1、毕业论文（设计）外文翻译外文原文WEBBASEDTESTINGASTUDYININSECURITYMUCHHASBEENWRITTENABOUTTHEDISTINCTIDEASOFONLINETESTING,INWHICHSTUDENTSTAKETESTSANDRECEIVEIMMEDIATEFEEDBACKONTHEIRPERFORMANCEDISTANCELEARNING,INWHICHTELECOMMUNICATIONTECHNOLOGYEXTENDSTHETRADITIONALCLASSROOMBEYONDTHECLASSROOMWALLSANDMULTIMEDIA,INWHICHTE
2、XT,SOUNDANDGRAPHICSAREINTEGRATEDWITHINANAPPLICATIONBYUSINGTHEWORLDWIDEWEBWWWASAMEDIUMFORADMINISTERINGONLINETESTS,IMMEDIATEFEEDBACKCANBEPROVIDED,TESTSCANBEADMINISTEREDATADISTANCE,ANDMULTIMEDIARESOURCESCANBECONVENIENTLYINCORPORATEDINTOQUESTIONSTHISPAPERDESCRIBESEVAL,ANUNDERGRADUATERESEARCHSOFTWAREPROT
3、OTYPEINWHICHWEEXPLORESECURITYISSUESRELATEDTOUSINGWWWASATESTINGMEDIUM1INTRODUCTIONATMOSTHIGHSCHOOLSANDUNIVERSITIES,THEACTOFTAKINGATESTISLITTLEDIFFERENTTODAYTHANITWAS100YEARSAGOSTUDENTSBRINGPENSORPENCILSTOACLASSROOM,RECEIVEASETOFTESTQUESTIONSWRITTENONPAPER,ANDBEGINTOANSWERTHEM,AGAINONPAPERWHENDONEWITH
4、THETEST,STUDENTSSUBMITTHEIRTESTPAPERSFOREVALUATION,ANDAFTERSOMEDELAYRANGINGFROMDAYSTOWEEKS,AREINFORMEDOFHOWTHEYSCOREDTHEREARESEVERALDRAWBACKSTOTHISTRADITIONALAPPROACHTOTESTINGONEDRAWBACKISTHATANIMPORTANTEDUCATIONALOPPORTUNITYISSQUANDEREDBECAUSEOFTHEDELAYBETWEENTHETIMESTUDENTSANSWERAQUESTIONANDTHETIM
5、ETHEYRECEIVEFEEDBACKREGARDINGTHECORRECTNESSOFTHEIRANSWERSITHASLONGBEENKNOWNFROMASSOCIATIVELEARNINGSTUDIESTHATTHESOONERFEEDBACKISRECEIVEDFORARESPONSE,THEMORERAPIDLYLEARNINGOCCURS,EVENINTHESIMPLESTMODELSOFLEARNINGHARKER1956PERIN1943IFAFTERANSWERINGAQUESTION,ASTUDENTCOULDIMMEDIATELYBETOLDTHECORRECTANSW
6、ERTOTHATQUESTION,THENTHEASSOCIATIONBETWEENTHATQUESTIONANDITSCORRECTANSWERWOULDBESTRENGTHENEDTHISINTURNWOULDMAKETESTINGTRULYEDUCATIONAL,INSTEADOFMERELYEVALUATIVE,SINCESTUDENTSCOULDLEAVEATESTWITHADEEPERLEVELOFUNDERSTANDINGOFITSMATERIALTHANTHEYHADPRIORTOTAKINGITADIFFERENTDRAWBACKEMERGESINTHECONTEXTOFDI
