在线考试系统翻译

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电气工程及自动化专业英语考试翻译课文Electric Power Systems 电力系统3.1

Section 1 Introduction 第一节介绍The modern society depends on the electricity supply more heavily than ever before.现代社会比以往任何时候对电力供应的依赖更多。

It can not be imagined what the world should be if the electricity supply were interrupted all over the world. 如果中断了世界各地的电力供应，无法想像世界会变成什么样子Electric power systems (or electric energy systems), providing electricity to the modern society, have become indispensable components of the industrial world. 电力系统（或电力能源系统），提供电力到现代社会，已成为产业界的不可缺少的组成部分。

The first complete electric power system (comprising a generator, cable, fuse, meter, and loads) was built by Thomas Edison –the historic Pearl Street Station in New York City which began operation in September 1882. 托马斯爱迪生建立了世界上第一个完整的电力系统（包括发电机，电缆，熔断器，计量，并加载）它就是位于纽约市具有历史意义的珍珠街的发电厂始于1882年9月运作。

This was a DC system consisting of a steam-engine-driven DC generator supplying power to 59 customers within an area roughly 1.5 km in radius. The load, which consisted entirely of incandescent lamps, was supplied at 110 V through an underground cable system. 这是一个直流系统，由一个蒸汽发动机驱动的直流发电机其供电面积约1.5公里至59范围内的客户。

考试英语翻译中英文对照

英语翻译2013-6-5Unit1In1812napoleon bonaparte,emperor of the french led his grand army into russia.1812的法国皇帝拿破仑波拿巴，率领大军入侵俄罗斯。

He was prepared for the fierce resistance of the russian people defending their homeland.他准备好俄罗斯人民会为保卫祖国而奋勇抵抗。

He was prepared for the long march across russian soil to moscow the capital city.他准备好在俄罗斯广袤的国土上要经过长途跋涉才能进军首都莫斯科。

But he was not prepared for the devastaing enemy that met him in moscow the raw bitter,bleak russian winter.但他没有料到在莫斯科他会遭遇劲敌—俄罗斯阴冷凄苦的寒冬。

In1941,adolf hitler,leader of nazi germany,launched an attach against the soviet union,as russiaa then was called.1941年，纳粹德国元首阿道夫·希特勒进攻当时被称作苏联的俄罗斯。

Hitler's military might was unequaled.希特勒的军事实力堪称无敌。

His war machine had mowed down resistance in most of europe.他的战争机器扫除了欧洲绝大部分地区的抵抗。

Hitler expected a short campaign but,like napoleon before him,was taught a painful lesson.希特勒希望速战速决，但是，就像在他之前的拿破仑一样，他得到的是痛苦的教训。

大学英语网上作业和在线考试系统的研究

大学英语网上作业和在线考试系统的研究摘要利用最新的web技术开发包开发系统，用改进的传统遗传算法进行组卷优化，并采用基于词典的最大逆向匹配技术与语义相似度相结合的记分方式来实现简单主观题自动批阅，有效地改善学生学习英语的环境，也尽可能地减轻教师的负担。

关键词网上作业；在线考试；ajax；遗传算法；自动批阅中图分类号：tp315 文献标识码：b 文章编号：1671-489x（2013）06-0052-03英语是人们相互了解学习的“桥梁”工具之一，也是当下有知识的年轻一代应该掌握的基本技能之一。

大学英语作为在校大学生必开的一门公共课程，承担着让大学生熟练地掌握与运用英语的重担。

但目前的课堂教学，具有教学时间长、任务重、实践性强、短时间难以提高等特点，因而必须采取有效的措施改善学生学习英语的环境，进一步促进学生熟练地掌握和运用英语的能力。

大学英语网上作业和在线考试系统将是行之有效的改进措施之一。

1 系统采用的技术平台本系统采用最新的web技术开发包 ajax。

它能让开发的web应用程序直接通过客户端的ajax引擎向服务器传送需要更新的数据信息并返回，然后利用客户端的javascript处理返回的数据，避免了“闪屏”现象的发生。

同时，区别于传统web信息独占式请求发送方式，ajax采用信息异步请求发送方式，并且有一些操作就是在客户端上处理的，因而服务器处理响应所需的时间大大减少[1]。

两种信息发送方式如图1、图2所示。

2 系统主要功能2.1 学习功能系统添加了听力、完形填空、阅读理解、翻译、作文等题型，让学生在课外的时间通过对各题型的学习，进一步理解和巩固所学知识；并提供客观题的正确答案与解题思路以及主观题的参考答案供学生学习，以便及时发现问题，纠正错误。

2.2 网上作业功能在本系统中，教师可以通过此功能模块对学生布置大量的客观题以及翻译等简单类型的主观题作业，并设置好客观题的正确答案和客观题的关键词语，实现学生完成作业后点击提交，由系统实现学生作业的较准确的自动批阅，并记录学生成绩。

etest的名词解释

etest的名词解释etest是一个广泛使用的电子考试系统，它在教育领域发挥着重要的作用。

作为一种基于网络的在线考试平台，etest通过电子方式管理和进行各种考试，并且在一定程度上取代了传统的纸质考试。

etest提供了强大和灵活的功能，为学生和教师带来了许多便利。

etest具备多种考试方式，包括选择题、填空题、解答题等。

学生可以根据自己的需要选择参加具体形式的考试，并且在规定的时间和地点完成考试。

etest提供了一个友好和直观的界面，使学生能够轻松地进行考试。

此外，etest还具备自动评分功能，可以快速地对答案进行评分和统计，为教师减轻了批改作业的负担。

etest的优势之一是其便利性。

传统的纸质考试需要大量的物质和人力资源，例如印刷试卷、安排考试场地和监考人员等。

而etest无需纸张和传统的考试环境，只需要一台电脑和网络连接，学生就可以在任何时间和地点参加考试。

这种灵活性极大提高了学生参与考试的便利性，并且能够更好地适应现代社会的学习需求。

etest还具备高效性。

在传统考试中，收集和整理学生的答卷是一个比较繁琐的过程。

而etest系统能够即时收集和保存学生的答卷，减少了人工操作，并且可以提供即时的成绩反馈。

这对于学生和教师来说都是非常重要的，学生可以及时了解自己的得分情况，教师可以及时发现学生存在的问题并进行针对性的辅导。

etest还能够提供个性化的学习和评估。

传统的纸质考试通常只能测量学生掌握知识的范围，但是etest通过多种题型和技术手段，可以更全面地评估学生的学习情况。

通过设置不同的难度和复杂度的题目，etest可以评估学生的能力水平和应用能力。

此外，etest还可以根据学生的优势和不足，提供个性化的学习资源和建议，帮助学生更好地提高学习效果。

然而，etest也存在一些问题和挑战。

首先，有些学生可能不熟悉使用电脑和网络，需要额外的培训和指导。

其次，etest的安全性也是一个关键问题，例如避免作弊和保护学生隐私等。

iTEST 大学英语测试与训练系统产品简介

iTEST 大学英语测试与训练系统产品简介FLTRP iTEST大学英语测试与训练系统（以下简称iTEST）是为高校提供英语试题库资源和在线评测服务的综合测试管理平台。

平台提供大学英语四六级考试、英语专业四八级考试、研究生英语入学考试等高质量模拟题库和基础训练题库，支持学生进行词汇/语法等基础训练、听说读写译专项能力训练和自主模考训练，支持教师进行自动组卷、阅卷、成绩分析统计等个性化教学管理，支持学校组织和实施大规模英语测试，通过现代化手段有效提高考试效率，规范考试管理，从而提升大学英语教学与评估的整体质量。

iTEST集测试、自主训练、教学、科研平台于一体，可全面满足高校英语教学的四大需求:1. 在线标准化英语测试支持学校组织全校规模、班级规模的在线标准化测试，包括基于计算机和网络的大学英语四、六级模拟考试及各类教学评估类考试。

