After a student had corrected a tes

After a student had corrected a test, an instructor ran the checking program that displayed the student's answers and the correct answers on the screen for validation. If a student wished to debate the correctness of an answer, it was necessary to refer to paper versions of tests to find the relevant question; for security reasons, only coded versions of questions were kept on the computers, and these could not be read without a special program. Future versions of the checking program will display the question, the student's answer, the correct answer, and the scoring immediately after the self-correction phase.
The students' disks contained an output file for each test that showed how many questions had been correctly completed in the test. As a backup, a master sheet also contained each student's score on each test. A useful modification to subjects' disks, which would obviate the need for a master sheet, would be a program that (1) recorded the tests that had been mastered, (2) maintained a running total score after each test, and (3) recorded how many times a subject attempted each test before mastery was achieved.
Perhaps the most important aspect of the system described here is the dedication of instructors' time to the discussion room. Because enrollments far exceeded the anticipated class size, it was common for large demands to be placed on instructors in the microlaboratory, leaving the discussion room vacant during these times. This did not impede the students' performance or progress, and only rarely did they seek help outside class time, but many students mentioned that they would have preferred more discussion time. Inherent in the self-paced course is a large variation in usage times of the microlaboratory, so matching staff numbers to student demand is impossible. A possible solution to this may be to schedule testing times to provide greater streamlining (e.g., on Monday and Wednesday only test students whose surnames begin with A-L). One instructor dedicated to the discussion room would be ideal, but would be cost-inefficient on lowdemand days.
Our course was successful, and our analysis demonstrates that computers can be used as effective substitutes for proctors when personnel numbers are limited.

結果 (中文) 1:

一名学生已更正的测试后，教练急忙跑学生的答案和正确答案显示在屏幕上进行验证检查程序。如果学生想要辩论答案的正确性，它有必要请参阅纸张版本的测试，以发现的有关问题;出于安全原因，只编码的问题保留版本的计算机上，这些无法读取没有一个特别的程序。检查程序的未来版本将显示问题和对学生的回答，正确的答案，自改阶段后立即得分。学生的磁盘包含显示多少个问题已经正确完成测试中的每个测试的输出文件。作为备份，主表还包含每个测试的每个学生的分数。对受试者的磁盘，可省却主工作表需要，有用的修改会 (1) 记录的测试已掌握了，(2) 保持运行总分后每个测试和 (3) 记录如何多次尝试的主题程序每个测试之前实现掌握了。也许这里描述的最重要方面是系统的教师时间对讨论室奉献。因为入学人数远远超过预期的班，这是共同为大的需求，要放在指导员奎，在这些时期置讨论室。这并不妨碍学生的性能或进展，和他们是只很少寻求帮助在外面上课时间，但很多学生提及，他们希望更多的讨论时间。固有的自定进度课程使用时间的奎大的变异，所以匹配员工人数学生的需求是不可能。一个可能的解决方案，这可能是安排测试时间，提供更大的精简，(例如，在周一和周三只测试的学生的姓氏开头 A-L)。一名导师致力于讨论室理想，但会在 lowdemand 天成本效率低下。我们的课程是成功的和我们的分析表明，电脑可以用作监考人员有效替代品，当人员数量有限。

結果 (中文) 3:

一个学生纠正了一个测试，一个老师运行的检查程序，显示学生的答案和正确的答案在屏幕上进行验证。如果一个学生想讨论一个答案的正确性，有必要提及纸质版本的测试来寻找相关的问题；因为安全原因，只有在计算机上保留了问题的编码版本，没有一个特殊的程序，这些就无法读取。未来版本的检查程序将显示问题，学生的答案，正确的答案，并立即后的自我校正阶段。学生的磁盘包含一个输出文件，每个测试显示多少问题已正确完成，在测试中。作为备份，一张主表还包含了每个学生的得分。对学生有用的修改磁盘，这将消除对主表的需要，将一个程序（1）记录已经掌握了测试，（2）保持在每个测试运行的总评分，和（3）记录多少次课题尝试每个测试之前达到融会贯通。
也许系统中最重要的一个方面是教师的时间奉献给了讨论室。由于人数远远超过预期的班级规模大，需要放置在microlaboratory教官很常见，离开讨论室空置在这些时候。这并没有妨碍学生的成绩或进步，他们很少在课堂上寻求帮助，但是许多学生提到他们将有更多的讨论时间。在自我的内在节奏的课程是在microlaboratory使用时间变化大，所以匹配员工人数，学生的需求是不可能的。一个可能的解决方案，这可能是安排测试时间，以提供更大的简化（例如，在星期一和星期三只测试学生的姓氏A-L）。一个教师致力于讨论室将是理想的，但会在lowdemand天是成本效率低下。
我们成功了，我们的分析表明，计算机可以作为有效的替代监考人员时，人员数量有限。