U.S. patent application number 10/755939 was filed with the patent office on 2004-09-23 for method and system for creating and maintaining assessments.
Invention is credited to Christ, Paul Francis, Pearson, Michael Vincent.
Application Number | 20040185423 10/755939 |
Document ID | / |
Family ID | 28039043 |
Filed Date | 2004-09-23 |
United States Patent
Application |
20040185423 |
Kind Code |
A1 |
Pearson, Michael Vincent ;
et al. |
September 23, 2004 |
Method and system for creating and maintaining assessments
Abstract
The invention relates to a system for creating and maintaining
assessments involving using an interface device, connected to an
electronic and/or communications channel(s), to access an
assessment control system in order to identify information related
to information content and develop assessment items. User activity
within an interface device occurs within an environment in which
multiple components are present in a manner that produces a
substantially continuous unified perceptual experience. Thus users
can create and maintain assessment information while in the
presence of the information content, which most likely represents,
either directly or indirectly, the material or subject for which an
assessment is being created. User activities within one component
do not material affect or disturb information in other components
unless the user intentionally chooses to alter other components.
Maintenance to the information related to information content and
to the assessment items also occur within the substantially unified
perceptual experience.
Inventors: |
Pearson, Michael Vincent;
(Kennett Square, PA) ; Christ, Paul Francis; (Blue
Bell, PA) |
Correspondence
Address: |
WEBCOURSE SERVICES, INC.
615 JUNIPER DRIVE
BLUE BELL
PA
19422
US
|
Family ID: |
28039043 |
Appl. No.: |
10/755939 |
Filed: |
January 13, 2004 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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10755939 |
Jan 13, 2004 |
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10096613 |
Mar 13, 2002 |
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6705872 |
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Current U.S.
Class: |
434/322 |
Current CPC
Class: |
G06Q 30/02 20130101 |
Class at
Publication: |
434/322 |
International
Class: |
G09B 007/00; G09B
003/00 |
Claims
What is claimed is:
1. A method to create and maintain assessments comprising:
receiving identifying information related to information content
from a user, said identifying information including one or more
selected from the group consisting of a communications channel,
channel location, and location of said information content;
designating an assessment event for said identifying information
associated with said user; managing the delivery to said user of at
least a component containing said information content and a
component containing at least one assessment development tool, said
delivery being in a format that produces a substantially continuous
unified perceptual experience and allows for user activity to occur
in any single component of the said components; allowing said user
to create and maintain said assessments within said component
containing said assessment development tool while said information
content remains within the said component containing said
information content; designating an assessment containing at least
a portion of said identifying information and associated with said
user and said assessment event; allowing for alteration, deletions
or other maintenance of said assessment event and said assessment;
allowing for creation of one or more new assessments based on said
assessment or said assessment event; and allowing for creation of
one or more new assessment events based on said assessment or said
assessment event.
2. The method of claim 1, wherein said electronics and/or
communications channel comprises one or more selected from the
group consisting of local area networks, Internet, Intranet,
Extranets and local equipment, communication networks and sources
including digital and analog over-the-air transmissions, wireless
transmissions, cable transmissions, and satellite
transmissions.
3. The method of claim 1, wherein an interface device is used to
accomplish one or more steps of said method, said interface device
comprising any connected, interrelated or otherwise associated
equipment or devices that allow said user to experience and/or
interact with other available, authorized and/or otherwise
accessible resources within said electronic and/or communications
channel or channels.
4. The method of claim 1, wherein an assessment control system is
used to accomplish one or more steps of said method, said
assessment control system residing within components containing an
information technology processor and associated components that is
accessed via said electronic and/or communications channel or
channels.
5. The method of claim 1, wherein an assessment control system is
used to accomplish one or more steps of said method, said
assessment control system residing within components containing an
information technology processor and associated components that is
local to said user and not accessed via said electronic and/or
communications channel or channels.
6. The method of claim 1, wherein said information content
comprises: information used in the process of one or more selected
from the group consisting of educating, training, instructing,
researching, informing and/or information gathering; and
information available in a format including one or more selected
from the group consisting of text, graphics, video, animation,
audio; over-the-air transmission such as television and radio;
tactile materials, and olfactory materials.
7. The method of claim 1, wherein said information content
comprises information located and accessible through said one or
more electronics and/or communications channels.
8. The method of claim 1, wherein said information related to
information content includes, directly or indirectly, said
electronic or communications channel, channel location, and/or
locations of said information content.
