Method and system for knowledge assessment and learning

CA 02425166 2012-01-06

Title: Method And System for Knowledge Assessment And Learning

Field of the invention

The present invention relates to knowledge assessment and learning and more particularly, to microprocessor and networked based testing and learning systems.

Background

Traditional multiple choice testing techniques to assess the extent of a person’s knowledge in a subject matter include varying numbers of possible choices that are selectable by onedimensional, or right/wrong (RW) answers. A typical multiple choice test might include questions with three possible answers, where generally one of such answers can be eliminated by the test subject as incorrect as a matter of first impression. This gives rise to a significant probability that a guess on the remaining answers could result in a correct response. Under this situation, a successful guess would mask the true extent or the state of knowledge of the test subject, as to whether he or she is informed (i.e., confident with a correct response), misinformed (i.e., confident in the response, which response, however, is not correct) or being lacked of information (i.e., having no information). Accordingly, the traditional multiple choice one-dimensional testing technique is highly ineffectual as a means to measure the true extent of knowledge of the test subject. Despite

0 this significant drawback, the traditional one-dimensional, multiple choice testing techniques are widely used by information-intensive and information-dependent organizations such as banking, insurance, utility companies, educational institutions and governmental agencies.

In response to the foregoing drawback, an information referenced testing technique was developed and pioneered by Dr. James Bruno of the University of California at Los Angeles.

5 Information referenced testing (‘TRT”) techniques extract the test subject’s information response

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PCT/US01/31633 and confidence associated with it, undertake to reduce guessing, and effect a scoring profile that is resistant to the affects of guessing. IRT test queries are generally represented in a two-dimensional format to incorporate two key components of recognition and confidence as part of the test questions or queries in a multiple choice test. The test example below illustrates the general principle of the IRT technique.

How many legs does a cat have?

A. 3

B. 4

<td> 10</td><td></td><td> C.</td><td> 5</td>

<td></td><td> 2.</td><td colspan="2"> What is the common logarithm of the number 3?</td>

<td></td><td></td><td> A.</td><td> 43</td>

<td></td><td></td><td> B.</td><td> 47</td>

<td></td><td></td><td> C.</td><td> .047</td>

<td> 15</td><td> 3.</td><td> How</td><td> many states border the state of New Mexico?</td>

<td></td><td></td><td> A.</td><td> 4</td>

<td></td><td></td><td> B.</td><td> 5</td>

<td></td><td></td><td> C.</td><td> 6</td>

<td></td><td> 4.</td><td colspan="2"> . The Panama Canal connecting the Atlantic and Pacific¹</td>

<td> 20</td><td></td><td> A.</td><td> North-South</td>

<td></td><td></td><td> B.</td><td> East-West</td>

C. Northeast-Southwest

Instructions:

Each question has a predetermined point score of +30 if the answer is correct or -100 if the

5 answer is incorrect.

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If you can narrow your selection to two choices and eliminate the other choice as being an answer, mark your answer for the two choices: (A or B), (B or C), (A or C). Your response will be assigned a predetermined point score of+10 if the answer is correct or -100 if the answer is incorrect.

If you do not know the answer, you may choose not to respond, in which case, you will not receive any point.

When certain that an answer is correct, the test subject selects a response from one of the letters A, B, or C, which corresponds to the answer that the subject is confident to be correct. Thus the selection of a single letter indicates a high confidence level in the answer on the part of the test subject. If the response reflects the correct answer, a point score of 30 will be assigned. However, if the test subject selects one of the letters A, B, or C, which reflects a confidence in that response, a wrong answer for the response will return a score point of-100. This negative score point marks a state of misinformation, and the subject is misinformed as to the substantive information pertaining to that query.

If the subject chooses not to select any of the letters provided, which indicates that he or she has no knowledge or information to provide a response, a zero score point will be returned.

Thus, with respect to the above sample queries, if the test subject answered the above questions 1-B, 2-? 3-BC, and 4-B the test subject would be considered as being informed,

0 uninformed, part informed, and misinformed respectively on these test queries.