2. 个性化英语技能训练支持学生结合自身学习需要，有针对性地进行词汇、语法等基础训练、听说读写译专项能力训练和针对大学英语四、六级考试等考试的自主模考训练。

3. 专业化测试分析与教学诊断学校和教师使用专业化的考试统计、成绩分析统计报表了解和评估学生的英语能力，提高教学效果。

4. 开展课题研究教师根据需要收集测试相关数据，从事测试课题研究。

系统特色iTEST是国内同类大学英语测试平台中:唯一提供专业考试数据统计分析的测试平台唯一将测试、教学与科研相结合的测试平台首个题库经过专业预测调整的测试平台首个全真模拟大学英语四级网考的测试平台iTEST具有以下特点：权威：作为全国规模最大的外语出版机构，外语教学与研究出版社以专业力量和大规模投入，为大学英语提供值得信赖的高质量测试与训练资源；在语料的选择标准及试题设计上与大学英语四、六级考试高度一致；中国外语教育研究中心指导策划，保证系统设计的合理性与科学性。

科学：试题经过项目分析（Item Analysis），在实际使用前经过大规模样本试测与校正，确保科学的难度与区分度；题库建设基于项目反应理论（IRT），致力于为学校量身定做个性化测试解决方案。

【计算机专业文献翻译】对程序课程的一个可靠的考试系统的评估

Evaluation of an Authentic Examination System (AES)for Programming CoursesTorbj?rn Jonsson, Pouria Loghmani and Simin Nadjm-TehraniDepartment of Computer and Information ScienceLink?ping University, Sweden{torjo,poulo,simin}@ida.liu.seAbstractThis paper describes our experience with an authentic examination system for programming courses. We briefly describe the architecture of the system, and present results of evaluating the system in real examination situations. Some of the factors studied in detail are the on-line interactions between the students and examiners, the response times and their effects on the pressure experienced by student, the acceptance of the method among the students, and whether the examination form is gender-neutral. IntroductionAs experienced teachers in programming courses we have noticed the drawbacks in the traditional examination form used in programming courses. The students learn to program via laboratory exercises, but the final evaluation of their abilities and the grading of the examination are in a form that uses paper and pen instead of computers. Considering that the student will never use this mode for producing a program through the professional life, we consider this to be not a suitable method.At the Department of Computer Science at Link?ping University 12 fundamental programming courses for approximately 1000 students in different educational programs are taught annually. This paper deals with a new pedagogical view in these programming courses, which can be applied to any programming language, type of student and educational program. The idea is based on extensive studies around different examination forms, where individual grading, efficient and useful feedback and the authenticity of the examination form are used as basic criteria for the choice of examination method. We believe that the choice of method together with the added efficiency in the assessment process improves the quality of our study programmes. In particular, we believe that it will change the examination process from a summative to a normative assessment occasion [1].For a number of years we have experimented with testing the students via computer-aided examinations in some pilot courses - an authentic examination form for this type of course. However, this examination form has not become more widespread due to insufficient support for thecomputer environment necessary for this kind of examination. During the past year a new authentic examination system (AES) has been developed, where all the students and the examining teachers are connected to the same system. The process, including communication and grading, is supported by this environment. In this paper we describe the examination system and our initial evaluations of this system in a number of relatively large examination sessions. The courses in question covered programming in Ada and were taken by first and second year students.During the past year we have evaluated the AES. The instruments used for the evaluation consisted of questionnaires filled by 231 students over a period of 3 months and 4examinations.The paper is organised as follows. In section 1 we describe why the type of examination we propose is the most appropriate for programming courses and compare to some related systems. Section 2 includes a brief technical description of the examination systems, including its architectural design. In section 3 we describe how the computer system, that manages the examination process on-line, has to be augmented by rules set up in each particular course. Section 4 covers our evaluation methods and is followed by evaluation results in section 5. Section 6 concludes the paper.1 Examination formsEvery examination method has specific characteristics that make it more or less appropriate to a particular course setting. H?kan Oswaldsson studied the range of possible examination forms for a typical programming course prior to the development of the current examination system in our department [5]. While several modes of examination can be considered as effective means for enhanced learning (e.g. home assignments, oral examinations following a design assignment, etc), there are not many examination types that combine the need for a summative assessment, with adequate feedback to induce learning. Combined with the large number of students that we are currently teaching, design of an ideal examination setting is a truly challenging task.The work by Dawson-Howe is an early attempt to bring computer support into the process of programming assignment evaluation and administration [2]. The need for automated examination systems has become more pertinent during the late 90's with the advent of distance and life long learning. For example, at the Open University in UK there have been attempts to exchange student assignments , and their (subsequent) correction and asses sment by examiners via MS Word documents [8]. However, the available reports (e.g. the work by Price and Petre) concentrate on the ease of administration for course assignment and grading, rather than the pedagogical feedback in an on-line authentic examination. In recent years several authors report on automatic assessment systems, mostly concentrating on presentation of the technical aspects of the system and the results of the students in terms of grading [4, 5, 7, 8]. While we share the aspiration of these research teams and conduct similar studies, our focus has been on the formal evaluation of how the students perceived the examination environment. In addition we have studied how they were affected by factors specific to authentic examinations, how the system performance and the examiners' on-line behaviour affects the perceived load on the student, and other such aspects.Student accountsTeacher accountsExamsExamination ProcessingMessagingStatisticsThe AES design is divided into multiple tiers: the Client tier, the Middle tier (consisting of one or more sub-tiers), and the Backend tier (see figure 2.1). Partitioning the design into tiers allows us to choose the appropriate technology for a given situation. Multiple technologies can even be used to provide the same service in different situations. Forexample, HTML pages, JSP pages, and stand-alone applications can all be used in the client tier.Enterprise Beans MessageDrivenBeansClient Tier Middle Tier Backend Tier2 Technical description of the AESAES has been developed using the J2EE platform. This represents a single standard for implementing and deploying complex enterprise applications. Having been designed through an open process, J2EE meets a wide range of enterprise application requirements, including distribution-specific mechanisms such as messaging system, scalability and modularity.The clients are based on the Model-View-Controller (MVC) application architecture, which separates three distinct forms of functionality within the application: The Model represents the structure of the data in the application, as well as application-specific operation on data.The View accesses data from the model and specifies how that data should be presented. Views in the AES consist of stand-alone applications that provide view functionality.The Controller translates user actions on the model and selects the appropriate view based on user preferences.The AES is designed as a set of loosely coupled modules, which are tightly coupled internally. Grouping functionality into modules provides integration between classes that cooperate, yet decouples classes that refer to each other occasionally. Modular design supports the design goal that software will be reusable. Each module has an interface that defines the module's functional requirements and provides a place where later components may be integrated. The AES includes modules for:Figure 2.1: The AES design.Each of the three tiers plays a specific role in the design.The Client tier is responsible for presenting data to the user, interacting with the user, and communicating with the other tiers of the system. In this case the Client tier is the only part of the system visible to the user. The AES Client tier consists mainly of a stand-alone application that communicates with the other tiers through well-defined interfaces. A message-oriented approach based on JMS (Java Messaging System) has been chosen to take care of the communication between the Client tier and the Middle tier.The Middle tier is responsible for any processing involving Enterprise JavaBeans. Enterprise JavaBeans are software components that extend servers to perform application specific functionality. The interface between these components and their containers is defined in the Enterprise JavaBeans specification. The containers provide services to the Enterprise JavaBeans instances they contain, such as controlling transactions, managing security, thread or other resource pooling, and handling persistence, among other high-level system tasks.The Backend tier is the system information infrastructure. This tier includes one or more relational database management systems and potentially other information assets thatcould be useful, e.g. the central university course results administration system (LADOK). The EIS tier also enforces security and offers scalability. The Backend tier provides a layer of software that maps existing data andapplication resources into the design of AES in an implementation-neutral way.The system is separated into five different functional layers, each with its own responsibilities and its own API. These layers are physically split across the three different tiers. The persistence layer, for example, provides the mechanisms necessary to permanently save object state.It provides basic CRUD (create, read, update, delete) services and also deals with the object-to-relational mapping issues. This leads to a more flexible and maintainable system, e.g. layers can be changed with no effect on other layers, as long as the API remains constant.3 Examination set-upThe examination system is only one part of the examination process. The second part is the set-up (the rules) we have for the students. We have tried a few set-ups over a number of years (using a prototype for the system for 5-6 years).3.1 The first set-upThe first version allowed the students to write the programs using a computer instead of writing on paper. We found this method to be an improvement because we did not have to read "illegible" texts and the submitted solutions could be tested afterwards. Grades were based on the number of correctly solved exercises.A problem with this set -up was that all the grading still had to be done after the exam was finished. Most of the students waited to send in the solutions until the last minute of the exam.3.2 The second set-upOur intention was to have an examination where the students should have a response from the examiner(s) within a few minutes and where grades were given to the students when they left the exam. We also intended to provide the student with the possibility of getting a response for each exercise within a few minutes, so they could correct a nearly correct solution.The second set-up (which we use today) is based on both number of correctly solved exercises and the amount of time taken to solve them. A number of deadlines are given. If the student wants a high grade he/she has to solve a number of exercises within a pre-specified time limit.The current examination process follows a few steps:1. The student sends an examination request for an exercise to the examiner(s).2. The examiners can return one of the following results.Passed - the solution is correct.Incomplete - the solution has errors, and must be corrected. It's possible to make a new attempt later.