOFFIGURE1,WITHTHEDIFFERENTFORMSOFKNOWLEDGECOVERINGFACTUALKNOWLEDGETHEBASICDETAILSOFTHECONTENTOFACOURSEWHICHSTUDENTSMUSTKNOWTOMAKESENSEOFTHEDISCIPLINE,DIVIDEDINTOKNOWLEDGEOFTERMINOLOGYORSPECI
32、FICDETAILSANDELEMENTSITEMISEDKNOWLEDGEBEFOREINTERRELATIONSHIPSARECONSIDEREDHERECONCEPTUALKNOWLEDGEENCOMPASSINGTHEKNOWLEDGEOFCLASSIFICATIONSANDCATEGORIES,PRINCIPLESANDGENERALISATIONS,THEORIES,MODELSANDSTRUCTURESPROCEDURALKNOWLEDGETHISCONSIDERSTHEKNOWLEDGEOFSUBJECTSPECIFICSKILLS,ALGORITHMS,TECHNIQUESA
33、NDMETHODS,ANDALSOTHEKNOWLEDGEOFTHECRITERIAUSEDINDETERMININGWHENTOUSESPECIFICPROCEDURESITISTHEKNOWLEDGEOFHOWTODOSOMETHINGMETACOGNITIVEKNOWLEDGETHATCLASSOFKNOWLEDGEBYWHICHSTUDENTSKNOWHOWTHEYCOMETOKNOWANDLEARNITINCLUDESTHECONSCIOUSAPPLICATIONOFCOGNITIVESTRATEGIESBYSTUDENTSANDTHEIROWNSELFKNOWLEDGEOFLEAR
34、NINGSTRENGTHSANDSTYLESINUSINGTHISFRAMEWORKFORTHECONSTRUCTIONOFOBJECTIVEQUESTIONSTOTESTHLOS,CERTAINAREASOFTHETABLEINFIGURE1HAVEBEENEXCLUDED,VIZMETACOGNITIVEKNOWLEDGEWHICHISNOTSUBJECTSPECIFIC,ANDTHETWOLOWESTLEARNINGLEVELSOFLEARNINGWHICHARENOTAPPLICABLETOTHISINVESTIGATIONALSOITWASTHEORIGINALINTENTIONTO
35、INCLUDETHEHIGHESTLEVELOFLEARNINGCREATEWITHINTHESTUDYANDERSONANDKRATHWOHL2001AREQUITESPECIFICINTHEACTIVITIESWHICHAREINCLUDEDWITHINTHISLEVELOFLEARNING,VIZGENERATING,PLANNINGANDPRODUCINGEACHOFTHEMANYRESULTSOFSUCHACTIVITIESIEALTERNATIVEHYPOTHESES,RESEARCHPLANS,DESIGNEDPROCEDURES,ANINVENTIONORACONSTRUCTI
36、ON,AREBYTHEIRVERYNATUREBOTHUNIQUEANDEQUALLYVALIDTHEREMUSTBEMANYCORRECTANSWERS,WHICHTAKESTHISLEVELOUTSIDEOFTHEREMITOFOBJECTIVETESTINGWHICHNEEDSONEANDONLYONETOTALLYVALIDRESPONSE,ANDMAKESAUTOMATEDMARKINGWITHINCAAPOSSIBLEATTEMPTSWEREMADETODUPLICATEANDEXPLOREGENERATIVEACTIVITYBYASKINGSTUDENTSTOCONSTRUCTA
37、DIAGRAMBYDRAGGINGOPTIONALMARKERSONTOATEMPLATEFIGURE2ORTOIMPROVEAPOORLYCONSTRUCTEDLAYOUTFIGURE3FROMAINCORRECTEXAMPLEGIVENINTHEQUESTIONFIGURE2THESTUDENTISREQUIREDTODRAGSYMBOLSINTOSPECIFIEDLOCATIONSTOCONSTRUCTAWORKINGDIAGRAMFORAGIVENPROBLEMFIGURE3THESTUDENTISASKEDTOCORRECTANINCORRECTLAYOUTACCORDINGTOSP