As illustrated above, the point scoring system of the IRT for correct and incorrect responses for the confidence levels reflected in the subject’s answers are (a) +30,-100 when confident or sure; +10,-100 when between two choices, and 0,0 when the subject is without any information. Under the IRT protocol, a maximum score would be achieved if and only if the test subject is “honest” and

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PCT/US01/31633 does not overvalue his or her information. Thus any incentives to guess at an answer are significantly discounted.

Currently, use of the IRT techniques are on a case-by-case, or batch processing, with test creation, administration, scoring and reporting, which use requires significant human interface, labor and logistic support. More significantly is that informational or education material databases are generally disassociated with the results of the test performance and results interpretation thus impeding remedial actions to reeducate or retrain. The affects of such case-by-case application are further amplified where the tests are to be conducted at various locations.

Accordingly, there is a need for a robust and easily managed integral knowledge assessment 10 and learning system, which is deployable in a distributed computer environment for developing and administering knowledge assessment across chronological and geographical bounds. Such a networked testing system would eliminate batch IRT processing, provide for a wider distribution of test subjects in organizations, ensure full confidentiality of the employee, and allow a more detailed and intelligent learning system which is geared toward the true information need of the user.

Summary Of The Invention

The present invention provides a method and system for knowledge assessment and learning, accurately assesses the true extent of a test subject’s knowledge and provides learning or educational materials remedially to the subject according to identified areas of

0 deficiency. The invention incorporates the use of information reference testing (“IRT”) techniques and is deployable on a microprocessor based computing device or networked communication client-server system.

The assessment employs a non-one-dimensional technique to extract the knowledge and confidence level of the test subject, who is administered at least one query in the format of a non-one-dimensional query. The query is categorically answerable by confidence level

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PCT/US01/31633 and by substantive multiple-choice answers. The confidence categories are predefined as confidence levels between the range of 0% percent to 100% terms of selected levels with typical categories being “100% confident, or sure” “50% confident, or partially sure” and “unknown”.

Responding to the responses of the test subject, the system compiles and scores the test subject’s responses, and develops a knowledge profile. The knowledge profile includes an actual percentage score for the entire set of queries based on a weighted scoring protocol or scheme. Further, the knowledge profile includes a self-confidence percentage score for all queries considered by the subject as “sure” or “partially sure”. The system also computes and presents a degree of misinformation or information gap.

The scores and the knowledge profile is presentable to the test subject or other system users.

The presentation includes a display of the percentage of the responses of the test subj ect, scored and grouped according to distinct information quality regions. These regions include “misinformed, (answered 100% confident and incorrect or 50% confident and incorrect)”; “uninformed (answered unknown); partially informed (answered 50% confident and correct)”; and “fully informed (answered 100% confident and correct)”.

The system further correlates the knowledge profile to a database of learning materials, which are organized and prioritized based on the identified informational needs of the test subject. The learning materials can be presented to a system user or the test subject

0 for review and/or reeducation thereby ensuring the subject’s acquisition of the true knowledge and accurate information in a cost-effective manner. These materials include detailed correct substantive answers with explanation. Additionally, the system provides direct-linked access to other sources of learning materials or information depositories via the

Internet.

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The present invention is adapted for deployment in a microprocessor-based standalone computing device, for individual and network-distributed in a client-server environment of a communication network. The system incorporates various user-interfaces, software scripts, web browser dialog controls and other software and hardware support means for query construction, user inputs, data collection, reduction and storage, system management, reporting, and learning or training support. The invention further provides input facilities and editorial supports for test construction and accommodates various test queries without regard to the specific nature of the information or knowledge on which the assessment is administered.

Other objects, features, and advantages of the present invention will become more apparent from the following detailed description of the preferred embodiment and certain modifications thereof when taken together with the accompanying drawings.

Brief Description of The Drawings

Fig. 1 is a conceptual design diagram showing the various participants to and interaction of the knowledge and misinformation testing system according to the present invention.

Fig. 2 is a perspective drawing of an exemplary computer network architecture that supports the method and system of the present invention.

Fig. 3 is a logical block diagram of an embodiment of a testing and reporting structure according to the present invention; and

0 Fig. 4 is a flow diagram showing the network architecture and software solution to provide integrated test authoring, administration, tracking and reporting and associated databases according to the present invention.