·Fail - the solution is incorrect and the student is not allowed to continue to work on this exercise.3. Every examination attempt and the result will contribute to the final exam grade, and the student is informed of his/her current grade. If the student submits a new examination request on an additional exercise he/she can reach a higher grade.This examination process is built into our current AES, but the rules (time limits etc.) can be changed for separate courses. This makes the system flexible.Time limits and gradingIn the courses this system was tested there were three exercises in each exam and the requirements for different grades were:For the grade 5 (excellent) the student must complete:o 3 exercises correct in 3 hours oro 2 exercises correct in 2 hoursFor the grade 4 (very good) the student must complete:o 2 exercises correct in 3 hours oro 1 exercise correct in 1.5 hoursFor the grade 3 (passed) the student must complete:o 1 exercise correct in 4 hoursThe above set-up together with the AES support gives us the opportunity to grade the students during the exam. Students who have solved an exercise are informed of the grade they have reached. If they are satisfied with that grade they can leave the exam (many students leave after one to two hours when they have grade 4 or 5).Student q uestionsIn an ordinary computer-aided exam, a number of questions are submitted by the students , where the answer can either be classified as personal or as interesting for all students. The examiner can decide if he/she will send the answer to the whole group of students or just to a specific student. The number of questions seems to be relatively constant during the exam (approximately 2-5 questions per 5 minutes). Most questions are sent in during the beginning of the exam, which can be explained by the fact that the students ask about specific things pertaining to the exercises and that there are more students in the beginning of the exam.Submission/approval attemptsIn an ordinary computer-aided exam we have a large number of examination requests from the students. As we can see in figure 3.1 we have a relatively high frequency in the period from 30 minutes to 3 hours. After that, most of the students leave (they can't get a higher grade than 3 after that time).Around the deadlines we can see that the examination attempts appear more often, but not significantly more often. Still, the increase of examination requests leads to more work for the examiners. This can result in an increase in the response time (waiting time for the student).4 Evaluation methodsThe development of the current system started in summer 2001 and continued through winter 2001/2002. When we began testing this system we wanted as a test example a course with a large number of students. One of our introductory courses in programming has around 270 students each year, so that was our first choice. Approximately 180 of these students are Industrial Management Engineering students and the rest are Technical Biology students. Our statistics are based on their first examination in this course, which took place in March 2002.We also used a retake exam in this course to do a new study with a new set of questions. This evaluation was done in May 2002.In these two studies, students filled in questionnaires directly after the exam. The finalquestionnaire had two parts. The first part was mainly questions where answers are in free text format. The second part included questions with scaled answers (grade on to five, disagree - agree, worse - better). The first part was used in three evaluations. The more extensive questionnaire with two parts was used only for the last evaluation (i.e. for the two last exams). The appendix shows the final questionnaire.Both types of questionnaires were anonymous and the questionnaires were filled in after the grading was done for the exams. The students had already received their grades when they filled in the questionnaires. We believe that this provides a measure of objectivity on the student side.We also used the log files from the AES for the exams to get statistical trends about grades, gender, response times for questions respectively approval attempts among others (see section 5).5 Evaluation resultsUnfortunately almost all students had no previous experience with paper based programming examinations, so the replies could not be used for comparisons with that examination form. However, we used the response to study other questions in detail (specially the part related to the time/stress factor).First, how often the students sent in a request (questions or approval attempts), and how long the time for a response was? Secondly, how well was the examination system accepted by the students? A third question was a comparison by grades between the genders.The response rate of the questionnaires was quite good. We had four exams during the evaluation period with the following response rates:Exam 1: 76 answers of 112 students (67.8 %) Exam 2: 87 answers of 105 students (82.8 %) Exam 3: 50 answers of 66 students (75.7 %) Exam 4: 18 answers of 22 students (81.8 %)The first three questionnaires were done at the first examination occasion for the students and the fourth one was done in a retake examination where all the students were students with no grade from an earlier exam.5.1 Events during an examinationThe number of events, questions and examination requests , spread over an examination session of 4 hours can be an interesting metric to look at. The major negative factor that was indicated in the questionnaires was the feeling of time pressure or stress. 17% of the free text answers had some connection to this factor. From a technical point of view we were also interested in finding that the capacity of the system was adequate. Therefore we have summarised the number of interactions taking place in every exam.Figure 5.1: Student events (questions and examination requests) during an exam.In figure 5.1 we can see that the number of questions is higher in the beginning of an examination, but we have question events over the whole examination time.The number of examination requests is relative to time. There were a few requests in the first half an hour and that the first two hours are busy for the examiners. The request rate is quite high when we reach the time limits for the grades (especially the 4 hour limit). From a technical point of view the system performance under the above loads has been adequate. To study the student experience of stress due to waiting time we havecalculated the average waiting for the answer to a question and an approval of an examination request respectively. W e have also looked at the extreme values.It turns out that for a question the shortest answering time was 30 seconds and the longest 6 minutes. The corresponding figures for approval attempts were 1 minute and 10 minutes respectively. The first type of interaction took 2 minutes and 42 seconds, and the second type 3 minutes and 31 seconds on average for one particular exam.The student responses , from the questionnaires, on this amount of time is that it is acceptable to wait a minute ortwo for an answer on a question and that a few minutes waiting for a result on an examination request is all right.Based on this view we conclude that waiting time is not a contributing factor to the stress experienced by the students.5.2 Acceptance by studentsThe student responses indicated an overwhelming support for this examination form.94.5% of the students who returned the questionnaire preferred this examination form toa traditional paper and pencil exam.Many free text answers referred to the examination form being close to a realistic scenario and were positive about the possibility to compile and test (a total number of 94 such comments).In the exam where quantitative questions about the examination form were added to the questionnaire, 16 of 17 students answered that this form was closer to a realistic situation compared to other examination forms. The majority of students considered themselves to be anonymous with respect to examiners during the exam.5.3 Grade comparisons (male-female)We have made a comparison of grades in the first examination between the male end female groups of the students in a course. The numbers we use are normalised so we can compare the figures directly.As shown in figure 5.2, the grades for the female students are on average lower than the grades for the male students . We were interested in this metric to find out whether the Figure 5.2: Grades related to gender of students.examination form is gender-neutral. As it turns out we cannot draw this conclusion. However, one possible explanation is that most of the students who have programmed prior to taking the course are male.Another aspect of the differences in grades could be that we have two different groups of students in this course where the group with a large proportion of female students (Technical Biology) reads the course during their first year and the other group is reading the course during theirsecond year. The students in the second year are likely to have better study habits and are more experienced and have more theoretical knowledge.A third aspect is that the group with a higher ratio of female students only has this programming course as obligatory in the whole educational programme. The other group of students has more courses in programming afterwards and are possibly more motivated to study and reach higher grades in this course.This question is an obvious point for further study.6 Conclusions and ongoing workThis paper has summarized an early experience with an authentic examination system for programming courses. The current formal evaluations of the examination system and the examination setting has provided us with a number of insights on the effectiveness of the system as a tool for learning and for assessment. While the initial evaluations are positive and point towards the success of this examination method for majority of the students, the input from the students opens up new directions for research, and new ideas on how to improve the environment.Future directions of work are the integration of a new automatic correction system into our on-line and off-line student evaluations, and the exposing of the environment to larger number of students, specially those that already have paper and pencil exam exp eriences.References[1]J. Biggs, Teaching for Quality Learning at University, Open University Press, 1999.[2]K.M. Dawson-Howe. Automatic Submission and Administration of Programming Assignments. SIGCSE Bulletin, 27(4), December 1995.[3]J. English, Experience with a computer -Assisted Formal Programming Examination, Proceedings of ITiCSE 2002, p51-54.[4]C. Higgins, P. Symeonidis, and A. Tsintsifas, The Marking System for CourseMaster, Proceedings of ITiCSE 2002, p46-50.[5]L. Malmi, A. Korhonen, and R. Saikkonen, Experiences in Automatic Assessment on Mass Courses and Issues for Designing Virtual Courses, Proceedings of ITiCSE 2002, p 55-59.[6]H. Oswaldsson, Development of an examination system. Masters Thesis LiTH-IDA-Ex-00/73, Dept. of Computer and Information Science, Link?ping University, September 2000.[7]A. Pardo, A Multi-Agent Platform for Automatic Assignment Management, Proceedings of ITiCSE 2002, p60 -p64.[8]B. Price and M. Petre, Teaching Programming through Paperless Assignments: an empirical evaluation of instructor feedback. Technical report, Open University, January 2001.Appendix: Example questionnairePrevious exam typesHave you ever taken a written exam in a programming course before?Is this the first time you have taken a computer-based exam?Would you prefer a regular written exam instead?Classify comparison to traditional paper exams: Worse Equal BetterPossibility to ask questions during the exam Possibility to redo a question during the exam Possibility to learn something during the exam Anonymity of exam correction Testing critical thinking, not just memorisation Possibility to test and evaluate your own programs Disturbances during the examI can show my best side in theoretical questions I can show my best side in practial questions The examination form is not gender-biasedThe exam time in relation to the number of problems Stress level before the examStress level during the examStress level after the examUnsure as to if you have correctly answered a problem or notUnsure about what grade you have receivedThe exam environment is similar to a real situation The exam generally reflects the course contentAbout computer-based exam: Disagree - Agree (grade 1-5)The exam form made it easy to ask questions during the examI received answers to my questions quicklyThe result from my solution submission was returned quicklyI could see immediately whether or not I had passed the examI learned something about the subject during the courseI felt my anonymity was ensuredTesting my program helped me in solving the exam questionsThe responses I received after asking a question and/or submitting a solution helped me understand the problem betterThe exam rules: Disagree - Agree (grade 1-5)I felt relaxed before the exam I felt relaxed during the exam I felt relaxed after the exam It was helpful to be allowed to correct rejected solutions during the examIt was helpful to get my test result back immediately The cutoff for a 3 (1 correct solution, 4 h) is acceptableThe cutoff for a 4 (1 correct solution, 1.5h / 2 correct solutions, 3 h) is acceptableThe cutoff for a 5 (2 correct solutions, 2h / 3 correct solutions, 3 h) is acceptableIt was helpful to have access to the course literature during the examThe interface: Hard - Easy (grade 1-5)What was it like to communicate using the interface? How did you like the presentation of grades etc.? What was it like to ask a question?What was it like to submit a solution?Stability (classify within the following intervals):How many times did you need help in understanding how the system works? >9 4-9 0-3How many times did a system-interaction window accidently get lost? >9 4-9 0-3How many times did the system crash? >2 1-2 0Miscellaneous (Free text answers)Is there any information you think is missing from the exam system? Please explain. Other comments对程序课程的一个可靠的考试系统的评估Torbjörn Jonsson, Pouria Loghmani and Simin Nadjm-TehraniDepartment of Computer and Information ScienceLinköping University, Sweden{torjo,poulo,simin}@ida.liu.se摘要：本文是我们对程序课程的一个可靠的考试系统的经验描述。