7、STANCELEARNINGPROGRAMSDERRINGER1985MARKERANDEHMAN1990RAVAL1993WINNETAL1990INWHICHTELECOMMUNICATIONSTECHNOLOGYISUSEDTOPERMITSTUDENTSATONEUNIVERSITYOREVENATHOMETOTAKEACOURSEOFFEREDATANOTHERUNIVERSITYINSUCHPROGRAMS,THETRADITIONALCLASSROOMISBEINGREPLACEDBYTHEDISTRIBUTEDCLASSROOM,THETRADITIONALUNIVERSITY
8、REPLACEDBYTHEDISTRIBUTEDUNIVERSITYUSINGTRADITIONALTESTINGMETHODSINTHESENEWENVIRONMENTSISCLUMSY,ATBESTTHEFINALDRAWBACKWEWILLMENTIONISTHEAMOUNTOFTIMETHATCONSCIENTIOUSEDUCATORSDEVOTETOCORRECTINGTHETHINKINGOFTHEIRSTUDENTSEDUCATORSWHOWRITECORRECTIONSONATESTPAPERAND/ORMEETWITHSTUDENTSONEONONEDEVOTESIGNIFI
9、CANTAMOUNTSOFTIMEOUTSIDEOFTHECLASSROOMPROVIDINGSTUDENTSWITHFEEDBACKREGARDINGWHYWHATTHEYDIDWASINCORRECTORCORRECTEDUCATORSWHOOPTFORTHEALTERNATIVEAPPROACHOFDEVOTINGACLASSPERIODTO“GOOVERTHETEST”MAYLOSESEVERALCLASSPERIODSOFINSTRUCTIONEACHSEMESTERONLINETESTINGHOLDSTHEPOTENTIALTOELIMINATETHESEDRAWBACKSMORE
10、PRECISELY,ANONLINETESTINGSYSTEMCANBEDESIGNEDTO1PROVIDEASTUDENTWITHIMMEDIATEFEEDBACKTAILOREDTOTHEIRPARTICULARRESPONSETOAQUESTION,2PROVIDEBUILTINSUPPORTFORDISTANCEEDUCATION,AND3AUTOMATICALLYSCOREANDREPORTTHEMISTAKESONSTUDENTTESTS,ALLOWINGEDUCATORSTOFOCUSONTEACHING,LEAVINGMECHANICALTASKSTOTHEMACHINETHI
11、SPAPERDESCRIBESEVALFOREDUCATIONALVERIFICATIONANDLEARNING,APROTOTYPEONLINETESTINGSYSTEMTHATSEEKSTOPROVIDETHESECAPABILITIES,USINGTHEWORLDWIDEWEBBERNERSLEEETAL1992ASADELIVERYMEDIUMTHEPAPERDETAILSHOWOURDESIGNEVOLVEDOVERTIMEINRESPONSETOSECURITYISSUESRAISEDBYUSINGTHEWEBASATESTINGMEDIUMTHEPAPERHASTHEFOLLOW
12、INGSTRUCTURESECTION2PRESENTSADETAILEDDESCRIPTIONOFOURGOALSFORTHESYSTEM,DISCUSSESHOWTHESEGOALSDISTINGUISHEVALFROMOTHERONLINETESTINGSYSTEMS,ANDILLUSTRATESHOWOURPROTOTYPEREALIZESTHESEGOALSSECTION3PRESENTSOURINITIALDESIGNANDIMPLEMENTATIONOFTHESYSTEM,ANDDETAILSITSEVOLUTIONINRESPONSETOSECURITYCONCERNSUNIQ
13、UETOTHEWEBSECTION4PROVIDESADISCUSSIONOFDIFFERENTMEANSOFPROVIDINGSECURITYINTHEWEBENVIRONMENT,ANDSECTION5FINISHESWITHOURPLANSFORTHEFUTUREDOCUMENTATIONABOUTOURPROTOTYPECANBEFOUNDATHTTP/CSCALVINEDU/EVAL/2SYSTEMOBJECTIVESATTHEOUTSETOFTHISPROJECT,OURPRIMARYOBJECTIVEWASTOBUILDAPROTOTYPEONLINETESTINGSYSTEMP
