臺灣博碩士論文加值系統

　　在傳統課堂的教學方式上，學生通常都是在家做好所指定的家族作業，而在課堂中則是實作練習或是測驗。主要地來說，事實上得必須要花費相當的代價，在課堂中來練習及測驗，而這對考試完後，得要花費相當多的時間在做批閱及收集答案的工作。在另外一方面來說，把學生所繳交考卷加以收回也必須要花一些時間。而這兩個因素則是使得在課堂上不能實際採行做較多些練習及測驗的主要原因。
　　不論如何，課堂中的練習及測驗有其價值，而透過練習及測驗，教師可以了解學生的學習狀況而學生可以了解目前自己是否通曉課程的知識。這可以使老師教的更好而學生學的更多。所以為什麼還是有不少老師仍然採用這個課堂中練習及測驗方式，不過得投注更多心力在他們的教學方式上。
　　在這篇論文中，我們討論的是如何做到課堂中的練習及測驗的自動化。這個自動化的目的是可以明顯減少對此所做的負荷，使得做練習及測驗更為方便使用，由此，我們相信可以更加地增加傳統式課堂上的教學方法。
　　在我們所提出的自動化中有四大要素。第一，練習及測驗可以用電子文件方式來散發而且它們的答案轉換成電子儲存格式。第二，老師可以利用輔助設計工具來製作電子版本的練習及測驗。第三，我們擁有一個Answer Server可以用來協助答案的評估。第四，則是對於評分好的成績可以自動化的張貼及分析，而老師則是可以由此決定這些分析資料有什麼意義。
　　有三個相關的系統也在此加以討論。它們分別是CyberProf, Mallard 及WebCT。這些系統都幾乎使用在下課後，然而我們的系統則是使用在課堂進行中，儘管如此它們在不同的議題上也有相同之處。較為特別的是，在這四人現行的系統answer server 的概念上，相當類似於智慧型講師系統的概念上。

　　In traditional classroom teaching, the students generally do their assignments at home, and in-class exercises and/or quizzes are comparatively less common. Mainly, this is due to the fact that there is a cost and overhead associated with in-class exercises and/or quizzes. The cost is that extra papers are consumed and the instructor has to spend some extra time grading and recording the answers. The overhead, on the other hand, is that the handing out and collection of papers can take some time, sometimes significantly. Together, these two factors make it impractical to have several exercises or quizzes in one class.
　　Nevertheless, in-class exercises and quizzes have their values. Though constant practices and tests, the instructor gets to know how well the students are learning, and the students get to know whether they have really acquired the knowledge they are supposed to learn. This can potentially help the instructor to teach better and the students to learn better. This is why some instructors still try to have in-class exercises and/or quizzes whenever possible, but at the cost of devoting more efforts into their teaching styles.
　　In this thesis, we discuss how in-class exercises and quizzes can be automated. The proposed automation can significantly reduce the associated cost and overhead, making in-class exercise and quizzes a practical thing to do. This, we believe, can greatly enhance traditional classroom teaching.
　　There are four aspects in our proposed automation. Firstly, exercises and quizzes can be "handed out" electronically and their answers can be " turned in " electronically. Secondly, the instructor can use help tools to design and write the (electronic versions of ) exercises and quizzes. Thirty, there can be answer servers that assist the grading of the answer sheets. Fourthly, result of the grades can be posted and analyzed automatically, and the instructor can decide how these thing are done.
　　Three related systems are discussed. They are: CyberProf, Mallard and WebcCT. Though these systems are intended to be used after-class, whereas our system is to be used in-class, there are nevertheless various issues that are in common. In particular, the notion of answer servers is present in all four systems, and it closely resembles the idea of intelligent system tutoring in the literature.