除了exam,和考试的各种英语表达怎么说？

除了exam，和考试的各种英语表达怎么说？我们容易对exam和examination这两个词感到困惑。

总是不自觉地想这个问题：它们两者之间到底有什么区别？What is the difference between exam and examination?“exam”和”examination”这两个词有什么区别呢？其实，exam仅仅examination的缩写形式，常用于英语的口语表达中。

Exam n.考试，测验（examination）一般是指为检查学生的知识或者水平水平而举行的正式考试，有时候也能够指临时考试。

E.g Our final exam is approaching.我们就要期末考试了。

The exam is a breeze.考试很容易过。

（breeze作名词的时候，除了表示微风外，还能够表示轻而易举的事或者表示小风波）At the final exam time, there is a subdued atmosphere in the school.在期末考试期间，学校里有一种压抑的气氛。

Don’t worry, you will pass the exam.别担心，你会通过考试的。

Test 既能够作名词也能够作动词一般指的是有具体目的的考试。

E.g You don’t need to worry too much about it; it’s just a test of your eyesight.你不必如此担心，它仅仅对你的视力实行的小测试。

He didn’t test well.他考得不好。

Quiz 作名词，表示小测验或者一些问答比赛通常是指时间比较短，随时实行的口头或者书面的非正式小测验。

E.g We are having a quiz game.我们正在实行问答比赛。

I like watching the quiz shows.我喜欢看智力竞赛节目。

现在，大家能get到这些单词的用法和区别了吗？最近流行这样的一句话，期末考试一般是由学霸们主演的，学渣们负责友情客串的。

中文转成英文在线翻译

中文转成英文在线翻译简介中文转成英文的在线翻译工具在当前的信息化时代扮演着重要的角色。

随着全球化的发展，英文的重要性日益凸显，越来越多的人需要将中文翻译为英文，以满足学习、工作、旅游等各种需求。

在线翻译工具可以快速、准确地将中文转成英文，为用户提供便捷的翻译服务。

本文将介绍中文转成英文在线翻译的原理、技术和应用，并对当前主流的在线翻译工具进行评估和比较。

同时，我们还将探讨在线翻译工具的优缺点，并提供一些建议和注意事项，以帮助用户选择合适的在线翻译工具，并提高翻译质量和效率。

原理中文转成英文的在线翻译工具基于机器翻译技术。

机器翻译是一种通过计算机自动将一种自然语言翻译为另一种自然语言的技术。

它利用计算机处理大量的语言知识和规则，以及统计学习方法，将源语言文本转换为目标语言文本。

具体来说，中文转成英文的在线翻译包括以下几个步骤：1.分词：将中文文本分割成一个个词语，以方便后续处理；2.词性标注：为每个词语标注词性，以提取句子语法和语义信息；3.语言模型：建立语言模型，用于预测句子的合理性和流利度；4.翻译规则：建立中文和英文之间的翻译规则，包括词汇对齐、短语对齐和句子对齐；5.翻译生成：根据翻译规则和语言模型，生成目标语言的翻译结果；6.合并处理：将生成的翻译结果进行合并处理，以提高翻译准确性和流畅性；7.后处理：对生成的翻译结果进行修正和优化，以提升翻译质量。