9. The method of claim 1, wherein said assessment event is uniquely
identified so that said assessment event is separate from any other
assessment event.
10. The method of claim 1, wherein said assessment development tool
comprise electronics or communications items used to create a
plurality of different assessment types and a plurality of items
within each assessment type.
11. The method of claim 10, wherein said assessment types are
developable in a format including one or more selected from the
group consisting of text, graphics, video, animation, audio,
over-the-air transmission including television and radio, tactile
materials, and olfactory materials.
12. The method of claim 1, wherein said assessment development tool
allows for additional information including one or more selected
from the group consisting of directions, information related to
said information content and descriptions.
13. The method of claim 1, wherein said assessment comprises:
materials used by one party to evaluate, test, gather, measure
and/or gain insight into another party's understanding, knowledge,
comprehension, progress, skill development, memory and/or other
assessment criteria; and materials supplied by said user including
one or more materials selected from the group consisting of those
developed by other users, supplied but not developed by said other
users, and those referenced or linked by said other users.
14. The method of claim 1, wherein said assessment comprises
materials supplied by said user that are accessible and deliverable
via said one or more electronics and/or communications channel or
channels.
15. The method of claim 1, wherein said assessment is uniquely
identified so that said assessment is separate from any other
assessment.
16. The method of claim 1, wherein each component within said
plurality of components contains information drawn from one or more
separate electronic and/or communications channels, channel
locations, or locations.
17. The method of claim 1, wherein said delivery to said user of
said components further includes a component containing at least
one information content identification tool.
18. The method of claim 17, wherein said format of said components
delivered to said user produces said substantially continuous
unified perceptual experience and allows for user activity to occur
in any single component of the said components.
19. The method of claim 1, wherein said components exist
concurrently within a user interface device.
20. The method of claim 1, wherein said delivery is to a user
interface device of multiple components that occurs with each of
said components being delivered via the same said electronics
and/or communications channel or channels or with different
components being delivered via different said electronics and/or
communications channel or channels.
21. The method of claim 1, wherein said substantially continuous
unified perceptual experience comprises all sensory stimuli or
outputs that are present within a user interface device, either
concurrently or in logical order, and producing a single or series
of associated and undisturbed events.
22. The method of claim 1, wherein said user is allowed to take
action in any single component while all other components remain
substantially undisturbed.
23. The method of claim 1, wherein said user is allowed to take
action in any single component comprises while intentionally
intending to alter information in other components.
24. The method of claim 1, wherein said alteration, deletions or
other maintenance of said assessment event and said assessment
occurs within said substantially continuous unified perceptual
experience.
25. An assessment control system, comprising: at least one
assessment development tool for creating, adjusting, deleting and
otherwise maintaining assessments; at least one information content
identification tool for identifying, adjusting, deleting and
otherwise maintaining information related to information content
including one or more selected from the group consisting of an
electronic and/or communications channel, channel location, and
location of said information content; at least one processor for:
designating an assessment event containing at least a portion of
said information content; managing delivery to a user interface
device of a plurality of components comprising at least a component
containing said assessment development tools and a component
containing said information content; formatting said delivery to
said user interface device in which said plurality of components
within said user interface device exist in a manner consistent with
a substantially continuous unified perceptual experience and allows
for activities performed by said user to occur in any single
component of said plurality of components; designating an
assessment associated with said user and said assessment event;
creating a new assessment based on said assessment or said
assessment event; and creating a new assessment event based on said
assessment or said assessment event; and at least one storage area
for retaining one or more selected from the group consisting of
said assessment event, said assessment, and said information
content.
26. The system of claim 25, wherein said electronic and/or
communications channel comprise information technology networks and
sources comprising one or more selected from the group consisting
of local area networks, Internet, Intranet, Extranets and local
equipment; digital and analog over-the-air transmissions, wireless
transmissions, cable transmissions, and satellite
transmissions.
27. The system of claim 25, wherein said assessment control system
resides within components containing an information technology
processor and associated components.
28. The system of claim 27, wherein said components containing an
information technology processor and associated components are
accessed via one or more electronic and/or communications
channel.
29. The system of claim 27, wherein said components containing an
information technology processor and associated components are
local to said user and not accessed via said electronic and/or
communications channel.
30. The system of claim 25, wherein said assessment development
tool allows for: creating a plurality of assessment item types and
a plurality of items within each said assessment item types; and
the inclusion of additional information including one or more
selected from the group consisting of directions, information
related to said information content and descriptions.