CA 02425166 2012-01-06

Brief Description Of The Code Appendix

Appended hereto in CD-ROM format is a listing of computer software modules and information files incorporated as part of the present invention for the deployment and distribution of the knowledge assessments and learning system. Included also are software modules and tool libraries presented as they are typically deployed in a web-based system employing Microsoft™ IIS, and SQL™ systems.

Detailed Description

The present invention provides a method and system for conducting knowledge 10 assessment and learning. The invention incorporates the use of information reference testing techniques deployable on a micro-processor-based or networked communication clientserver system, which extracts knowledge-based and confidence-based information from a test subject. The assessment incorporates non-one-dimensional techniques.

The invention produces a knowledge profile, which includes formative and 15 summative evaluation for the system user and identifies various knowledge quality levels.

Based on such information, in the system correlates the knowledge profile to a database of learning materials, which is communicated to the system user or test subject for review and/or reeducation of the substantive response.

The invention interactively accommodates various aspects of test administration and 2 0 learning hy a system user including storage of information and learning materials, test or query creation, editing, scoring, reporting and learning support without regard to the specific nature of the information on which the test subject is tested.

The present invention is adaptable for deployment on a stand alone personal computer system. In addition, it is also deployable in a computer network environment such as the World Wide Web, or an intranet client-server system, in which, the “client” is

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PCT/US01/31633 generally represented by a computing device adapted to access the shared network resources provided by another computing device, the server.

As shown in Fig. 1, the knowledge assessment method and learning system 8 of the present invention provides distributed information reference testing solution 10 to serve the interactive needs of its users. Any number of users may perform one function or fill one role only while a single user may perform several functions or fill many roles. For example, a system administrator 12 may perform test assessment management, confirm the authenticity of the users 14, deliver the test queries to multiple users 14 who may includes test subjects, (by password, fingerprint data or the like), and monitor the test session for regularity, assessment and feedback. Likewise, the system users 14 provide authentication to the administrator 12 and take the test. A help desk 16, which might be stationed by appropriate personnel, is available to the users 14 for any problems that might arise. A content developer 18, or test author, designs and produces the test content.

Although the present invention is adaptable for a variety of assessment, evaluation, and testing applications, it will herein be described in the context of a distributed learning environment. As shown in Fig 2, the present invention comprises a computer network architecture to effect the distribution of the knowledge assessment and learning functions, and generally encompasses the various functional steps, as represented by logical block 100 in Fig. 3. Knowledge assessment queries or questions are administered to the test subjects of each registered organization through a plurality of subject terminals 20-1, 2...n, and 22-1, 2...n. One or more administrator terminals 25-1, 26-1 are provided for administering the tests from the respective organizations.

Each subject terminal 20, 22 and Administrator Terminal 25, 26 is shown as a computer workstation that is remotely located for convenient access by the test subjects and the administrators), respectively. Communication is effected by computer video screen displays, input devices such as

5 key board, touch pads, “game pads,” mouse, and other devices as known in the art. Each subject

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PCT/US01/31633 terminal 20, 22 and administrator Terminal 25, 26 preferably employs sufficient processing power to deliver a mix of audio, video, graphics, virtual reality, documents, and data.

Groups of test subject terminals 20,22 and administrator terminals 25,26 are connected to one or more network servers 30 via network hubs 40. Servers 30 are equipped with storage facilities such as RAID memory to serve as a repository for subject records and test results.

As seen in Fig. 2, local servers 30-1,30-2 are connected in communication to each other and to a courseware server 30-3. As illustration of the system’s remote operability, the server connections are made through an Internet backbone 50 by conventional Router 60. Information transferred via Internet backbone 50 is implemented via industry standards including the

Transmission Control Protocol/Intemet Protocol (“TCP/IP”).