14、ROVIDINGTHEFOLLOWINGCAPABILITIES1DISTANCELEARNINGSUPPORT,SOTHATASTUDENTCANTAKEATESTFROMANYWHEREONTHEINTERNET2CROSSPLATFORMCOMPATIBILITYWITHTHEWINDOWINGSYSTEMSOFEACHOFTHETHREEMOSTCOMMONLYUSEDOPERATINGSYSTEMSMACOS,MSWINDOWS,ANDUNIX/X3ACONVENIENT,EASYTOUSETESTTAKINGTOOLWITHAMOUSEDRIVENGRAPHICALUSERINTE
15、RFACEGUITHATALLOWSSTUDENTSTOTAKEMULTIPLECHOICETESTSONLINEANDRECEIVEIMMEDIATEFEEDBACKEACHTIMETHEYANSWERAQUESTION4ANINTUITIVETESTEDITINGTOOLWITHAGUITHATALLOWSAPROFESSORTOCONSTRUCTSUCHTESTSASEASILYASPOSSIBLEINADDITION,THISTOOLALLOWSAPROFESSORTOAASSOCIATEANEXPLANATIONWITHEACHMULTIPLECHOICEANSWER,TOPROVI
16、DEANSWERSPECIFICFEEDBACK,ANDBINCORPORATEMULTIMEDIARESOURCESGRAPHICS,AUDIO,MOVIESINTOTESTQUESTIONS5AUTOMATEDGRADINGOFTESTS,PLUSREPORTINGOFSCORESANDSTATISTICSTOTHEINSTRUCTOR6ANEFFECTIVESECURITYSYSTEMAGAINSTINTRUDERSANDEXTERNALTAMPERINGINTHEREMAINDEROFTHISSECTION,WEDISCUSSHOWTHESEGOALSDISTINGUISHEVALFR
17、OMOTHEREFFORTSTOCOMPUTERIZETESTING21RELATEDEFFORTSBEFORE1994COMPUTINGHASCHANGEDSIGNIFICANTLYSINCEWEBEGANTHISPROJECTINEARLY1994ATTHATTIME,THEWORLDWIDEWEBWASJUSTBEGINNINGTOEXPLODEINPOPULARITY,ANDTHEPLATFORMINDEPENDENTLANGUAGEJAVAWASNOTYETWIDELYKNOWNORPUBLICIZEDTHEAVAILABLESYSTEMSFORONLINETESTINGWEREBY
18、ANDLARGEDEDICATEDSYSTEMSDESIGNEDTORUNINAHOMOGENEOUSCOMPUTINGENVIRONMENTONEDIFFERENCEBETWEENEVALANDONLINETESTINGSYSTEMSSUCHASLXRTESTLXRTEST1994ORTHOSEDISCUSSEDINLECLERCQETAL1993VOCKELLANDHALL1989ISTHOSESYSTEMSLACKOFSUPPORTFOROURCROSSPLATFORMCOMPATIBILITYOBJECTIVEDISTANCELEARNINGENVIRONMENTSAREALMOSTB
19、YDEFINITIONHETEROGENEOUS,ANDSOOUROBJECTIVEOFPROVIDINGAMULTIPLATFORMSYSTEMWASAHIGHPRIORITYFROMTHEOUTSETEARLYIN1994,OURFIRSTTHOUGHTWASTODEVELOPEVALUSINGAMULTIMEDIAAUTHORINGPACKAGESUCHASAUTHORWAREFROMMACROMEDIAMACROMEDIA1996ORTOOLBOOKFROMASYMETRIXASYMETRIX1996HOWEVER,WEWEREIN1994UNABLETOFINDANYMULTIMED