技术中文转成英文的在线翻译工具采用了多种技术来实现快速、准确的翻译效果。

分词技术中文是一种没有明显分词边界的语言，分词技术是中文处理的基础。

传统的分词技术采用词典匹配的方法，根据预定义的词典对文本进行分词。

近年来，基于统计学习和深度学习的分词方法逐渐兴起，通过分析大规模语料库中的词语出现频率和上下文关系，实现准确的分词效果。

词性标注技术词性标注是根据上下文和句法规则为每个词语标注词性的过程。

中文的词性标注比英文更复杂，因为中文词性多样且变化多端。

文献译文-新型的基于web的在线考试系统

A NOVEL WEB-BASED ONLINE EXAMINATIONSYSTEM FORCOMPUTER SCIENCE EDUCATIONYuan Zhenming1, Zhang Liang2, Zhan Guohua3AbstractWeb-based Examination System is an effective solution for mass education evaluation. We have developed a novel online examination system based on a Browser/Server framework which carries out the examination and auto-grading for objective questions and operating questions, such as programming, operating Microsoft Windows, editing Microsoft Word, Excel and PowerPoint, etc. It has been successfully applied to the distance evaluation of basic operating skills of computer science, such as the course of computer skills in Universities and the nationwide examination for the high school graduates in Zhejiang Province, China.1. WEB-BASED ONLINE EXAMINATION SYSTEM1.1The aim of the examination systemAs a universal examination system for the education of basic computer operation, it must meet the following requirements:1. A reasonable question storage, which must conform to the general outline of the exam.2. A practical interface. There are two types of exam interfaces. One is the simulation, the other is the actual environment. The second scheme will give the student computer skills.3. A range of question types, such as objective questions, operating questions, design questions, information retrieval, group testing, etc.4. A safety and reliable examination system.1.2 The components of WOESThe Web based Online Examination System (WOES) is a multi-layer system which is composed of the Web Server, Database Server, and WOES middleware Server, WOES client module and Browser, such as Internet Explorer. In this system, we use the Internet Information Server 4.0(IIS) as the Web Server, the Database Server is Microsoft SQL Server 7.0.The kernel of WOES is the WOES middleware Serve and the WOES client module, which is designed according to Microsoft DCOM standards. DCOM is the binary COM object’s extension jointing LAN, WAN and Internet, which can instance and bind objects over different network. It is an advanced network protocol used to cooperate with COM based components of two processes in different locations. The WOES middleware Server is a server-side component The WOES middleware Server is a server-side component providing communication interfaces between WOES clients and the Web Server or Database Server. The WOES client is a client-side component, which is called by the Browser to control the client computer and submit or receive information from the WOES Server. This technology guarantees the flexibility and the potential for extension of the test system. In addition, it allows access to local files, whereas in conventional systems, the IE security prevents such access.1.3 The key technologies of WOES1. A user-friendly interfaceWe use br owser as our user’s interface. The Browser interface has a uniform and consistent user interface. Almost everyone is able to use it skillfully. Therefore it can eliminate the differences of various exam systems and guarantee a fair test.2. Simplified system maintenanceSince the system is based on Browser/Server architecture, the teacher can update the system or the question database o examine the student’s database only in Server. It is not necessary to update the client system as the Client/Server must do.3. Central examination managementProfiting from the central controlled system, the teacher can easily control the examination process, such as the beginning and end of the exam, collecting the answers and monitoring the students’ conditions on the te acher’s screen.4. SecurityThe most severe difficulty which the B/S based system faces is security, because in principle the web-based examination system can be accessed on the Internet or WAN in a city.All the questions, materials and answers are transmitted in bits stream format after encoding, not in file format. It can ensure not only security in the transmission process, but also protect from invasion.When one student starts his test, the system will distribute him a password produced according to his client’s hardware and operation system environment. It can prevent cribbers to login from other clients imitating this student.The newest method to prevent the distant student from leaving the client or is making use of face detection and recognition technology. Before the start of the exam, the student is asked to sit in front of thecomputer camera, which can monitor the whole scene. Then the system will automatically recognize the student’s face and his identification. As soon as the validation is performed, the student must stay in front of the camera until the exam is finished.2. AUTO-GRADING SYSTEMThe auto-grading system can automatically grade the answers, which are collected from the examination system. It helps teachers to achieve the score with ease.There are two types of the grading: objective questions and operating questions. Objective questions, such as choice questions, yes/no questions, and fill-in questions, can be graded effectively by accurate matching or fuzzy matching. But it is difficult to grade operating questions by simple matching technologies.A possible solution could be: Reading the answer file directly and comparing it to the key file. But this is not practical because the format of Microsoft Office files is complicated.Another solution is: (2) grading by using the Office OLE object. This method is convenient and efficient, but it has a big disadvantage: the source code of the grading system is closely related to the concrete question, which results in a large amount of work when the questions are changed.We propose a universalized grading system, which is carried out on the basis of a database of key knowledge.First, we extract all possible knowledge points and store them in a triple form: (key, value, location). Then we produce the question file by labeling the question point directly on it; the system will add the corresponding question key to the standard key library. So, the last process of auto-grading system is to compare the answer file with the standard key library. The auto-grading system also allows the teacher to add his /her own questions to our examination system.3. CONCLUSIONWe have developed an overall solution to the examination system for practical computer skills. It provides a user- friendly platform of various questions for the basic computer education in Universities. Hundreds of thousands of students and teachers have used this system and agree that it has effectively raised the learning and testing efficiency.一种新型的基于web的在线考试系统Yuan Zhenming1, Zhang Liang2, Zhan Guohua3摘要基于web的在线考试系统是大众教育评估的一种有效解决方法。

在线考试系统-英文版

目录一、Analysis of function requirement (2)1 .1Introduction (2)1.2 Use (2)1.3 Operating Environment (5)1.4 The process of using (5)二、Description of technology framework (7)2.1 FRAMEWORK (7)2.2 B/S structure and XML (8)三、Detailed design (9)3.1 General framework design(总体架构设计) (9)3.2 project pictures including the packages and classes. (9)3.3 UML for project, including class diagram, use case and sequence diagram. (14)3.4 Database design. (22)3.5 XML design (25)四、Test (28)4.1 The test strategy (28)4.2 The test cases, include black-box testing, white-box testing and gray-box testing. (37)4.3 Test extreme data (37)五、Analysis of the tough technology and features (38)5.1 xml (38)5.2 eXist (39)5.3 JavaBean (40)5.4 Jquery (40)5.5 Ajax (41)六、Summary about the project and the course (41)七、Appendix (42)7.1 CreateXMLFile (42)7.2 SearchXML (43)7.3 UpdateOperate (48)八、References (54)一、Analysis of function requirement1 .1Introduction1.1.1 The purpose of user's manualThe purpose of this users' manual is to enable users to know more clearly about our system and facilitate the users’ operation. The targeted readers are common users but not experts.1.1.2 BackgroundExplanation：a.Project Name：Pigeon News Publishing System；b.Task author：hao Lic.researchers：Ji JiaXiong，Lin LeiLei，Li XueYun，Zeng Qi；d.Test user：Ji JiaXiong，Lin LeiLei，Li XueYun，Zeng Qi；1.1.3DefinitionMysql----- Open-source Relational databaseeXist-db ------ eXist-db is an open source database management system built using XML technology. It stores XML data according to the XML data model andfeatures efficient, index-based XQuery processing.Xquery-----An XML Query Language；Xpath-------XML Path Language (XML Path Language), which is an XML document used to determine the location of a part of thelanguageJquery----Is a cross-browser JavaScript library, and strengthen the operation between the HTMLand JavaScriptIDE------ also known as integrated design environment or integrated debugging environment is a software application that provides comprehensive facilities to computerprogrammers for software development.1.2 Use1.2.1 Functiona．Function：a)web developer：For users to browse, manipulate, test, the exam, course selection,registration account。

在线考试系统（OnlineExamSystem）--ASP.NET

XZe_Type:该选择题属于哪个科⽬,直接写课程ID。

XZe_Zl：是真题还是练习题。

XZe_Zj:题⽬章节。

填空题表这⾥TK_k1, 该题第⼀个空的答案，TK_k2 第⼆个空的答案，类推【这⾥TK_F字段，判断这⼏个答案是否可以乱序回答，例如，请说出四书是那四书，那么此时的答案可能是乱序的。

答辩时碰到导师问道这个问题//0.0，后加上的】简答题表课程表⽼师选课表学⽣选课表界⾯⽀撑：其他页⾯不在展⽰......总结点（⼤⽜勿喷）：在本次实训中，对学过的进⾏了实践，个⼈感觉关键点：对整体考试系统的把握、数据库的分析与创建、在线考试页⾯的技术⽀撑。