Courseware, or software dedicated to education and training and administrative support software are stored and maintained on courseware server 30-3 and preferably conforms to an industry standard for distributed learning model (the ADL initiative), such as the Sharable Courseware Object Reference Models (CO-RM) for courseware objects that can be shared across systems. Courseware server 30-3 supports and implements the software solution of the present invention, including the functional steps as illustrated in Fig. 3. The software can be run on subject terminals 20, 22, which is subject to the independent controlled by an administrator. The system 8 provides electronic storage facilities for various databases to accommodate the storage and retrieval of educational and learning materials, test contents and performance and administration-related

0 information.

In operation, any remotely located test subject can communicate via a subject terminal 20, with any administrator on an administrator terminal. The system 8 and its software provides a number of web-based pages and forms, as part of the communication interface between a user (including system administrator 12, test subject 14 and test content developer 18) and the system to

5 enable quick and easy navigation through the knowledge assessment process. A Web-based,

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PCT/US01/31633 browser-supported home page of the knowledge assessment and learning system of the present invention is presented to the system user, which serves as a gateway for a user to access the system’s Web site and its related contents. The homepage includes a member (user) sign-in menu bar, incorporating necessary computer script for system access and user authentication. For illustrative purposes, the term “member,” is sometimes synonymously referred herein as “user.”

A member sign-in prompts system 8 to effect authentication of the user’s identify and authorized access level, as generally done in the art.

The present invention provides a computer software-based means or test builder module 102 by which a user, such as a test administrator or a test content developer can construct a test.

For purposes of illustration, the test construction or building will herein be described with reference to a sample test that is accessible via the homepage with a “Build” option. The selection of this “Build” option leads to a test builder screen. The Test Builder main screen incorporates navigational buttons or other means to access the major aspects of test formulation. The test builder screen includes several functional software scripts in support of administrative tasks, such as accounting and user authentication, test creation, edit and upload, review of users’ feedback statistics and provides a user’s interface with system 8 for creating a new test. For purposes of discussion herein the test builder screen is also called “Create New Test Screen.”

Upon authentication of the user, system 8 leads the user to the test builder screen. The test builder screen prompts the user to fill in text boxes for information such as test identification, test

0 name, and author identity, and initializes the test building module. Upon test initialization, the system provides the user with options for the input of test contents, by way of test creation, edition of existing test, upon test and or images.

System 8 further provides editorial and formatting support facilities in Hypertext Mark-Up Language (“HTML”) and other browser/software language to include font, size and color display

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PCT/US01/31633 for text and image displays. In addition, system 8 provides hyperlink support to associate images with questions and queries with educational materials.

As mentioned above, system 8 is adapted to allow the user to upload an ASCII-text file for use in importing an entire test or portion thereof using the a number of Web-based pages and forms, as part of the communication interface between the user and the system. In addition, test builder module 102 is also adapted to receive an image file in various commonly used formats such as *.GIF and *.JPEG. This feature is advantageous as in the case where a test query requires an audio, visual and/or multi-media cue. Text and image uploading to the system is accomplished by the user activating a script or other means incorporated as part of the user interface or screen image. As part of the test builder (“Create New Test”) screen, a hyperlink is provided on the screen image, which activates a system script to effect the file transfer function via conventional file transfer protocols.

Test builder module 102 allows test authors to convert their existing tests or create new tests in the appropriate format. A test author inputs a question or query and a plurality of potential answers. Each question must have a designated answer as the correct choice and the other two answers are presumed to be wrong or misinformed responses. In the example as shown, each of the queries has three possible choices.

Once the body of a test has been constructed using the input facilities incorporated as part of the web pages presented to the user, test builder 102 configures the one-dimensional right-wrong answers to non-one dimensional answer format. Thus, in one embodiment of the present invention

0 in which a query has three possible answers, a non-one-dimensional test, in the form of a twodimensional answer is configured according to predefined confidence categories or levels. Three levels of confidence categories are provided, which are designated as: 100% sure (selects only one answer); 50% certain (select a pair of choices that best represents the answer (A or B) (B or C), or (A or C); and Unknown. For the 50% certain category, the answers are divided up into possible

5 combination of pairs of choices (A or B) (B or C), or (A or C). The entire test is arranged with each

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PCT/US01/31633 query assigned by system 8 to a specified numbered question field and each answer assigned to a specified lettered answer field. The queries, confidence categories and the associated choices of possible answers are then organized and formatted in a manner that is adaptable for display on the user’s terminal. Each possible choice of an answer is further associated with input means such as a point-and-click button to accept an input from the test subject as an indication of a response to his or her selection of an answer. In one embodiment of the present invention, the presentation of the test queries, confidence categories and answers are supported by commonly used Internet-based browsers. The input means can be shown as separate point-and-click buttons adjacent each possible choice of answer. Alternatively, the input means can be embedded as part of the answer choice display, which is activated when the test subject points and clicks on the answer.