38、ECIFICCRITERIAUSINGDRAGANDDROPHOWEVERFURTHERCONSIDERATIONOFTHESEQUESTIONSAGAINSTTHEFRAMEWORKLEADTOTHECONCLUSIONTHATTHEYWERENOTATTHEHIGHESTLEARNINGLEVELOFCREATEBUTESSENTIALLYANANALYSISOFMATERIALWITHAVIEWTODETERMININGHOWELEMENTSAREORGANISEDORRESTRUCTUREDINVIEWOFTHISITWASDECIDEDTOOMITFURTHERCONSIDERATI
39、ONOFTHECREATELEARNINGOUTCOMEANDTOAIMQUESTIONSLARGELYATTHELEVELSOFANALYSEANDEVALUATE,WITHSOMEMOREEXPLORATIONOFAPPLYLEVELQUESTIONSTHELATTERHAVETHESUBCATEGORIESOFEITHEREXECUTIONOFAFAMILIARTASKORIMPLEMENTINGBYAPPLYINGAPROCEDURETOANUNFAMILIARTASK22OBJECTIVEQUESTIONSFORASSESSINGHLOSWERECONSTRUCTEDFORIMPLE
40、MENTATIONINTWOCOMMERCIALLYAVAILABLECAASOFTWAREPACKAGES,QUESTIONMARKPERCEPTIONANDHALFBAKEDHOTPOTATOESTHEQUESTIONSWEREDEVISEDFORFORMATIVEASSESSMENTFORTWOCOURSEUNITSONTHEMSCININFORMATIONSYSTEMS,ONEFORBASICMULTIMEDIATHEORY,ANDTHEOTHERFOREDUCATIONALTHEORYUNDERPINNINGTHEDEVELOPMENTOFCOMPUTERAIDEDLEARNINGT
41、HEQUESTIONSFELLINTOTHREECATEGORIESA13QUESTIONSDEVISEDSOLELYUSINGTHEREVISEDBLOOMSFRAMEWORKB6QUESTIONSDEVISEDBYUSINGEXEMPLARSC3QUESTIONSADAPTEDDIRECTLYFROMPASTEXAMPAPERSINMULTIMEDIATHEORY译文计算机辅助评估来测试高等水平的学习成果特里金和艾玛杜克威廉姆斯用电脑辅助评估来测试高层次的学习成果特里金和公爵艾玛威廉姆斯朴次茅斯大学信息系统系电子邮件TERRYKINGPORTACUK电话44（0）2392846426摘要本
42、文陈述了一种改进的BLOOM学习目标分类法，即对客观问题进行精心设计去辅助评估高等教育成果，并详细说明了对各种此类问题的创新和评估。该方法受到普遍使用的商用辅助评估软件的制约和受知觉、学习和技术专家的支持。它研究的问题是HLO客观题所固有的设计（专门的应用，分析和评价的水平），首先它介绍了该系统的设计，然后对该系统做出整的框架。它所研究得是建设模式和两个研究生的信息系统课程项目，主要涉及的是两批学生，共37个，和形成性评价设计等22个客观题的评价。该方法首先是在民航局进行试运行，然后再反馈。这个过程中在评分和交付方面出现了软件中关键部分的分歧。本文主要考察的是统计指标质量问题（设施和歧视指数）
43、，和通过学生的访谈从而得出最好的问题类型以及学生准备测试、备考要注意的关键问题。本文总结了并与考试的主要优点以及在使用HLO的民航局的资源这一过程中存在的缺点。关键词电脑辅助评估，BLOOM的分类，学习目标，目标测试，计算机辅助测试背景受高等教育的学生都致力于各种学习，从而获得一些特定的学习成果。当学生进步到第3等级或研究生的工作时，他们从事于设计，开发技能和提高认知复杂性（ZAKRZEWSKI和STEVEN，2001年）能力等活动。HOLZL（2000年）强调注重毕业生的发展，尤其是在批判性思维领域和知情判断的认知领域，以及深入的知识领域中所涉及的信息管理组织和分析的能力，跨学科的观点和解决