再细⼀点，整个系统运⾏的流程，三个不同⾓⾊的功能。

数据库表的分析，尽量的“优”。

各个页⾯技术的实现细节。

整个系统不再赘述。

数据库要分析好【如果读者觉得本次数据库设计还有什么好的意见请留⾔博主，先谢谢】。

各页⾯技术的实现。

在线考试页⾯，设计细节：附加函数：1public Random a = new Random();//对试卷选项进⾏排序⽣成随机顺序2public int[] PaiXu() //随机排序，返回⼀个整形数组，长度为4，值为3 4 5 6，不确定值的顺序，⽤于选择题的选项排序3 {4int[] i = new int[4];56 i[0] = a.Next(3, 6);7switch (i[0])8 {9case3: i[1] = a.Next(4, 5); i[2] = 6; i[3] = 9 - i[1]; break;10case4: i[1] = a.Next(5, 6); i[2] = 3; i[3] = 11 - i[1]; break;11case5: i[1] = a.Next(3, 4); i[2] = 7 - i[1]; i[3] = 6; break;12case6: i[1] = a.Next(3, 4); i[2] = 5; i[3] = 7 - i[1]; break;13 }14return i;15 }16页⾯代码：1using System;2using System.Collections;3using System.Configuration;4using System.Data;5using System.Linq;6using System.Web;7using System.Web.Security;8using System.Web.UI;9using System.Web.UI.HtmlControls;10using System.Web.UI.WebControls;11using System.Web.UI.WebControls.WebParts;12using System.Xml.Linq;13using MySql.Data.MySqlClient;14using DB_;1516public partial class student3 : System.Web.UI.Page17 {18static int[] da = new int[6];//存放答案 xz19int daa = 0;//记录第⼏条 ,答案选项0123 xz20public static string[,] tkda = new string[10, 3];//存放答案 tk 最多⼗条填空，3⽤来标识关键字只有k1-k321public static string[,] jdda = new string[10, 6];//存放答案 jd 同填空题22 DB db = new DB();//创建对象23//------24//⽣成试卷选择5 50 填空5 25 简答题 2 2525//26int xzt = 5, tkt = 5, jdt = 2, xzf = 50, tkf = 25, jdf = 25;27int jdcj = 0, tkcj = 0, xzcj = 0;28static int tkkk = 0;//填空题记录有⼏个空填空29static string Kid = "", Tid = "";30protected void Page_Load(object sender, EventArgs e)31 {32try33 {3435if (!IsPostBack)36 {37if (Request["kid"] != null && Request["tid"] != null)38 {39 Kid = Request["kid"].ToString();40 Tid = Request["tid"].ToString();41 }42 XZZ();43 TKK();44 JDD();45 }46 }47catch48 { Response.Write("<script>alert('载⼊有误请重新登录!');window.location.href='Login.aspx';</script>"); }495051 }52protected void XZZ()53 {54// MySqlConnection con=null;55try56 {57int tm = 1;58string sqlstr = "SELECT * from XZe_ where XZe_Type='"+Kid+"' and XZe_TeaId='"+Tid+"' order by rand() limit "+xzt; 59// con = db.conntent();60 MySqlDataReader selectcom = db.Select1(sqlstr);//, con61while (selectcom.Read())62 {63 Label j1 = new Label();64 RadioButtonList i1 = new RadioButtonList();65//i1.ID = js.ToString();66 j1.Text = tm.ToString()+". "+selectcom.GetString("XZe_T");//题⽬67 tm++;//1. 2. 3.68int[] a1 = new int[4];//存放随机结果 a[0-3]=>3-669 RepeatDirection Horizontal = new RepeatDirection();//设置单选按钮组为横排70 i1.RepeatDirection = Horizontal;//设置单选按钮组为横排+7172 a1 = db.PaiXu();//使⽤排序得到随机的345673for (int j = 0; j < 4; j++)74 {75if (a1[j] == 3) { da[daa++] = j; }76 ListItem a22 = new ListItem();//建⽴列表组77 a22.Value = j.ToString();//⽤于取出value 值与答案⽐较78 a22.Text = selectcom.GetString(a1[j]);//将数据付给listItem 对象79 i1.Items.Add(a22);//添加数据到列表项80 }81 XZ.Controls.Add(j1);82 XZ.Controls.Add(i1);83 }84 }85catch(Exception e) { Response.Write("取数据有错误"); }86finally { }8788 }89protected void TKK()90 {91 tkkk = 0;92int a = 0;93string sqlstr ="SELECT * from tk_ where TK_Type='"+Kid+"' and TK_TeaId='"+Tid+"' order by rand() limit "+tkt;94 MySqlDataReader selectcom = db.Select1(sqlstr);95while (selectcom.Read())96 {97for (int j = 0, i = 3; i < 6; i++)//数据库中答案字段 3-698 {99 tkda[a, j++] = selectcom.GetString(i);100 }101 Label j1 = new Label();//存放题⽬102string abc = selectcom.GetString("TK_T");103string[] arr = abc.Split('_');//⽤ _ 来分割有⼏个空104 j1.Text = "<br />"+ (++a).ToString()+"."+selectcom.GetString("TK_T")+"<br />";//题⽬105 TK.Controls.Add(j1);//添加题⽬到⽹页中106for (int i = 0; i < arr.Length - 1; i++)107 {108 tkkk++;109 TextBox q = new TextBox();110 TK.Controls.Add(q);111//⽣成相应的填空112 }113 }114 }115protected void JDD()116 {117int j = 0;118string sqlstr = "SELECT * from jd_ where JD_Type='" + Kid + "' and JD_TeaId='" + Tid + "' order by rand() limit "+jdt;119 MySqlDataReader selectcom = db.Select1(sqlstr);//, con120while (selectcom.Read())121 {122123for (int a = 0, i = 3; i < 9; i++)124 {125 jdda[j, a++] = selectcom.GetString(i);//i⽤来取数,a⽤来写⼊数组,j⽤来表⽰第⼏条数据126 }127 Label j1 = new Label();//存放题⽬128 j1.Text = "<br />"+ (++j).ToString()+"."+selectcom.GetString("JD_T")+"<br />";//题⽬129 TextBox a1 = new TextBox();130 a1.TextMode = TextBoxMode.MultiLine;///设置⽂本框为多⾏输⼊131 a1.Rows = 4;//设置⽂本框的⾏数132 JD.Controls.Add(j1);//添加题⽬到⽹页中133 JD.Controls.Add(a1);//添加⽂本框134 }135 }136protected void LOOK_Click(object sender, EventArgs e)137 {138 XZCJ(); TKCJ(); JDCJ();139int zz = xzcj + tkcj + jdcj;140string cjj = "insert into xsks_ values('"+Session["id"]+"','" + Tid + "','" + Kid + "',CURDATE( ),'" + zz + "')";141if (db.ZSG(cjj)) { Response.Write("<script>alert('成绩提交成功！你的成绩是 "+zz.ToString()+"');window.location.href='students.aspx'</script>"); } 142else{ Response.Write("<script>alert('成绩提交失败！');</script>"); }143 }144protected void XZCJ()145 {146int j = xzt, i = 0;147try148 {149while (i < xzt)150 {151int xzx = Convert.ToInt32(Request.Form[j++].ToString());//*得到选择项152if (da[i++] == xzx)153 xzcj += (xzf / xzt);154 }155156 }157catch158 {159160 }161 }162protected void TKCJ()163 {164165int xx = xzt*2;166try167 {168for (int i = 0; i < tkt; i++)169 {170for (int j = 0; j < 3; j++)171 {172if (tkda[i, j] == "") continue;173if (tkda[i, j] == Request.Form[xx++].ToString())174 tkcj += (tkf / tkkk);175 }176 }177178 }179catch180 {181182 }183 }184protected void JDCJ()185 {186187int xx = 2*xzt+tkcj;188try189 {190for (int i = 0; i < tkt; i++)191 {192for (int j = 0; j < 6; j++)193 {194if (jdda[i, j] == "") continue;195if (Request.Form[xx].ToString().IndexOf(jdda[i, j]) + 1 >= 1) 196 { if (jdcj < (jdf / jdt))jdcj += 3; else break; }197 }198 xx++;199 }200201 }202catch(Exception e)203 { }204205 }206 }该项⽬已被学姐要⾛。