As seen from the above discussion, the present system substantially facilities the construction of non-one-dimensional queries or the conversion of traditional one-dimensional or “RW” queries. The test building function of the present invention is “blind” to the nature of the test materials on which the test is constructed. For each query or question, the system would only need to act upon the form of the test query but not its contents; possible answers and correct answer; and the answer choice selected by the test subject.

Test builder 102 also allows a user to link each query to specific learning materials or infonnation pertaining to that query. The materials are stored by the system, providing ready access to the user as references for text construction. They also form a database to which the test subject is

0 directed for further training or reeducation based on the performance of the knowledge assessment administered to the test subject. These learning materials include text, animations, audio, video, web pages, and IPIX camera and similar sources of training materials. An import function as part of the test builder function is provided to accept these linked materials into the system.

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Presentation of the knowledge assessment queries or tests to the test subject is initiated by a “Display Test” or display test module 104. Supported by a computer script, display test module 104 includes administrative functions for authentication of each test subject, notification of assessment session and for the retrieval of the queries from the system for visual presentation to the test subject.

Optionally, the queries may be presented in hypertext or other software language formats linkable by appropriate Uniform Resource Locators (“URL’s”), as the administrator may determine, to a database of learning materials or courseware stored in system 8 or to other resources or Web sites.

As mentioned above, knowledge assessment of a test subject is initiated by the presentation of the number of non-one-dimensional queries to the test subject. Each of these queries is answerable as a response to a substantive multi-choice answer selectable from a predefined confidence category.

As an example of the embodiment of the present invention, the test queries or questions would consist of three answer choices and a two-dimensional answering pattern that includes the test subject’s response and his or her confidence category in that choice. The confidence categories are: “I am sure,” “I am partially sure,” and “I don’t know.” A query without any response is deemed as, and defaults to, the “I don’t know” choice.

The knowledge assessment of the present invention can be administered to separate test subjects at different geographical locations and at different time periods. In addition, the knowledge assessment can be administered in real time, with test queries presented to the test

0 subject. The entire set of test queries can be downloaded in bulk to a test subject’s workstation, where the queries are answered in their entirety before the responses are communicated (uploaded) to the courseware server of system 8. Alternatively, the test queries can be presented one at a time with each query answered, whereupon the test subject’s response is communicated to the courseware server. Both methods for administering the knowledge assessment can optionally be

5 accompanied by a software script or subroutine residing in the workstation or at the courseware

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PCT/US01/31633 server to effect a measurement of the amount of time for the subject to respond to any or all of the test queries presented. When so adapted, the time measuring script or subroutine fonctions as a time marker. In an exemplary embodiment ofthe present invention, the electronics time marker identifies the time for the transmission of the test query by the courseware server to the test subject and the time when a response to the answer is returned to the server by the test subject. Comparison of these two time markings yield the amount of time for the subject to review and respond to the test query.

When all queries have been answered, a “score your test” function is invoked, as by way of the test subject clicking a “Score Your Test” button bar on the subject’s workstation terminal or input device, which terminates the knowledge assessment session. System 8 initializes the operation of “Collect Responses” or collect responses module 106, which comprises computer software routine, to collect the test subject’s responses to the test queries. These responses are then organized and securely stored in a database of collected responses associated with system 8.

Thereafter, a scoring engine or comparison of responses module 108 (“Comparison of

Responses”) is invoked to perform a “Comparison of responses to correct answer” on the subject’s responses with the designated correct answers on which a gross score is calculated.