20、IAAUTHORINGSYSTEMTHATPROVIDEDBOTHTHEBUILTINNETWORKINGCAPABILITIESNEEDEDTOACHIEVEOURDISTANCELEARNINGOBJECTIVEANDTHESUPPORTFORTHEMACOS,MSWINDOWSANDUNIX/XWINDOWINGSYSTEMSNEEDEDTOACHIEVEOURCROSSPLATFORMCOMPATIBILITYOBJECTIVE22RELATEDEFFORTSSINCE1994SINCE1994,THEWORLDWIDEWEBWWWHASEXPLODEDINSIZEANDPOPULAR
21、ITYTWOREASONSFORITSUNPRECEDENTEDGROWTHARE1ITSPROVISIONOFTHEUNIFORMRESOURCELOCATORURL,ASIMPLESCHEMEFORADDRESSINGANDACCESSINGTEXT,GRAPHICS,SOUNDORVIDEOELEMENTSANYWHEREONTHEINTERNET,2ITSSUPPORTFORHTMLFORMSANDCGISCRIPTS,WHICHPROVIDEASIMPLE,BUILTINMECHANISMFORPERFORMINGNETWORKEDTRANSACTIONSACROSSTHEINTER
22、NET,3THEAVAILABILITYOFFREEORINEXPENSIVEWWWBROWSERSFORMOSTPLATFORMS,INCLUDINGMACOS,MSWINDOWS,ANDUNIX/XTHESEFEATURESLEDUSTOEXPLORETHEUSEOFTHEWORLDWIDEWEBASAMEDIUMFORPERFORMINGONLINETESTINGMOREPRECISELY,FORMSANDCGISCRIPTSPROVIDETHENECESSARYSUPPORTFORBUILDINGATESTONLINE,URLSANDTHEHYPERTEXTTRANSPORTPROTO
23、COLHTTPONWHICHWWWISBASEDPROVIDEASTRAIGHTFORWARDMEANSOFACHIEVINGOURDISTANCELEARNINGANDMULTIMEDIAOBJECTIVES,ANDTHEAVAILABILITYOFBROWSERSOFTWAREFOREACHOFOURTARGETPLATFORMSMEANSTHATSUCHASYSTEMCANBEUSEDINAPLATFORMINDEPENDENTMANNERWEHAVENOTBEENALONEINRECOGNIZINGTHEPOTENTIALOFTHEWEBFORONLINEINSTRUCTIONANDE
24、VALUATIONRELATEDEFFORTSINTHISAREAINCLUDE_QMWEBISACOMMERCIALPRODUCTFROMQUESTIONMARKCOMPUTINGQUESTIONMARK1995THATPROVIDESAMEANSOFUSINGTHEWORLDWIDEWEBTOADMINISTERTESTSCONSISTINGOFMULTIPLECHOICE,MULTIPLERESPONSE,TEXT,ANDSELECTIONQUESTIONSQMWEBONLYPERMITSQUESTIONSTOBECREATEDINTHEWINDOWSENVIRONMENT,ANDTHU
25、SDOESNOTMEETOURGOALSFORMULTIPLEPLATFORMCOMPATIBILITYQUESTIONMARKCOMPUTINGISUPFRONTABOUTTHESECURITYPROBLEMSTHATAREPRESENTINQMWEB,WHICHWEBELIEVEARECOMMONTOMANYWEBBASEDTESTINGSYSTEMS_TOOLBOOKIIISACOMMERCIALPRODUCTFROMASYMETRIXCORPORATIONASYMETRIX1996THATPROVIDESASETOFTOOLSBYWHICHTUTORIALSANDTESTSCANBEC