31. The system of claim 30, wherein said assessment item types are
developable in a format including one or more selected from the
group consisting of text, graphics, video, animation, audio;
over-the-air transmission; tactile materials, and olfactory
materials.
32. The system of claim 25, wherein said information content
comprises: information used in the process of educating, training,
instructing, researching, informing and/or information gathering;
and information in a format including one or more selected from the
group consisting of text, graphics, video, animation, audio,
over-the-air transmission such as television and radio, tactile
materials, and olfactory materials.
33. The system of claim 25, wherein said information content
comprises information located and accessible via said one or more
electronics and/or communications channels.
34. The system of claim 25, wherein said information related to
information content includes either the direct or the indirect
location or locations of said information content.
35. The system of claim 25, wherein said interface device comprises
any connected, interrelated or otherwise associated equipment or
devices that allow said user to experience and/or interact with
other available, authorized and/or otherwise accessible resources
within said electronic and/or communication channel.
36. The system of claim 25, wherein said delivery to a user's
interface device of multiple components occurs via said one or more
electronic and/or communications channel.
37. The system of claim 25, wherein said delivery to said user
interface device of said plurality of components occurs with each
component being delivered via the same channel or with different
components being delivered via different channels.
38. The system of claim 25, wherein said delivery to said user
interface device of said plurality of components includes at least
a component containing said information content identification tool
and a component containing said information content.
39. The method of claim 38, wherein said delivery to said user
interface device of said plurality of components is presented in a
manner that produces said substantially continuous unified
perceptual experience and allows for user activity to occur in any
single component of the said plurality of components.
40. The system of claim 25, wherein said substantially continuous
unified perceptual experience comprises all sensory stimuli or
outputs that are present within said user interface device, either
concurrently or in logical order, and producing a single or series
of associated and undisturbed events.
41. The system of claim 25, wherein said assessment is also made
available as an unassociated assessment within a pool of assessment
items that can be selectively chosen to be included in another
assessment or can be made available to other users to build
assessments.
Description
[0001] This application is a continuation of co-pending U.S. patent
application Ser. No. 10/096,613 filed Mar. 13, 2002.
BACKGROUND
[0002] This invention generally relates to field of assessment, and
more particularly, to a method and system that facilitate the
creation and maintenance of assessments.
[0003] There are many situations that require one party to use some
method of assessment to gather information on another party. In
this context, assessments are means and methods used to evaluate,
test, measure and/or other means used by one party to gain insight
into another party's understanding, knowledge, comprehension,
progress, skill development, memory and other criteria.
[0004] The most common example of this is when a teacher must
assess the knowledge that has been absorbed by students. In
addition to an academic environment, there are many other
situations in which assessment may be used. Some examples may
include: a company training its workers on how to use a new
technology product; a market research firm asking respondents to a
survey to evaluate a new packaging design; or an insurance company
determining whether a potential policy holder has read and
understands the policy for which they are seeking coverage. These
are just a few of many ways in which information assessment may be
used.
[0005] Until the advent of computer technology, most assessment was
limited to using either verbal or handwritten means to gather the
information provided by the assessment. For example, in the
classroom setting the teacher might ask questions and seek verbal
responses or the teacher may use a print format by administering
tests or quizzes. However, with improvements in computer technology
and, in particular, the advent of computer networks such as the
Internet and corporate Intranets, assessments can now be carried
out in electronic form. For example, students can take a course
over the Internet without the need to be in the classroom and can
take tests, quizzes and other assessments by using a computer to
access courseware; or a consumer can be recruited by an advertising
agency to view and evaluate advertisements that are sent to their
interactive television; or a trade show operator can send
questionnaires regarding the effectiveness of the show, which are
accessible by exhibitors or show attendees via their wireless
devices.
[0006] The process for creating assessments that are electronically
delivered has generally followed a method that consists of the
following steps. The person creating the assessment reviews
material (e.g., reading material, presentation material, web sites,
etc.) for which an assessment is required. During or after the
review the person creating the assessment determines what form
(e.g., multiple choice questions, essay, attitude/opinion
measurement, etc.) the assessment will take. The person creating
the assessment then creates the assessment using an electronic
creation tool (e.g., educational courseware, HTML form, word
processing document, etc). Once created the person creating the
assessment reviews and alters the assessment as needed. The
assessment is then made available electronically (e.g.,
transferring file, submitting through courseware, electronically
mailing, etc.). Finally the person being assessed accesses and
completes the assessment.