As discussed above, the present invention adopts a scoring protocol, by which the test subject’s responses or answers are compiled using a predefined weighted scoring scheme. This weighted scoring protocol assigns predefined point scores to the test subject for correct responses

0 that are associated with an indication of a high confidence level by the test subj ect. Such point scores are referred herein as true knowledge points, which would reflect the extent of the test subject’s true knowledge in the subject matter of the test query.

Conversely, the scoring protocol assigns negative point scores or penalties to the test subject for incorrect responses that are associated with an indication of a high confidence level. The

5 negative point score or penalty has a predetermined value that is significantly greater than the true

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PCT/US01/31633 knowledge points for the same test query. Such penalties are referred herein as misinformation points, which would indicate that the test subject is misinformed of the matter.

The present inventive method and system for knowledge assessment neither rewards nor penalizes the test subject recognizing not knowing the answer for any test query. Accordingly, the scoring protocol does not assign nor deduct any point score for that particular query.

The scoring protocol assigns partial credit where the test subject is reasonably sure (for example, 50% certain) of the answer, as indicated by the test subject selecting more than one answer or by eliminating one or more answer where the subject considers as wrong. However, the test subject is also significant penalized in point score, relative to the point scores for a wrong answer where the test subject has indicated a reasonable confidence in the subject matter pertaining to the response.

As an example, in an assessment where there are three predefined confidence categories or levels, “100% confidence”, “50% confidence”, and “Don’t know,” the scoring levels are represented by four levels or regions of information or knowledge quality: (1) Fully informed, +30;

(2) Partially informed, +10; (3) Uninformed, 0; and (4) Misinformed, -100. As indicated, these scoring levels are accompanied by award or penalty points, which are also predefined by the test administrator as part of the assessment protocol to encourage a response that accurately reflect the test subject’s perceived confidence level associated with his or her response.

As exemplified above, for any given test query, the designated point score for a fully informed response is greater than the score point for a partially informed response. Where the test subject provides a “Don’t know” response, no point score is awarded. To discourage guessing, as maybe the case where the test subject has provided an incorrect response while indicating “100% confidence,” a negative point score is assigned with a value that is significantly greater than the point score awarded to either a fully informed or partially infoimed score. Thus though the reward and penalty point scores have been provided above, they serve to illustrate the advantage of the

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PCT/US01/31633 present invention in discouraging guessing. In another embodiment of the present invention, the point score for a correct answer is generally selectable between the range of20-50 (+20 to +50) point and the penalty point scores for a wrong answer is generally selectable between the range of minus 80 to minus 150 (-80 to -150) point. Accordingly, the ratio of the absolute values of the reward point scores for a correct answer to the penalty point scores for a wrong answer is between approximately 13.3% to 62.5%. The determination of the values of the reward point scores and the penalty point scores is made as an administrative decision, which may depend on a variety of considerations including but not limited to the business and economic consequences associated with a right or wrong information-depending response. However, the scoring levels of +30 points for a fully informed correct answer and a minus 100 point score for a partially informed or misinformed answer have shown applicability in addressing a wide spectrum of knowledge assessment needs.

The raw scores include a one-dimensional right/wrong score, which represents an actual percentage score the test subject achieved for the entire test, and a self-confidence percentage score that the test subject had thought to have achieved. This “self-confidence” score is based on the results that would have been produced if the test subj ect’s answers were correct for all test queries selected from the “sure” and “partially sure” confidence categories. The difference between the actual score and the “self-confidence” score indicates the degree of misinformation, which could be indicative of the subject’s ability to respond to situations where information is needed.

The point scores are passed to a scoring module 108, which calculates the test subject’s raw

0 score, as well as other various other performance indices. System 8 further includes a “Prepare Test Subject feedback” module 110, which prepares such the performance data and prepare them to the test subject via a “Prepare Test Subject Feedback” module 114. In a similar manner, a “Prepare Management Feedback” module 112 prepares the subject’s performance data and prepare them to the test administrator via the “Management Feedback Module”l 16. In one embodiment of the

5 present invention, these score components include raw score, a knowledge profile; aggregate score

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PCT/US01/31633 knowledge profile expressed as apercent score; self-confidence score; misinformation Gap; personal training plan; knowledge index; and performance rating.