44、问题要求的评估和创造。然而这些属性的发展需要适当的学习活动和目的的评估。因此，高等教育体系中出现了某些需要的评估体系。在评估中，首先要促进以上几种能力的发展从而形成自我评估，以及相关的评估，然后要寻找一种在相关知识领域中实践的估计方法。通过参与这些活动，接受适当的反馈，学生不仅可以学习到知识还可以取得一定的进步。传统的反馈是导师和学生面对面或学生组员之间的反馈，但是由于学生人数的增加和教育资源配置日益稀少，使得这种方式的反馈越来越少。在总结性评估中，要进一步的对学生专业素养的评估能力进行测评。传统的基于纸张的书面考试涉及到标记，主观性，偏见等因素的影响，因此，题型重点放在客观题上，从而查看这种
45、评估模式是否适用于复杂的认知能力相关的领域。此外计算机辅助评价（CAA）的使用和交互性的问题类型的使用，不仅能够帮助评估过程，而且真正增强评估效果。这是一个有趣的领域，一个对质量永恒的挑战，学者和外部考官可以通过测试中问题的数目，事实问题的数目、理解问题的数目，以及能否适应民航局3等级或者更高等级来判断评估的质量。麦肯纳和BULL（2000）指出民航局有满足其教学健身为目的的批评的需要。本文陈述了一种改进的BLOOM学习目标分类法即对客观问题进行精心设计去辅助评估高等教育成果并详细说明了对各种此类问题的创新和评估。该方法受商用电脑辅助评估软件的普遍使用的制约和问题标记知觉、学习和技术专家假设的
46、支持。它假定一个环境，然后在这个环境中使作者和许多其他讲师发现自己，在这过程中，他们需要全心全意地投入问题的创造过程，熟练地应用软件应用程序，但是他们不需要任何的编程技能。分类学习成果BLOOM的学习目标分类已被选定作为评估较高学习成果（BLOOM等人，1956年）的框架。其原因如下DELGANO（1998）虽研究的是其他分类学习结果的计划，但却完全赞同了BLOOM的目标分类。因为BLOOM的分类方法有足够详细的分类，能让结果清楚地被映射到所对应的学习活动，BLOOM的分类法的广泛使用使得设计者不再需要额外的学习计划。在朴次茅斯大学，评估策略与BLOOM分类完全地联系在一起，其中后者尤其重要。
47、在制定学习目标时，要竭尽全力地熟悉讲师和BLOOM分类。BLOOM的分类学习目标（BLOOM等人，1956年）试图把学习形式分为三类认知，情感和精神领域。在认知领域，BLOOM确定了六个学习级别，从知识的最低级别（记住）开始，通过理解，应用，分析，综合与评估逐渐地认知复杂性。每个级别都包含它下面的所以级别，举例来说，分析只有在具有认识事实或理解其他知识的能力时才可能发生。最低的三个级别被认为高等教育水平的基础思想（RYAN和FRANGENHEIM，2000）。每个级别相关联的某些学习成果表现为动词，如回忆，绘制，计算，分类，设计或评估。更高的学习成果将通过更复杂的学习认知程度来反映。人们常常想
48、当然地认为提供一个正确答案的测试只适用于学习的最低水平。虽然这从来都是错的，但在客观测试中，最高的三个级别是分析，综合和评价，现在可以考虑更为合适的等级适用测试的进展。然而这从来都是错的，随着民航局的进步和发展，测试的三个最高水平分析、综合和评估现在具有一定的适用性。高等教育学习成果客观问题设计使用提供问题设计的一般准则和采用网格和矩阵来提高学习水平（1997年的内容ROLLS和WATTS，1998）的建议可用于有效地客观的测试设计，但是很少根据评估问题本身而设计的。正因为如此，测试更高的学习成果（HLO的）客观题的设计，经常是如下三种方法之一从HLO衍生相关的动词。任何与动词判断有关的问题都
49、假定为评估水平的问题，这可能会产生误导，但实际上学生们要从各种标准进行判断，如果标准是理论的理解，那么问题将会是在理解级别上。通常这种标准并未明确，所以学生只能根据现有的主观试题来进行模糊地推断。现有的主观试题的外推法。这可能会产生不明确的学习等级问题。客观问题的试题一般不会受到严格的考试制约，他们的评估可以公开地辩论。使用范例。如由麦肯齐（1999），CARNESON等人所描述的，听取客观模式是有效的，但也是有限得，因为，当产生客观题类型的模板时，他们不再提供正式的讲师和设计方法来创造设计新问题的格式。这些都不是特别成功。我们需要的是一个特定的学习成果的定位问题以及系统的框架。一个框架，可以提供许多可能性，这是由安德森和KRATHWOHL（2001年）和同事对BLOOM的分类法的修订，基本表如图1所示。六个级别虽然存在，但是每个都被其匹配的动词取代记住，理解，应用，分析，评估和创新为了便于学习目标的确立。现在创新是学习的最后和最高的级别，与此同时他们认为评价也是一个必要的步骤，它先于任何生成过程。这三个较高的学习等级最初是以民航局建设问题的主要核心，同时对它进行了详细的划分分析包括鉴别或区分，组织或结构，与解构（即有关决定提出的价值观基础材料）。评估可以分解成两个进程，一个是检查内部的一致性