[0007] An inherent drawback for users who create and maintain
assessments for electronic delivery rests in the fact that current
methods require the user to alternate between the source(s) of
information from which the assessment will be drawn and the
electronic tools used to develop the assessment. That is, the
information content from which the assessment will be drawn and the
assessment development tools are not within a continuous unified
perceptual experience.
[0008] A continuous unified perceptual experience exists when one
or more sensory inputs or stimuli are present, either concurrently
or in relevant sequential order, so that the user's overall sensory
experience or awareness registers as a single or series of
associated and undisturbed events. For the purpose of this
invention such an experience takes place within the experience
obtained when interacting, either passively or actively, with
certain electronic or communications devices. The main principle
behind the continuous unified perceptual experience is that the
person who is registering the experience when interacting with the
electronic and/or communications device is perceiving that the
stimuli they are experiencing are linked or unified in a logical or
rational manner such as being associated with a specific item or
application and/or emanating from a single source. A disruption to
the link that establishes the perceived connection of stimuli
results in a disruption to the person's perceptual experience. A
distinction is not made based on length of time of exposure to the
stimuli but on common characteristics that link the stimuli and
that these links are relevant within the context of the person's
current expectations of the perceptual experience.
[0009] For the purpose of this invention, examples may include:
information provided through a single computer application such as
a single web browser; programming provided through a single analog
or digital wireline broadcast source such as cable sources and
programming provided through a single analog or digital wireless
broadcast source such over-the-air television and radio, satellite,
and other wireless applications. In each of these examples someone
whose current perceptual experience is focused on the information
(i.e., stimuli) provided by these sources recognizes that these are
linked as long as the delivery of the stimuli remains undisturbed
within the user's expectations of the perceptual experience.
[0010] For example, when watching television the viewer may become
absorbed with programming offered by a broadcast channel, which
contains many sensory stimuli most notably text, video and audio,
which the viewer realizes are integrated to produce the programming
content. For the viewer the combination of different sensory
stimuli offered by the broadcaster produces a unified event.
However, if the broadcast channel is changed, then a viewer's
perceptual experience has been altered and the viewer's awareness
has to some degree shifted away from the programming offered by the
previously viewed broadcast channel.
[0011] Likewise, when working with programs or applications through
a computer interface device, a user's experience is often
interrupted by the need to switch between programs or applications
in order to complete a task. The switching presents the user with
new sensor stimuli either fully or partially in place of the
perceptual experience they were sensing before the switching
occurred. For example, a user may need to switch from one program
or application to another, which may create a situation whereby the
program or application the user was working with is now overlaid,
either fully or partially, with another program or application.
These interruptions in one's perceptual experience may present
problems to the user of the interface device as they make certain
adjustments to handle the shift in their awareness.
[0012] A drawback of existing methods for creating and maintaining
assessments is that these require the user to work with information
content and the assessment creation tools that represent separate
sensory experiences. The user is required, in nearly all
situations, to make physical and/or mental adjustments or
manipulations that at one point in time brings the information
content within their sensory experience and another adjustment or
manipulation to bring the assessment creation tools into their
sensory experience. The act of bringing one of these items into the
user's perceptual experience requires that the other item depart
the user's perceptual experience either in part or in full.
[0013] For example, a teacher may instruct students to visit a
number of web sites as Part of a class assignment. The teacher
would like to create a means to assess the level of knowledge or
experience (or measure some other attribute) gained by the student
after visiting the sites. To do so the teacher uses online
courseware, which contains an assessment module in which the
teacher can create response items that assess the students'
knowledge/experience of the assigned web sites. To create this
assessment the teacher must first visit the web site. Once the site
has been visited, the teacher can begin to develop the response
items to be included in the assessment. To create response items
related to the material found on the web sites, the teacher has the
ability to draw from several sources. One source is to tap into
his/her memory of what he/she experienced when visiting the web
sites. A second source is to look at a printed form of the web
site, which the teacher may have produced when she/he visited the
site. A third source is for the teacher to retain the web site for
viewing on a computer screen (e.g., in a browser).
[0014] Yet each of the sources from which the teacher can refer
holds certain disadvantages to the user when creating the
assessment. A disadvantage of relying on memory, is that the
teacher does not have the actual information content in their view
and must rely solely on her or his memory of the material on the
web site in order to create the response items. A failure to
remember may require the teacher to go back to the material by
revisiting the web site. This may result in extra time being spent
in creating the assessment. Additionally, if the user's memory is
in error the user may enter the wrong information on the assessment
that could lead to problems at some time during or after the
assessment is to be completed by the students.