The knowledge profile is characterized as a percentage of correct responses for each of thé knowledge or information quality regions, for example, misinformed, uninformed, partially informed, and fully informed. For the example as discussed above, based on the raw scores, the percentages of correct responses are mapped onto the knowledge quality regions. The quality regions include misinformed (answered 100% confident and incorrect or 50% confident and incorrect); uninformed (answered unknown); partially informed (answered 50% confident and correct); and fully informed (answered 100% confident and correct), which are shown with hypothetical percentage scores as follows:

Misinformed: 10% (answered “I Am Sure” once and incorrect)

Uninformed: 10% (answered “Unknown” three times)

Partially informed: 20% (answered “I Am Partially Sure” four times)

Fully informed: 60% (answered “I Am Sure” five times and correct).

The aggregate score can also be computed as an alternative expression of the knowledge profile expressed as a percentage by using the formula:

Aggregate Score = ((NQ X 100) + Score)) / NQ X 130;

Where NQ = Number of queries on the test; and

Score =Raw test score based on the values of:

Fully informed = +30

Partially informed = +10

Uninformed = 0; and

Misinformed = -100

The self-confidence score is represented by the overall percentage score the test subject would have received if his or her responses were correct for all test queries where a high level of

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PCT/US01/31633 self-confidence is indicated. A high level of self-confidence is indicated when a query response is entered in the “I am sure” or “I am partially sure” categories, as indicative of the test subject’s perception as to the confidence level in state of knowledge in himself or herself. On the other hand, a misinformation gap is quantified by system 8, which is represented by the difference between the aggregate score and the self-confidence score.

As part of the feedback, system 8 organizes the test queries, which are presented to the test subject or other system users based on the knowledge quality regions. System 8 uses the stored information created in module 102 that identifies specific curriculum for each question to create hyperlinks to that curriculum thus configuring a personal learning plan in relation to the quality regions. Thus, as soon as the test scores are calculated, the test subject or the system user will be able to identify the area of information deficiencies where remedial actions are indicated.

System 8 also provides the computation of a knowledge index, which is presented to the user on demand via the management feedback module 112. The knowledge index is based on the aggregate score as part of the knowledge profile, in which the aggregate score is correlated to seven levels of understanding to the learning materials on which the test is based. The seven levels are:

100 Excellent

92-99 Very Good - Minor review would be helpful

86-91 Good - Would benefit from thorough review

77-85 Fair - Needs further instruction

Minimum Knowledge - Requires significant instruction

69-75 Poor - Requires re-education on why the information is incorrect

0-68 Failed - Not qualified

In addition to the above, the present invention computes a performance rating, which is computed and presentable as part of the management feedback module 112, which might be used to predict a test subject’s ability to correctly perform the information-related or information-dependent

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PCT/US01/31633 tasks. This matrix displays the degree of confidence a test subject has in correct information according to the following formula.

If the aggregate score is above 0.6 then

Performance Rating, XX= B4*Y**4 + B3*Y**3+B2*Y**2 + B1*Y**1;

Where Y= Aggregate Score

B4= -29.408665

B3= 78.467215

B2= -66.855877

Bl= 18.799063

If the aggregate score is less than .69 then

XX= ,36*Y

Once the performance rating has been calculated, the results can be correlated to various levels of performance, as exemplified by the following scale:

75-100 Exceptional - Of extreme value to the organization

50-74 Accurate - Capable of handling the majority of business tasks properly

34-49 Marginal - Requires re-training

0-33 Unqualified - Should be reassigned to less information-sensitive tasks

As soon as the test has been scored, any or all of the above test subject’s feedback 114 is presentable to the test subject or other system users according to permissible levels of information access granted to such individuals. The following illustrates an exemplary presentation of the performance scores:

Profile Score

No answer 10%

Misinformed 10%

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Partially Informed 20%

Fully Informed 60%

Misinformation Gap

The Profile Converted to a score is: 72%

The Self-Confidence Score is: 86%

The Misinformation Gap is: 14%

Immediate presentation of the performance scores, as well as the score components, can be made in real-time. Since all results are stored on a database associated with system 8, along with the capability to export data to other database(s) as needed, on-demand retrieval and presentation of results is readily available.