江苏省人事考试卫生系统英语阅读中文翻译

根据哥本哈根“Berlingske Tidende”报纸上发表的最新的医学研究结果。

大多数得了Ⅱ型糖尿病的老年人，如果他们一周能够做三次每次三十分钟的轻快地锻炼，那么他们能够停止服用胰岛素。

结果来自于哥本哈根中心医院Rigshispitalet研究所对糖尿病患者的调查。

报纸报道：“调查结果显示体能锻炼能够提高身体利用胰岛素的能力提高30%。

”调查者用两个组完成实验，一组没有非糖尿病的人，一组是有Ⅱ型糖尿病的人，两组人员都超过60岁。

让他们3个月每周在使用自行车锻炼6次。

3个月过后，医生测量参加测试者的肌肉能够使用多少糖份作为测量他们胰岛素工作状况如何的标志。

肌肉研究中心的副教授Dela说“这个测试证明参与锻炼的糖尿病患者跟健康的不参加锻炼的人使用胰岛素一样高。

”“这意味着胰岛素在两个组使用情况一样好，身体锻炼不能够治愈糖尿病，但是锻炼能够消除所有糖尿病的症状。

同时，锻炼能够推迟服用胰岛素的时间点甚至有可能完全地避免胰岛素治疗。

”Dela 的话语像格言一样被人们引用。

胰岛素是胰腺产生的一种激素，控制人体内的糖份，并且用来治疗糖尿病。

Dela说“为了达到理想效果，糖尿病患者只要到出汗就行，但是运动必须得持续因为五天没有充足的锻炼的话，效果就会消失了。

”Dela说“大多数糖尿病患者知道注意饮食的重要性，但不知道体育锻炼的重要性。

”第三篇在二十世纪60年代，医学研究中Holmes和Rahe制定了有关压力事件的清单。

他们领会这个棘手的问题：人和的主要改变都可能造成压力。

消极的事件像家庭成员的大病位列榜单前列，但是一些积极地人生改变时间也是如此，像结婚。

当你参加Holmes-Rache测试时，你必须记住所得的分数无法向你表明你怎样对待压力，只表明你承受了多大程度的压力，我们现在都知道你处理这些事件的方式会很戏剧化的影响你保持健康的机会。

到二十世纪70年代早期，成百上千的相同的研究跟着Holmes和Rahe而来，并且上百万的工作和生活在压力下的美国人对这个报告很担忧。

外文翻译---基于BS的ETAS网上考试系统的研讨

附录Based on B/S ETAS on-line test system deliberatingBased on B/S ETAS on-line test system deliberating Along with the computer and its the network technology rapid development and the social information level unceasing enhancement, the computer surveyed and appraises the process also to obtain the widespread application in the education. The computer assistance appraisal in the education, the teaching and in the study appraisal process application, has initiated the appraisal content, the method and the form profound transformation. The development, the application can gather the education to evaluate after testing the theory, the method and the modern information technology method on-line evaluates after testing the system, provides for the student individuality study "nimble, convenient, scientific, is fair" "individually melts the study to evaluate after testing the service", has become the education front specially is a important task which the general distance learnings worker faces.Has developed distance learning 20 for many years, has obtained the rich experience in the distance learning aspect, receives the Ministry of Education and the education profession highly takes. Since in 1999, the development "the talented person raise pattern reform and the opening have educated the experiment site" the project, on the one hand positively explores teaching aspect the and so on management pattern, teaching method, teaching method reform, simultaneously also positively is developing the curriculum to evaluate after testing the way the reform, adapts the distance learning development as well as the talented person raise pattern reform and the opening educates the experiment site the need. Therefore, has developed "the on-line test system".The ETAS on-line test system has fully manifested the open design thought. The system not only can load bearing each kind of curriculum (or has custom-made inspection content, like each kind of non- school record education training) the question bank, the volume storehouse or the single wrap examination paper, the implementation curriculum (or has custom-made inspection content) test. Thequestion bank, the volume storehouse or the single wrap examination paper may carry on maintenance as necessary and so on increase, deletion, revision; The data transmission support many kinds of ways, in the network unobstructed situation may through the Internet direct transmission, also may the data which is going to transmit after the network not unobstructed situation pack the encryption to progress the good data transmission the copy to each kind of storage device; The teacher (or appraisal) and the study may register in the certain jurisdiction every time; The system support many kinds of registers for the way, including on-line registers for, the examination site registers for, the single registers for, the batch inducts, the test registration nimble is convenient.The test system evaluates after testing the system since, also is long-distance evaluates after testing the management system management system. Its design based on the graduation school, the level-to-level administration management mechanism, uses the multistage system constitution. The central administrative center is the overall system control center, the provincial level administrative center is this system data relay and the processing center, the examination site is the systematic most basic unit, is directly organizes the examinee to carry on the registration, the test, the collection information terminal. All levels of systems may increase the test content under the certain condition, carries on in the assignment jurisdiction the test organization, simultaneously, the collection formulation test plan, the examinee registration, the examination place arrangement, the examination place management, the examinee take a test, examines test papers with flow and so on result output issue is a body, has had the distance learning management function. These functions realizations enable this system to have the superiority which the campus on-line test system did not have.The system formulation test plan nimble is convenient, can assign the test the time, the test subject, the test use question bank or the volume storehouse, as well as inspection content and test question difficulty and so on; In order to achieve the test secure request, the data encryption uses the multistage encryption the way, defined the question bank and the volume storehouse only can open a time in the test process, strengthened the question bank secrecy. The system broke through the most computers test system topic to be unitary also only to have the objective test question the shortcoming, supported the many kinds of test questions type, the objective test question including the list selected topic, the multi- selected topics, the choice filledup the topic, the judgement topic, fills up the topic, the subjective test question included: The large-scale idea mathematics problem, the medium idea mathematics problem, the small idea mathematics problem, the elaboration topic, Jan answer, the case analysis topic, the solid service topic, the synthesis synthesis. Moreover, but also may hang meets like the IT kind of curriculum simulation experiment, greatly strengthened the system extension and the usability. The system use test question attribute expressed between the test question relations, the test question attribute has the incompatible topic, contains the topic, the smooth topic and so on, scientifically causes the group volume to be effective. The system use knowledge spot, the difficulty, the discrimination, the exposure time many kinds of parameters control test question, carries on the science the group volume, also guarantees the test fairness, also effectively prevented the student cheats the behavior occurrence. The system grades, the objective test question automatically comments reads, the subjective test question transmission comments reads the center to comment reads, and can carries on passing an examination rate to the examinee and the test question, cheats the situation, lacks tests the situation, the result section distribution, test question responding rate and so on the many kinds of statistical analysis, forms to the teaching effective feedback. Considers the examination place partial software and hardware environment the non- unity, but the examination place are partial also is the test important link, the reliability is the system design priority target, in the system uses the data backup machine to preserve all examinees' test result, guaranteed student's test machine in the power cut, dying machine and so on in the situation, can restore to the normal test condition, guaranteed examinee's test data cannot lose.After the system development completes, first has carried on the experiment site in the Beijing TV University. January 15-18, 2003, the Beijing TV University has carried on the WTO knowledge course curriculum test using the test system, altogether had 1,081 people to participate in the test, has supposed three examination places (engine room), has carried on 45 tests. The test carries on very smoothly, does not have any exceptionally.After the Beijing TV University experiment site, starts in the TV University system promotion use, the selection curriculum to cover the region to be broad, but reference population relative less "accounting" and "business management" specialized degree English curriculum. In June 28 on 29th, "business management" and "accounting" specialized degree English on-line test official hold. 42 TVUniversity 180 examination site, 440 numbers of showings, 12,063 people participate in the test, because the entire day power cut, the subordinate branch school outside examination site except the Guangdong Zhongshan examination site because the examination place is unable to induct the examination site arrangement test not to complete, other examination site all quite smoothly have completed the test. On December 7 on 8th, saved the school, 135 examination site, 11,215 examinees in 44 has carried on the second degree test, did not have any exceptionally.After the test had ended, each measure unit to be used believed, ETAS on-line test system design thought advanced, system various modules function complete, movement safe reliable, the operation is simple. The on-line test overcame the traditional test malpractice, the examinee has stochastically obtained the test question on the computer, completed the test, substituted formerly took a test sets the topic of a composition, printing, delivered the topic, the test, receives the volume, grades, ascends classifies a series of operating process, caused the test process to change conveniently, is highly effective, quickly, simultaneously also reduced the test cost, was worth promoting the application.After the test the examinee responded that, Through on-line carries on the test using the computer, provides nimbly for the student, convenient, scientific, is fair individually melts the test service, causes the student namely to namely is the possibility, extremely adapts the characteristic which the adult studies, they welcome very much.The ETAS on-line test system is in under the modern science fast development new situation, for adapts a collection modern distance learning theory, the method and the modern information technology method test system well which the modern distance learning evaluates after testing needs to promote. The system not only has the function which the campus on-line test system has, moreover also had has tested the service management function, fully has manifested the distance learning open characteristic. Its development and use, not only will play in our country distance learning test appraisal the vital role, moreover will have the significant influence to our country distance learning test reform. First, the test system widely is promoted in the TV University opening education school record education the application, takes the traditional written examination the supplement. At present already has completed 50 curricula small question banks, these curricula tests soon complete through the on-line test system; Along with our country economy development and the computerpopularization, it possibly replaces examines by writing, becomes the test the mainstream; Satisfies individually melts the need which the student takes a test, the student may independently choose the curriculum to study, participates in the test every time. Regarding because works the student which or other reasons cannot participate in the curriculum written examination, may complete through the on-line test system; Moreover, this system also will use in the social non- school record education curriculum and the profession authentication project test service; Specially, the test system may use in the Austria huge mythical bird distance learning service platform public service system, serves for our country distance learning curriculum test makes the contribution.Any new software system, always some gradually consummates the process, the ETAS on-line test system also so, at present also has some problems, for example: The system has not solved the examinee identification authentication problem; The question bank construction also must further consummate, the subjective topic test realization also needs to seek a more effective way and so on, unceasingly will develop in the network technology and the test theory today, the test system also further consummates in various aspects.译文基于B/S的ETAS网上考试系统的研讨随着计算机及其网络技术的飞速发展和社会信息化水平的不断提高，计算机在教育测量和评价过程也得到了广泛的应用。