[0015] Disadvantages also exist when the teacher is referring to
the printed representation of the web site. For instance, the
teacher faces the inconvenience of moving his or her eyes away from
the assessment creation tools in order to refer back to the printed
document. This process has several drawbacks. First, it may
potentially increase the time it takes to develop the assessment
since the user must move their eyes away from the electronic
assessment development tool in order to focus on the printed
material. Second, this method may increase the risk of errors in
terms of data entry within the electronic assessment creation tools
especially if the user must remove their hands from the interface
device in order to handle or manipulate the printed material.
Third, this method is clearly expensive in terms of paper and
materials since the teacher must printout the web site. Fourth, if
the teacher produced the printout some time in the past, it is a
possibility that the contents of the actual web site may have
changed between the time it was printed out and the time the
teacher referred to it in order to develop the assessment. This may
result in the assessment being unsuitable or inaccurate compared to
the information that now appears on the web site.
[0016] Disadvantage also exists with the option of switching
between the web browser that contains the web site that serves as
the information content and computer application containing the
assessment creation tools. First, the act of switching between the
two items may mean that one item is lost from view either fully or
partially. This can increase the time it takes to develop the
assessment since the user may need to continually switch between
the two items. Second, while it is conceivable that the user could
manipulate both items so as to make them appear in a way so one
item does not overlap or block the other, the act of doing so is
time consuming, inconvenient and, for many users, technically
challenging. Additionally, this does not qualify as a unified
perceptual experience since the items reside in separate
applications rather than within a single application.
[0017] While a number of previous inventions have dealt with other
issues related to one or more aspects of assessments such as
delivery using electronic methods (U.S. Pat. No. 6,146,148), group
methods for creating assessment (U.S. Pat. No. 6,259,890), scoring
or grading (U.S. Pat. No. 6,267,601) or authoring within courseware
(U.S. Pat. No. 6,162,060), prior art is lacking in addressing the
issues raised in this invention.
[0018] The object of the present invention then is to create a
method and system utilizing electronic and/or communications
channels that allows users to create and maintain assessments,
while in the presence of certain information content, in a way that
provides a continuous unified perceptual experience.
[0019] Other objects and features of the invention and the manner
in which the invention achieves its purpose will be appreciated
from the foregoing and the following description and the
accompanying drawings, which exemplify the invention.
SUMMARY OF THE INVENTION
[0020] The invention provides a method and system that allows a
user to create and maintain assessments. The assessments are
primarily developed by one party for the purpose of assessing
another party, such as a teacher preparing an assessment for a
student. However, the present invention can be used in other
situations where the purpose is for one party to gain insight into
another party's understanding, knowledge, comprehension, progress,
skill development, memory and other criteria.
[0021] In one preferred embodiment a user will gain access, through
an interface device, to an assessment control system that includes
tools for creating and maintaining assessments. An aspect of this
invention is that a user must identify information related to
information content, which most likely represents, either directly
or indirectly, the material or subject for which an assessment is
being created. This information includes identifying the electronic
and/or communications channel(s) location(s) of the information
content. Once information content is identified the user can
develop the assessment.
[0022] In this invention, the user develops assessments within an
interface device operated by the user. In the preferred embodiment
the assessment control system manages delivery to the user's
interface device of multiple components. For identifying
information content, the system manages the concurrent delivery of
a component containing tools to allow the user to identify
information content and a component containing the information
content. For creating the actual assessment the system manages the
concurrent delivery of a component containing tools to allow the
user to develop the assessment and a component containing the
information content.
[0023] The manner in which the system manages the delivery of
multiple components to the user's interface device is in a form
that produces a continuous unified perceptual experience. A
continuous unified perceptual experience exists when one or more
sensory inputs or stimuli are present, either concurrently or in a
sequential order, so that the user's overall experience or
awareness registers as a single or series of associated and
undisturbed events.
[0024] An additional feature of this invention is to allow for
maintenance of previously created assessments, which includes
additions, deletions, and other adjustments. Maintenance can occur
on the actual assessment and on information related to the
information content. Another feature of this invention is that new
assessments can be created using information used in previous
assessments. An additional feature of this invention is that the
user's interface device is connected to an electronic and/or
communications channel(s).