26、REATEDTHETOOLSPROVIDESUPPORTFORMULTIPLECHOICE,TRUEFALSE,COMPLETION,MATCHING,ANDORDERINGQUESTIONSBYWRITINGONESTESTASAN“INTERNETWEBBOOK”,TOOLBOOKWILLIMPLEMENTTHETESTTHROUGHAMIXTUREOFHTMLFORMSANDJAVAAPPLETS,WHICHWILLTHENRUNONANYJAVACOMPLIANTWWWBROWSERWHILETHISNEWVERSIONOFTOOLBOOKMEETSMANYOFOUROBJECTIVE
27、S,ITDOESREQUIRETHATTHECREATOROFATESTWORKINTHEWINDOWSENVIRONMENT,SINCETHATISTOOLBOOKSNATIVEPLATFORMITTHUSDOESNOTQUITEMEETOURREQUIREMENTSFORMULTIPLATFORMCOMPATIBILITY_QUIZITTINOCOETAL1997ISANACADEMICTOOLDEVELOPEDATVIRGINIATECHLIKEOTHERRECENTSYSTEMS,ITUSESWWWTODISTRIBUTECONTENT,INCLUDINGONLINEQUIZZES,A
28、NDTHUSPERMITSSTUDENTSTOTAKEAQUIZONANYPLATFORMFORWHICHAWEBBROWSERISAVAILABLETHEDATABASEINTERACTION“MODULES”THATMAKEUPQUIZITMUSTRESIDEONAUNIXSERVERINSTRUCTORSMUSTUSEATEXTORSGMLEDITORTOAUTHORTESTSUSINGQUIZITMARKUPLANGUAGE,ANAPPLICATIONOFTHESTANDARDGENERALMARKUPLANGUAGESGMLQUIZITSDESIGNERSHAVEADDRESSEDS
29、EVERALOFTHEPOTENTIALSECURITYRISKSOFAWEBBASEDTESTINGSYSTEMJOHNSON1997TINOCOETAL1996HOWEVER,QUIZITREQUIRESTHATTESTAUTHORSBEFAMILIARWITHHOWATAGGEDLANGUAGEWORKSTINOCOETAL1997,ANDREQUIRESTHATTHEYUSEATEXTORSGMLEDITORTOAUTHORQUIZZES_WEBCTWEBCT1997ISACOMMERCIALPRODUCTDEVELOPEDATTHEUNIVERSITYOFBRITISHCOLUMBI
30、ATHATPROVIDESASOPHISTICATEDSETOFWWWCOURSETOOLSBYWHICHINSTRUCTORSCANCONVENETHEIRCOURSESONLINE,INCLUDINGTHEADMINISTRATIONOFTESTSALLINTERACTIONWITHTHESYSTEMOCCURSVIAAWEBBROWSER,MAKINGTHESYSTEMPLATFORMINDEPENDENTTOTHEENDUSERATPRESENT,THEWEBCTSERVERMUSTRESIDEONAUNIXSYSTEMONEDIFFERENCEBETWEENTHETESTINGFAC
31、ILITYOFWEBCTANDEVALISTHATASTUDENTTAKINGAWEBCTTESTMUSTCHECKBACKATALATERTIMETODETERMINETHEIRSCORE,WHEREASOUROBJECTIVEISTOPROVIDEASTUDENTWITHIMMEDIATEFEEDBACKONAQUESTIONBYQUESTIONBASIS,SOTHATSTUDENTSKNOWSTHEIRSCORESASSOONASTHEYCOMPLETETHEIRTESTS51THEFUTUREASARESULTOFOUREXPERIENCEINBUILDINGOURPROTOTYPE,
