Papers by Keyword: S-P Chart

Abstract: Teaching evaluation is to process the information of the huge amount of teaching data and to evaluate the teaching activity, process and outcome to provide the basis for the quality and decision of teaching. S-P Chart is a typical evaluating method. The paper introduces both traditional and fuzzy S-P chart. Then, the paper proposes three improved S-P methods, including single-knowledge-point analysis, multi-knowledge-point analysis and cognition analysis. All these three improved methods supplements the shortages of traditional S-P and fuzzy S-P, and are implied in an analysis system of the quality of teaching.

Abstract: The purpose of this study is to develop an internet system for cognitive diagnosis assessment. The theoretical foundation of this cognitive diagnosis model is mixed scoring student-problem chart (S-P chart) which is beyond the limitation of traditional S-P chart. Therefore, one contribution of this study is to construct the cloud computing for analyzing measurement data. Another contribution is to extend the traditional S-P chart and accomplish an internet system. In addition to the theory and system, this paper also gives an empirical data to interpret utility of the internet system. The results show the feasibility of this internet system of cognitive diagnosis measurement. Based on the findings of this study, some suggestions and recommendations are discussed for future research.

Abstract: In recent years, the grey system theory is widely applied in academic community, and it has obtained very good results. This study proposes GSP chart (Grey Student-Problem chart) which combines S-P chart (Student-Problem chart) with GRA (Grey Relational Analysis). This paper selects the students whose Gamma value is near 0.5 from the GSP chart. Those students are defined as the Misconception-Students. Then we analyze those students’ answers and select the right and wrong answers created by those Misconception Students at the different time. It is said that the misconception questions are defined as the Misconception-Problem Chart. Through the Problem-Concept Chart conducted by teachers, we can define the Misconception Rate and the Misconception Order by comparing the Misconception-Concept Chart. This method can not only accurately predict where students’ misconception is, but also apply to the remedial instruction.

Abstract: The purpose of this study is to integrate two methodological approaches to explore concept structures. One approach is student-problem chart (S-P chart) and ordering theory (OT) and the other is fuzzy clustering and item relational structure (IRS). S-P chart is adopted to classify all students into proper learning styles. OT is to determine hierarchies of concept structures. Fuzzy clustering is soft computation to cluster features of students and combine IRS so as to determine the precondition and ordering relationship among items. The empirical data is statistics concepts test of university students. The results show that integration of these two approaches is feasible for cognition diagnosis and would be helpful for remedial instruction. Finally, some suggestions and recommendations for future research and educational research are provided.

Abstract: The purpose of this study was to cooperate student-problem chart (S-P Chart) and ordering theory (OT) as an integrated method of cognition diagnosis. S-P chart was used to classify students into proper learning styles, In order to use OT to determine existing hierarchies among items with specifically learning style. Furthermore, an empirical data of capacity concepts testing for fundamental mathematics learning was analyzed based on the integrated method. The results showed that cognition diagnosis would be feasible for remedial teaching and design of teaching materials.

Abstract: The purpose of this study is to integrate a knowledge management which provides graphic representation on concept structures based on clustering technique. The polytomous student problem chart (S-P chart) is adopted to classify students into proper learning styles according to response pattern with caution index and score. Furthermore, weighted polytomous ordering theory (OT) is used to construct graphic concept structure of each learning style. The integration of polytomous S-P chart and weighted polytomous OT could help knowledge management for students. In the study, the empirical data is the assessment of linear algebra from university students. The results show that each learning style has its own features of cognitive characteristics. In short, the integrated methodology can improve knowledge management for students more feasible. Finally, some recommendations and suggestions for future studies are discussed.