BRIEF DESCRIPTION OF DRAWINGS
[0025] Further aspects of the invention will be discerned with
reference to the following detailed description when taken in
conjunction with the drawings, in which:
[0026] FIG. 1 shows a flow diagram offering a basic overview of
this invention;
[0027] FIG. 2 shows a diagram of an additional presentation of the
invention represented within technology components;
[0028] FIGS. 3A, 3B and 3C illustrate the presence of multiple
components within a user's interface device;
[0029] FIGS. 4A, 4B and 4C show conceptual representations of a
single web browser containing multiple components;
[0030] FIG. 5 shows a flow diagram representing the initial steps
involved in the development of assessments including the
identification of information content;
[0031] FIG. 6 shows a flow diagram representing the steps involving
the process of creating assessments once information content has
been identified;
[0032] FIG. 7 shows a flow diagram representing the steps involving
the process for modifying a stored assessment;
[0033] FIG. 8 shows a flow diagram representing the steps involving
the process for modifying a stored assessment event; and
[0034] FIGS. 9A, 9B, 9C and 9D show additional representations of
multiple components within a web browser.
DETAILED DESCRIPTION
[0035] For the purpose of illustrating the invention, there is
shown in the drawings at least one embodiment, which is presently
preferred; it being understood, however, that this invention is not
limited to the precise arrangements, methods and instrumentalities
shown. Embodiments of the invention may be entirely comprised of
hardware, software and/or may be a combination of software and
hardware. Accordingly, individual blocks and combinations of blocks
in the drawings support combinations of means for performing the
specified functions and/or combinations of steps for performing the
specified functions. Each element shown in the drawings, and
combinations of elements in the drawings, may be embodied in many
different ways, as is well known to those of skill in the art.
[0036] General Overview
[0037] In the drawings, wherein like reference numerals indicate
like elements, there is illustrated in FIG. 1 a flow diagram
offering a basic overview of this invention. In the illustrated
embodiment, a user 40 will use an interface device (ID) 20 to
access an assessment control system (ACS) 10 in which the tools are
provided for creating and/or maintaining assessments.
[0038] For the purpose of this invention, the functions of the ACS
10 include, but are not limited to:
[0039] 1. providing information content identification tools (ICIT)
26, which allow a user 40 to identify information content (IC) 12
through input of information including information related to the
electronic and/or communications channel(s) location(s) of the IC
12;
[0040] 2. managing the delivery within the ID 20 of both the IC 12,
identified by the user 40, and the ICIT 26 in a manner that
produces a continuous unified perceptual experience;
[0041] 3. creating a stored assessment event (SAE) 14 upon the
user's decision to save the information contained within the ICIT
26;
[0042] 4. locating the IC 12 via its electronic and/or
communications channel(s) location(s) stored within the SAE 14, and
managing the delivery of said IC 12 to the ID 20 of the user
40;
[0043] 5. providing assessment development tools (ADT) 15, which
allow a user 40 to create and/or maintain assessments;
[0044] 6. managing the delivery within the ID 20 of both the IC 12,
identified within the SAE 14, and the ADT 15 in a manner that
produces a continuous unified perceptual experience;
[0045] 7. creating a stored assessment (SA) 17 upon the user's
decision to save the information contained within the ADT 15;
[0046] 8. designating an association 25 between the SA 17 and the
SAE 14 upon the user's decision to save the SA 17;
[0047] 9. allowing the user 40 to edit, add, modify, delete or
otherwise adjust information related to the SAE 14 and to the SA
17;
[0048] 10. allowing the user 40 to access a SA 17, including
accessing individual assessment items, for purposes that may
include but are not limited to using these to create new
assessments and sharing with other users; and
[0049] 11. associating all saved items to the user 40 including,
but not limited to, the SAE 14 and the SA 17.
[0050] Those of ordinary skill in the art will appreciate that ACS
10 may include other functions providing the necessary mechanisms
to allow the user 40 to offer the assessment to those who are to be
assessed.
[0051] Again referring to FIG. 1, the user 40 may access the ACS 10
via an ID 20 that connects 24 to one or more electronic and/or
communications channel(s) 30, such as, but not exclusively,
computer networks and sources such as Internet, Intranet, and other
public and private networks; and/or digital and analog transmission
networks and sources such as over-the-air broadcast sources,
satellite sources and other wireless sources. Using the ID 20 a
user 40, who is uniquely identified, will gain access to the ACS
10, which allows the user 40 to create and maintain assessments.