32、WEHAVEDECIDEDTOAPPLYOBJECTORIENTEDANALYSISANDDESIGNBOOCH1994TOREDESIGNOURSYSTEMASANOBJECTHIERARCHYBYAPPLYINGOBJECTORIENTEDDESIGNTOTHEPROBLEM,WECANDESIGNANEXTENSIBLESYSTEMONETOWHICHNEWKINDSOFQUESTIONSANDNEWKINDSOFTESTSCANBEADDEDWITHOUTMODIFYINGANYOFTHEEXISTINGCODEFOREXAMPLE,AQUESTIONWILLBEANINTERFACE
33、INTHISSYSTEM,WHICHOBJECTSLIKEMULTIPLECHOICEQUESTION,COMPLETIONQUESTIONANDMATCHINGQUESTIONMUSTIMPLEMENTIFWESUBSEQUENTLYDECIDETOADDESSAYQUESTIONOBJECTS,NONEOFTHEEXISTINGCODEWILLHAVETOBECHANGED,PROVIDEDTHEESSAYQUESTIONCLASSIMPLEMENTSTHEQUESTIONINTERFACESIMILARLY,ATESTWILLBEANINTERFACETHATOURLINEARTESTC
34、LASSWILLIMPLEMENTIFWESUBSEQUENTLYWISHTOADDADAPTIVETESTOBJECTSTOOURSYSTEM,NONEOFTHEEXISTINGCODEWILLREQUIREMODIFICATION,PROVIDEDADAPTIVETESTIMPLEMENTSTESTWEHAVEDECIDEDTOIMPLEMENTTHISSYSTEMUSINGJAVAFORAVARIETYOFREASONS,INCLUDING_JAVAAPPLETSANDAPPLICATIONSCANBERUNONEACHOFTHEMAJORPLATFORMS,ENABLINGUSTOAC
35、HIEVEOURMULTIPLATFORMOBJECTIVES_JAVAPROVIDESBUILTIN,STANDARDIZEDSOCKETSSUPPORTINGTHREADCOMMUNICATIONANYWHEREONTHEINTERNET,ALLOWINGUSTOACHIEVEOURDISTANCELEARNINGOBJECTIVES_JAVAPROVIDESBUILTIN,STANDARDIZEDGRAPHICSCAPABILITIES,ALLOWINGUSTOACHIEVEOURGUIOBJECTIVESTHESEWILLALLOWUSTODEFINECONVENIENTPOINTAN
36、DCLICKGUISFORARICHVARIETYOFQUESTIONTYPES,INCLUDINGMULTIPLECHOICE,COMPLETION,TRUE/FALSE,MATCHING,ANDESSAYQUESTIONS_JAVAAPPLETSANDAPPLICATIONSCANACCESS,RETRIEVEANDPLAYONLINEMULTIMEDIARESOURCESVIAAURL,ALLOWINGUSTOACHIEVEOURMULTIMEDIAOBJECTIVES_JAVAMAKESITEASYFORUSTOPROVIDEDIFFERENTVERSIONSOFTHESYSTEMAS
37、TANDALONEAPPLICATIONVERSIONFORTHOSEWHOWANTTOUSETHESYSTEMONANINTRANET,ANDAWEBBASEDAPPLETVERSIONFORTHOSEWHOWOULDPREFERANOPENTOTHEWORLDWEBBASEDSYSTEMPRELIMINARYINVESTIGATIONSINDICATETHATBOTHTYPESOFSYSTEMSCANACHIEVEOURSECURITYOBJECTIVES_JAVAPROVIDESBUILTIN,STANDARDIZEDMULTITHREADINGWHICHWILLBEUSEFULINWR