The various tasks of the knowledge assessment and learning system are supported by a network architecture and software solution. Fig. 4 presents a flow diagram, which shows integrated test authoring, administration, tracking and reporting and associated databases of the present invention.

As shown in Fig. 4, in support of test creation, a TestBuilder page 202 is initiated by a test creator 204 with proper authentication identified in a creator user database DB 206.

Database 206 is managed by creator supervisor 208. The test creator 204 provides content materials for the test queries, which are stored in test database, test DB 210. A test page 214

0 is created to incorporate test content materials from DB 210 and test assignment instructions from assignment DB 217. Assignment DB 217 includes functions such as administrative controls over the test contents, tests schedules and test subject authentication. Assignment DB 217 is managed and controlled by reviewer supervisor 218.

Test queries are administered via test page 214 to one or more authenticated test

5 subjects 216. As soon as the test has been taken, the results are compiled and passed on to a

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PCT/US01/31633 scoring program module 212 which calculates raw scores 232. The raw scores, as well as other performance data are stored as part of databases 235, 236 and 237. A test reviewer 226 generates a test score review page 222 using test result databases 235, 236,237. Based on the analysis of the test score review page 222, the reviewer 226 may update the reviewer DB

224. The compiled and scored test results may then be reported immediately to the subjects and the subjects may be provided with their results 235, 236, 237 followed by answers with hyper-linked access to explanations for each question 234.

As described above, it is evident that the present knowledge assessment and learning system exhibits various features and advantageous not present in the prior art. The present invention supports critical decisions as to whether a test subject should be reassigned, trained further, or remained assigned to functions where possession of true knowledge and the use thereof is of primary concern. Further, based on the assessment scores, as well as one or more of the score components, resources pertaining to information acquisition, personnel training, and building of knowledge capital can be effectively allocated and deployed. Such decisions and follow-on actions are supported by quantification of performance and confidence thus providing clarity as part of decision-making.

Further, the present invention provides learning support where resources for learning are allocated based on the quantifiable needs of the test subject as reflected in the knowledge assessment profile, or by other performance measures as presented herein. Thus, the present

0 invention provides a means for the allocation of learning resources according to the extent of true knowledge possessed by the test subject. In contrast to conventional training where a test subject is generally required to repeat an entire course when he or she has failed, the present invention facilitates the allocation of learning resources such as learning materials, instructor and studying time by directing the need of learning, retraining, and reeducation to those substantive areas where

5 the subj ect is misinformed or uninformed.

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This aspect of the invention is effected by the system, which offers or presents a “Personal Training Plan” page to the user. The page displays the queries, sorted and grouped according to various knowledge regions. Each of the grouped queries is hyper-linked to the correct answer and other pertinent substantive information and/or learning materials on which the test subject is queried. Optionally, the questions can also be hyper-linked to online informational references or off-site facilities. Instead of wasting time reviewing all materials encompass the test query, a test subject or user may only have to concentrate on the material pertaining to those areas that require attention or reeducation. Critical information errors can be readily identified and avoided by focusing on areas of misinformation and partial information.

To effect such a function, the assessment profile is mapped or correlated to the informational database and/or substantive learning materials, which is stored in system 8 or at off-system facilities such as resources in the World Wide Web. The links are presented to the test subject for review and/or reeducation.

In addition, the present invention further provides automated cross-referencing of the test queries to the relevant material or matter of interest on which the test queries are formulated. This ability effectively and efficiently facilitates the deployment of training and learning resources to those areas that truly require additional training or reeducation.

Further, with the present invention, any progress associated with retraining and/or reeducation can be readily measured. Following a retaining and/or reeducation, (based on the prior

0 performance results) a test subj ect could be retested with portions or all of test queries, from which a second knowledge profile can be developed.

Thus as described above, the present invention provides a method and system for knowledge assessment and learning as a highly effective means for assessing the true extent of a subject’s knowledge and in support of prioritized information acquisition and knowledge building. While the

5 above description of the invention is directed to the present embodiments or examples of applications,

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PCT/US01/31633 various modifications and improvements can be made without departing from the spirit and scope of the invention.