The ACS 10, which connects 27 to one or more electronic and/or
communication channels 30 may exist as a stand-alone item or may
reside inside of other items such as software used to deliver
educational material (e.g., courseware), research testing software
or other software that incorporates a component for creating and/or
maintaining assessments.
[0052] The process of creating assessments begins with the ACS 10
providing and managing delivery to the user's ID 20 of certain
components including a component containing the ICIT 26, which the
user 40 utilizes for the purpose of identifying IC 12, and a
component, that will eventually contain the IC 12 identified by the
user. Initially, however, the component containing the IC 12
presents a default IC 12, which will mostly likely change as the
user 40 selects and identifies a new IC 12. The user 40 first
identifies, through the ICIT 26, information related to the IC 12
including the electronic and/or communication channel(s)
location(s) of the IC 12. Upon the user's identification of the IC
12 the ACS 10 manages the delivery to the user's ID 20 of the IC
12. Consequently, both the ICIT 26 and the IC 12 may exist
concurrently within the user's ID 20.
[0053] Once the IC 12 has been identified, the ACS 10 allows the
user 40 to create and manage assessments within an ADT 15. To do
this the ACS 10 manages delivery to the user's ID 20 of certain
components including a component containing the ADT 15, and a
component containing IC 12 that was previously identified within
the ICIT 26. Consequently, both the ADT 15 and the IC 12 exist
concurrently within the user's ID 20.
[0054] Thus, with the ADT 15 and the IC 12 existing concurrently
within the user's ID 20, an aspect of this invention is to allow a
user 40 to create and maintain assessments that are, either
directly or indirectly, associated with an IC 12 and to allow for
the creation or maintenance of the assessment to take place while
both the ADT 15 and the IC 12 exists within the user's ID 20.
[0055] Managing Delivery of Information Content
[0056] There are two options that may be available through the ACS
10 for managing the delivery of the IC 12 to the ID 20. In option
one, the IC 12 follows a path 11 to 13 in which the IC 12 is
delivered directly through the ACS 10 which then manages delivery
of the IC 12 through the ACS's connection(s) 27 to an electronic
and/or communications channel(s) 30 and then through this
channel(s) to the user's ID 20 via the ID 20's connection(s) 24 to
the channel(s) 30. In option two, the IC 12 follows a path 11 to 16
in which the IC 12 does not go through the ACS 10 but goes through
the electronic and/or communications channel(s) 30 and then to the
user's ID 20 via its connection(s) 24 to the channel 30. It is
important to note that with option two, it is possible that the IC
12 will be delivered through an electronic and/or communications
channel(s) 30 that differs from that to which the ACS 10 is
delivering other components.
[0057] The choice of delivery methods available to the AC S 10
depends on, but is not limited to: the electronic and/or
communications channel(s) location(s) of the IC 12; electronic
and/or communication channel(s) or system conditions; or, if more
than one option is available, the ACS 10 may offer the user 40 a
choice of delivery methods.
[0058] Managing Delivery of ICIT and ADT
[0059] The delivery of the ICIT 26 may occur by following a path
23, in which the ICIT 26 is delivered directly through the ACS 10,
which then manages delivery of the ICIT 26 through the ACS'
connections 27 to an electronic and/or communications channel(s) 30
and then through this channel(s) to the user's ID 20 via the ID
20's connections 24 to the channel(s) 30.
[0060] The delivery of the ADT 15 may occur by following a path 21
in which the ADT 15 is delivered directly through the ACS 10 which
then manages delivery of the ADT 15 through the ACS 10's
connection(s) 27 to an electronic and/or communications channel(s)
30 and then through this channel(s) to the user's ID 20 via the ID
20's connections 24 to the channel(s) 30.
[0061] Saving Information Content and Assessments
[0062] Once information related to the IC 12, including its
electronic and/or communications channel(s) 30 locations has been
identified within the ICIT 26, the user 40 may choose to save the
information. Upon the user's decision to save, the ACS 10 saves the
information as a SAE 14. Each SAE 14 is assigned a unique
identifier by the ACS 10 and is stored by the ACS 10 in a storage
area that is associated with the ACS 10.
[0063] Once an assessment has been created within the ADT 15, the
user 40 may choose to save the information. Upon the user's
decision to save, the ACS 10 saves the information as an SA 17.
Each SA 17 may be assigned a unique identifier by the ACS 10 and is
stored by the ACS 10 in a storage area that is associated with the
ACS 10.