38、ITINGOURMULTITHREADEDTESTSERVER_JAVAPROVIDESTHEJAVADATABASECONNECTIVITYJDBCMECHANISMJDBCALLOWSUSTOBUILDOURSYSTEMINAMANNERTHATISINDEPENDENTOFANYPARTICULARDATABASEPACKAGE,BUTCANINTERFACEWITHNEARLYANYSHAREWAREORCOMMERCIALDATABASEPACKAGESEEHTTP/WWWJAVASOFTCOM/JDBCFORACOMPLETELISTOFTHEDATABASEPACKAGESFOR
39、WHICHSUPPORTISAVAILABLEWEPLANTOCALLTHISNEWSYSTEMPITAFORPLATFORMINDEPENDENTTESTINGAPPWEHAVECOMPLETEDITSOBJECTORIENTEDDESIGN,ANDARECURRENTLYWORKINGATIMPLEMENTINGTHATDESIGNDETAILSOFTHEPITASYSTEMWILLBETHESUBJECTOFAFUTUREREPORT译文基于WEB的测试不安全性的研究很多人都写了在线测试的独特想法，其中学生表现出参加测试并且立即给予反馈；对于远程教育，其中通信技术超出了传统的课堂教室墙壁
40、；至于多媒体，其中的文字、声音和图形都集合在了一个应用程序当中。万维网作为管理在线测试的媒介，提供了即时的反馈，还可以进行远程的控制，多媒体资源也能很方便的纳入相关问题。本文介绍了EVAL，在一个探索研究的软件样板中，我们探讨有关将万维网作为测试媒介的安全性问题。1、简介与100年前相比，大多高等院校现今进行测试的行为略有不同。学生带钢笔或铅笔进教室，拿到一份写了试题的纸，然后开始在纸上回答这些问题。完成测试之后，学生提交他们的测试评价，在一段时间之后（几天至几周），会被告知他们的分数是如何获得。这种传统测试方法的几个缺点一个缺点是，一个重要的教育机会被浪费了，因为在学生回答一个问题到他们收到
41、该问题正确性的反馈意见之间有时间延迟。从联想学习的研究，人们早就知道，即使最简单的学习模型，越早收到反馈的回应就越能更快速的学习HARKER1956PERIN1943。如果在回答一个问题后，学生可以立即被告知回答的问题的正确答案，那么在答案与问题之间，答案的正确性会得到加强。反过来也就是说测试得到了真正的教育，而不仅仅只是评价学生，比起测试本身，学生从此也能更深层次地理解测试的本质。在远程学习方面有一个不同的缺点产生DERRINGER1985MARKERANDEHMAN1990RAVAL1993WINNETAL1990，通信技术允许在一所大学（甚至是在家里）的学生接受另一所大学提供的课程。在这
42、种通信技术下，传统的课堂正被分布式课堂所取代，传统的大学正被分布式大学所取代。充其量来说，在新的环境中使用传统的测试方式是笨拙的。我们将提到的最后一个缺点是教育工作者们把时间致力于纠正学生的思想上了，教育工作者谁都不愿意将大量的时间花费在将正确的答案写在测试卷上或者当面和学生反馈什么和为什么他们的做法是正确的或不正确的。教育工作者谁也不愿意花费一节课时间“去讲解测试题”来代替他们每学期教学的课时。在线测试有潜力消除这些缺点。更确切的说，一个在线测试系统可设计为（1）可以为学生的问题提供一个合适的特定的即时反馈。（2）提供了内置的远程教育支持。（3）对学生测试报告中的错误自动评分，让教育工作者专
43、注教学，离开机械化任务。本文介绍了EVAL（FOREDUCATIONALVERIFICATIONANDLEARNING教育的核实和学习），一个在线测试系统的原型，旨在提供这些功能，作为所用万维网BERNERSLEEETAL1992传送信息的媒介。本文详细描述了我们的一个测试随着时间的演变而反映出的网络安全性问题。本文的结构如下第二节详细描述了该系统的目标，讨论了如何实现区别于其他目标的在线测试系统，以及在我们的系统原型中如何实现这些目标。第三节是我们最初的设计和实施该系统，并详细说明其在应对安全问题所特有的网络演进。第四节我们提供了在WEB环境下安全性的不同方式，并在最后的第五节描述了我们未来
44、的计划。我们的原文档可以在此找到HTTP/CSCALVINEDU/EVAL/二、系统目标在这个项目一开始，我们的首要目标是建立一个在线测试系统的原型，且提供以下功能1、支持远程学习，以便使学生可以在任何地方从互联网上进行测试。2、跨平台兼容的三个最常用操作系统（MACOS，MSWINDOWS和UNIX/X），它们的每一个系统窗口。3、使用鼠标驱动的图形用户界面（GUI）是一种方便易学的测试工具，它允许学生参加网上多项选择题测试，每次回答问题之后都将立即得到反馈。4、一个直观的图形用户界面测试工具，它允许教师尽可能方便地运用这种工具进行测试。此外，这个工具允许教师（A）对每一个相关联的选择题提供