大学英语网上作业和在线考试系统的研究

用信息异步请求发送方式，并且有一些操作就是在客户端上处理的，因而服务器处理响应所需的时间大大减少Ｊ。两种信息发送方式如图１、图２所示。
学生成绩。它既巩固了学生的所学知识，又减轻了教师批阅
作业的负担。２．３在线考试功能在本系统中，教师可以通过系统在原有的试题库或者修
摘
要利用最新的Ｗｅｂ技术开发包开发系统，用改进的传统遗传算法进行组卷优化，并采用基于词典的最
大逆向匹配技术与语义相似度相结合的记分方式来实现简单主观题自动批阅，有效地改善学生学习英语的
环境，也尽可能地减轻教师的负担。
ｔｒａｄｉｔｉｏｎａｌｇｅｎｅｔｉＣａｌｇｏｒｉｔｈｍｆｏｒｔｅｓｔｏｐｔｉｍｉｚａｔｉｏｎｔｏａｃｈｉｅｖｅａｓｉｍｐＩｅｓｕｂｊｅｃｔｉｖｅｑｕｅｓｔｉｏｎ
改后的试题库里通过遗传算法进行组卷，学生在特定的时间、
臻攮尊糟产撵簿
２系统主要功能
２．１学习功能系统添加了听
涟甍嚣端
地点通过计算机完成考试。考试提交后，将由系统对学生的
客观题进行批阅，并将分数保存记录下来；主观题则由教师批改后记录为学生的主观题得分，最后由系统将学生考试的
英语是人们相互了解学习的 “ 桥梁 ”工具之一，也是当下有知识的年轻一代应该掌握的基本技能之一。大学英语作为在校大学生必开的一门公共课程，承担着让大学生熟练地掌握与运用英语的重担。但目前的课堂教学，具有教学时间长、任务重、实践性强、短时间难以提高等特点，因而必须采取有效的措施改善学生学习英语的环境，进一步促进学生熟练地掌握和运用英语的能力。大学英语网上作业和在线考＼ ຫໍສະໝຸດ ＼Ｊ－＼．１

翻译辅助工具考核试卷

10.文件导出
四、判断题
1. ×
2. ×
3. ×
4. √
5. ×
6. ×
7. ×
8. ×
9. √
10. ×
五、主观题（参考）
1.翻译辅助工具通过提供翻译记忆、术语管理和自动化功能，显著提高翻译效率。例如，翻译重复句子时，工具可以自动提供之前的翻译，节省时间。
2.翻译记忆帮助保持翻译一致性，术语管理确保专业词汇准确无误，两者共同提升翻译质量。
3.以下哪个翻译辅助工具支持多人协作？（）
A. SDL Trados
B. Google Translate
C. MemoQ
D. Microsoft PowerPoint
4.在翻译辅助工具中，术语管理功能的作用是？（）
A.提高翻译质量
B.加快翻译速度
C.降低翻译成本
D. A和B
5.以下哪个翻译辅助工具支持与在线翻译记忆库的同步？（）
15.以下哪个翻译辅助工具适用于Mac操作系统？（）
A. SDL Trados
B. MemoQ
C. OmegaT
D. Apple Pages
16.在翻译辅助工具中，以下哪个功能可以帮助翻译者快速统计字数？（）
A.机器翻译
B.翻译记忆
C.术语管理
D.字数统计
17.以下哪个翻译辅助工具支持自定义翻译记忆库？（）
3.在翻译辅助工具中，______功能可以确保翻译的一致性和准确性。（）
4.使用翻译记忆功能时，翻译者可以通过______来提高翻译效率。（）
5.术语管理在翻译辅助工具中非常重要，它可以减少______并提高翻译质量。（）
6. ______是一种开源的计算机辅助翻译工具，适合个人和小型团队使用。（）

moodle单词

moodle单词单词：moodle1. 定义与释义1.1词性：名词1.2中文释义：Moodle是一个课程管理系统（CMS），是一个开源的在线学习平台，供教师创建和管理课程内容、组织学习活动、与学生进行交互等。

1.3英文释义：An open - source online learning platform that allows teachers to create and manage course content, organize learning activities, and interact with students.1.4相关词汇：e - learning platform（近义词）、courseware（相关词）、learning management system（同义词）2. 起源与背景2.1词源：“Moodle”是“Modular Object - Oriented Dynamic Learning Environment”（模块化面向对象的动态学习环境）的缩写。

它是由澳大利亚的Martin Dougiamas开发的。

2.2趣闻：Moodle在全球教育领域广泛使用，许多学校和教育机构最初采用它是因为其开源的特性，可以根据自身需求进行定制，而且它的界面相对简洁易用，能够让教师快速上手搭建自己的课程。

3. 常用搭配与短语3.1短语：- Moodle course：Moodle课程例句：I'm taking a Moodle course on literature this semester.翻译：这个学期我正在上一个Moodle平台上的文学课程。

- Moodle platform：Moodle平台例句：The Moodle platform has a lot of useful tools for online teaching.翻译：Moodle平台有很多对在线教学有用的工具。

在线考试系统毕业论文

案手册，应有尽有----------------------------------------------------------------------------------------------------------------------------------------------------------毕业论文---------------------------------------------------------精品文档---------------------------------------------------------------------案手册，应有尽有----------------------------------------------------------------------------------------------------------------------------------------------------------目录１：前言2：第一章系统设计相关原理3:第二章需求分析4:第三章系统总体设计5：第四章系统实现ﻬ前言随着网络技术的飞速发展，现在很多国外的大学和社会其他部门都已经开设了远程教育,通过计算机网络实现异地教育和培训。

现在,计算机硬件技术的发展已经达到了相当高的水平。

但是,远程教育软件的开发目前还处于起步阶段，随着这项技术的不断深入发展，就要求有更好、更完善的软件系统应用到远程教育当中去，这就给软件设计人员提出了更高的设计要求。

远程教育包括很多环节,例如教学系统、答疑系统和考试系统---------------------------------------------------------精品文档---------------------------------------------------------------------案手册，应有尽有----------------------------------------------------------------------------------------------------------------------------------------------------------等等。

在线考试系统翻译

电气工程及自动化专业英语考试翻译课文Electric Power Systems 电力系统3.1

考试 英语翻译 中英文对照

大学英语网上作业和在线考试系统的研究

etest的名词解释

iTEST 大学英语测试与训练系统产品简介

【计算机专业文献翻译】对程序课程的一个可靠的考试系统的评估

除了exam,和考试的各种英语表达怎么说？

中文转成英文在线翻译

文献译文-新型的基于web的在线考试系统

在线考试系统-英文版

在线考试系统（OnlineExamSystem）--ASP.NET

江苏省人事考试卫生系统英语阅读中文翻译

外文翻译---基于BS的ETAS网上考试系统的研讨

大学英语网上作业和在线考试系统的研究

翻译辅助工具考核试卷

moodle单词

在线考试系统毕业论文

考试英语翻译中英文对照