四水箱控制系统的性能评价

针对基于最小方差的性能评价准则由于只考虑时滞引起的性能限制,不适合对PID控制回路进行性能评价的问题,本文采用PID能实现最小方差控制准则,对四水箱控制系统进行性能分析,得到的性能指标比传统最小方差准则明显提高,控制器参数大大改善了过程的输出方差。实验表明,PID能实现最小方差准则能够为PID控制器的性能评价提供一个合理的评价基准,更说明其对特定类型控制器性能评价所具有的实际意义。     

武汉职院实训成绩评估系统的设计与实现

本文阐述了武汉职院实训效果评估系统的实现和设计过程。着重描述了在项目反映理论框架下实训任务分析模型的建立、问题的转换和算法实现的具体过程。将项目反映模型与极大似然算法结合,在极大似然算法的支持下的改进型双参数模型可以更高效、更客观的对技能水平做出预测。     

基于威胁分析的信息安全风险评估方法研究

提出一种基于威胁分析的量化风险评估方法,采用多属性决策理论,结合实例,对信息系统的安全风险进行定量分析,为建立信息系统安全保障体系提供科学依据。     

一种基于移动代理的网络安全联合风险评估系统模型

本文建立了一种基于移动代理的网络安全联合风险评估系统模型(MAURA),分析了系统体系结构、各部分功能,并将合同网的协同方法应用到风险评估中,提出了联合风险评估的机制,研究了评估的具体过程,从构造上克服了Agent间分析经验难于共享借鉴的问题。通过自适应的算法调节策略,提高了系统的分析性能,增强了对于外界负载变换的适应能力。仿真实验结果验证了MAURA是一种具有较高分析性能、可自主适应环境变化的网络安全风险评估系统。     

信息系统残留风险动态管理方法研究

本文在对残留风险需要动态管理分析的基础上,提出了一种残留风险动态管理方案。对其进行了流程和形式化描述,并对流程做了进一步的分析。实例分析,该方案能很好的实现残留风险的动态管理。     

The development of a formative scenario-based computer assisted assessment tool in psychology for teachers: The PePCAA project

Formative computer assisted assessment has become increasingly attractive in Higher Education where providing useful feedback to large numbers of students can be difficult. However, the nature of such assessments has often been limited to objective questions such as multiple-choice. This paper reports on the development and initial trialling of a more innovative, formative use of computer assisted assessment in a Higher Education context. The European funded PePCAA (Pedagogical Psychology Computer Assisted Assessment) project developed a series of scenario-based computer-delivered formative assessments of pedagogical psychology for teachers and trainee teachers, using a range of software features, including the addition of confidence measurement. The project had a two-fold aim: to provide a tool to improve understanding of pedagogical psychology and to explore the potential of more innovative techniques of computer assisted assessment to motivate students and to assess deeper learning. The combination of computer-delivered formative assessment with innovative question styles and confidence ratings is believed to be unique for pedagogical psychology. Scenarios were based on realistic classroom situations and focused on problem solving or on utilising best practice. The PePCAA Learning Assessment Circle (PLAC) provided a framework for indexing the kinds of processes required of users. In the UK, small scale trialling involved a total of 23 teacher trainees such that each assessment was attempted by about seven participants. Participants completed evaluation questionnaires after each assessment. Responses from learners indicated that the UK scenarios were generally very well received and had at least partly achieved the aim of stimulating deeper learning. Transfer of assessments between countries proved more difficult than expected. The next stage of development should be to conduct a larger pilot, thus allowing full investigation of the reliability and validity of the assessments. There is also scope for further development of the PePCAA approach and for its application in other subjects.     

Web-based quiz-game-like formative assessment: Development and evaluation

This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of ‘Ask-Hint Strategy’ turns the Web-based formative assessment into an online quiz game. ‘Ask-Hint Strategy’ is composed of ‘Prune Strategy’ and ‘Call-in Strategy’. ‘Prune Strategy’ removes one incorrect option and turns the original 4-option item into a 3-option one. ‘Call-in Strategy’ provides the rate at which other test takers choose each option when answering a question. This research also compares the effectiveness of three different types of formative assessment in an e-Learning environment: paper-and-pencil test (PPT), normal Web-based test (N-WBT) and GAM-WATA. In total, 165 fifth grade elementary students (from six classes) in central Taiwan participated in this research. The six classes of students were then divided into three groups and each group was randomly assigned one type of formative assessment. Overall results indicate that different types of formative assessment have significant impacts on e-Learning effectiveness and that the e-Learning effectiveness of the students in the GAM-WATA group appears to be better. Students in the GAM-WATA group more actively participate in Web-based formative assessment to do self-assessment than students in the N-WBT group. The effectiveness of formative assessment will not be significantly improved only by replacing the paper-and-pencil test with Web-based test. The strategies included in GAM-WATA are recommended to be taken into consideration when researchers design Web-based formative assessment systems in the future.     

Assessing creative problem-solving with automated text grading

The work aims to improve the assessment of creative problem-solving in science education by employing language technologies and computational–statistical machine learning methods to grade students’ natural language responses automatically. To evaluate constructs like creative problem-solving with validity, open-ended questions that elicit students’ constructed responses are beneficial. But the high cost required in manually grading constructed responses could become an obstacle in applying open-ended questions. In this study, automated grading schemes have been developed and evaluated in the context of secondary Earth science education. Empirical evaluations revealed that the automated grading schemes may reliably identify domain concepts embedded in students’ natural language responses with satisfactory inter-coder agreement against human coding in two sub-tasks of the test (Cohen’s Kappa = .65–.72). And when a single holistic score was computed for each student, machine-generated scores achieved high inter-rater reliability against human grading (Pearson’s r = .92). The reliable performance in automatic concept identification and numeric grading demonstrates the potential of using automated grading to support the use of open-ended questions in science assessments and enable new technologies for science learning.     

Thermodynamic description of the Mg–Eu binary system

Thermodynamic assessment of the Mg–Eu binary system has been carried out by combining first-principles calculations and Miedema’s theory with CALPHAD method. Firstly, the mixing enthalpy of the liquid alloys was calculated by using Miedema’s theory, and formation enthalpies of the intermetallic compounds were calculated by using the projector augmented-wave (PAW) method within the generalized gradient approximation (GGA). Subsequently, the liquid phase was described employing a simple substitutional model, of which the excess Gibbs energy was formulated with a Redlich-Kister expression. And the solubility of Eu in HCP_(Mg) and Mg in BCC_(Eu) were neglected. While the intermetallic compounds Mg₁₇Eu₂, Mg₅Eu, Mg₄Eu, Mg₂Eu and MgEu, were treated as stoichiometric compounds. Consequently, a set of self-consistent thermodynamic parameters for all stable phases in the Mg–Eu binary system were obtained, which can reproduce most of the thermodynamic and phase boundary data.     

高校学生综合测评系统的设计与实现

文章建立了适合当前高校对学生进行综合测评的指标与体系并基于面向对象技术设计开发了高校学生综合测评系统。该系统开发实现以后可以对学生综合素质按照测评体系进行正确评价,为高校教学活动开展和评奖评优提供正确的参考数据,同时能节约大量的人力、物力和财力,提高工作效率。