45、答案，进行讲解，并具体地进行反馈，（B）把多媒体资源（图形，音频，视频）引入测试的问题当中。5、自动分级测试，另外将成绩报告和统计反馈给教师。6、对抗入侵者和外部干扰的有效安全体系。在本节的其余部分，我们将讨论EVAL的目标同其他电脑测试系统的区别。211994年以前相关的努力从我们在1994年年初这一项目开始到现在，计算机信息处理技术已经发生了很大的变化。当时，万维网才刚刚开始爆发流行，和平台无关的JAVA语言尚未被广泛认知或宣传。可用于在线检测的系统和大型的系统设计，被专门运行在一个同质的计算环境中。EVAL系统与例如LXR的在线测试系统LXR测试系统1994之间的不同点，或者说讨论LEC
46、LERCQETAL1993VOCKELLANDHALL1989的差异是系统缺乏支持跨平台兼容性这一目标。远程学习环境的定义多种多样，多平台系统是我们一开始就要先考虑到的目标。早在1994年，我们首先想到的是利用多媒体创作包来开发EVAL，如来自MACROMEDIA公司的AUTHORWARE包MACROMEDIA公司1996或来自ASYMETRIX公司的TOOLBOOK包ASYMETRIX公司1996。然而，我们在1994年还无法找到任何多媒体创作系统，既提供了内置的能达到学习目标需求，又能支持MACOS,MSWINDOWS和UNIX/X窗口网络功能平台的兼容性。22自1994年以来相关的努力1
47、994年以来，万维网（WWW）的规模和知名度爆发了。其史无前例的两个增长原因是1提供统一资源定位器URL,一种在互联网上的任何位置都能简单的处理和访问文本、图形、声音或视频的软件。2支持HTML形式和CGI脚本,提供了简单而内置的机构,用于通过英特网完成网络交易,3大多数平台下都可免费或者便宜使用网络浏览器,包括MACOS,MSWINDOWS,UNIX/X。这些特点使我们设法使用万维网为媒介进行在线检测。更确切地说,表和CGI脚本提供了必要的支持,为建设一个在线测试、URL和超文本传输协议HTTP为基础,一个简单的3W方式来实现我们的远程教育、多媒体目标,以及是否有浏览器软件的支持来为我们提供
48、每个目标平台，意味着这样的系统可应用于一个独立的平台。并不是只有我们认识到网络对网上教学和评估的潜力。在这方面的相关工作包括_QM网络是一个问号运算QUESTIONMARK1995的商业产品，它提供了一个使用万维网管理测试的多种选择，多种反馈以及文本和问题的选择。QM网络只允许在WINDOWS环境下创建问题，因此不符合我们多平台兼容性的目标。在QM网络，问号计算前期所存在的有关安全性问题，我们相信在基于WEB的测试系统中它都存在。_TOOLBOOKII是一个来自ASYMETRIX公司ASYMETRIX1996的商业产品，它提供了一套工具，其中的教程和测试可以创建。这些工具提供了多项选择，真假，
49、完形，匹配和排序问题。通过编写像”INTERNETWEBBOOK”的测试,TOOLBOOK将通过HTML表单和JAVA小程序，然后运行在任何JAVACOMPLIANT万维网浏览器中得以实现。虽然这一新版本的TOOLBOOK能满足我们的许多目标，但它仍需要在一个WINDOWS环境下创建测试，因为这是TOOLBOOK的本土平台。所以，它并不完全符合我们多平台兼容性的要求。_QUIZITTINOCO1997是弗吉尼亚理工大学发展起来的学术工具。像其他近期系统一样,它使用万维网传输数据,包括在线测验,从而允许学生们可以在任何可用的WEB浏览器上进行回答。数据库互动”模块”,使QUIZIT必须驻留在一个UNIX服务器上。教师必须使用文本或SGML编辑器，从而通过QUIZITMARKUP语言来进行测试，这是一种标准的通用的标记语言SGML。QUIZIT的设计师们解决了一个基于WEB测试系统潜在的多种安全隐患JOHNSON1997TINOCOETAL1996。然而,QUIZIT要求测试者们熟知一个标记语言是如何工作的TINOCOETAL1997,并要求他们使用创始人测试所用的文本或SGML编辑器。_WEBCT是加拿大英属哥伦比亚大学发展起来的一个商业产品，它提供了一套先进的WWW的课程工具,教师可以在线开课以及管理测试。所有系统交互都通过WEB浏览器发生,使系统平台独