[0064] Upon designation of a SA 17, the ACS 10 associates 25 the SA
17 with the SAE 14 for the selected IC 12 that appears within the
ID 20. Saving the assessment allows the user 40 to retrieve the SA
17, and if needed, also retrieve its associated IC 12 for later
activity.
[0065] Access to SAE and SA
[0066] If the user 40 wishes to retrieve and/or modify information
related to the IC 12, the ACS 10 manages delivery of the SAE 14 to
the user's ID 20 following a path 18 through the ICIT 26 and then
through the path 23 in which the ICIT 26 and the SAE 14 are
delivered directly through the ACS 10 which then manages delivery
of the ICIT 26 through the ACS 10's connections 27 to an electronic
and/or communications channel(s) 30 and then to the user's ID 20
via the ID 20's connections 24 to the channel(s) 30. In addition to
delivering the ICIT 26 containing the SAE 14, the ACS 10 manages
delivery to the ID 20 of the IC 12, whose information, including
its electronic and/or communications channel(s) 30 location, is
identified within the SAE 14. Consequently, both the ICIT 26,
containing the SAE 14, and the IC 12 exist concurrently within the
user's ID 20.
[0067] If the user 40 wishes to retrieve and/or modify a SA 17, the
ACS 10 manages delivery of the SA 17 to the user's ID 20 by
following a path 22 through the ADT 15 and then through the path 21
in which the ADT 15 and the SA 17 are delivered directly through
the ACS 10. The ACS 10 then manages delivery of the ADT 15 through
the ACS 1O's connection(s) 27 to an electronic and/or
communications channel(s) 30 and then through this channel to the
user's ID 20 via the ID 20's connection(s) 24 to the channel(s) 30.
In addition to delivering the ADT 15 containing the SA 17, the ACS
10 manages delivery to the ID 20 the IC 12, whose information,
including its electronic and/or communications channel(s) 30
location, is identified within the SAE 14 that is associate 25 with
the SA 17. Consequently, both the ADT 15, containing the SA 17, and
the IC 12 exist concurrently within the user's ID 20.
[0068] Use of Assessments
[0069] If the user 40 chooses and/or if the ACS 10 allows, the user
40 may use the SA 17 for the purposes of delivering it to those who
will be assessed (e.g., students, research subjects, employees,
etc.). In this way, if the user 40 chooses and/or if the ACS 10
allows, the assessment can be delivered concurrently with its
associated IC 12 to those being assessed. However, this invention
does not limit its use to this circumstance. The user 40 could, if
they choose and/or if the ACS 10 allows, deliver to those being
accessed only the SA 17 itself without the IC 12 (e.g., test
without the IC 12). In addition, other features may allow the
assessment to be transferred or shared with other users.
[0070] Overview using Technology Components
[0071] FIG. 2 offers an additional presentation of this invention
represented within technology components. The user 40, through an
ID 20 accesses, via an electronic and/or communications channel(s)
30, the ACS 10 that resides within equipment containing an
information technology processor 32. The ACS 10 contains the
required electronic tools for creating and maintaining assessments
including the ICIT 26 and the ADT 15.
[0072] The process of creating assessments begins with the ACS 10
providing and managing delivery to the user's ID 20 of certain
components including a component containing the ICIT 26, which the
user 40 utilizes for the purpose of identifying IC 12 and a
component, that will eventually contain the IC 12 identified by the
user. Initially, however, the component containing the IC 12
presents a default IC 12, which will mostly likely change as the
user 40 selects and identifies a new IC 12. The user 40 first
identifies, through the ICIT 26, information related to the IC 12
including the electronic and/or communications channel(s)
location(s) of the IC 12. Upon the user's identification of the IC
12 the ACS 10 manages the delivery to the user's ID 20 of the IC
12. Consequently, both the ICIT 26 and the IC 12 exist concurrently
within the user's ID 20.
[0073] Locating Information Content
[0074] There are numerous sources that a user 40 may utilize for
the purpose of locating the IC 12. These sources include, but are
not limited to: a file location(s) that is (are) directly
associated with the ACS 10 such as files stored by the user 40 or
others on data storage devices 12c associated 46 with the AC S 10
or its related programs and applications; a file location(s) that
is (are) outside the location(s) of the ACS 10 such as, but not
exclusively, those located on Local Area Networks, Internet,
Intranets, and/or Extranets 12d; communication or frequency
location(s) 12b, such as, but not exclusively, radio, television,
cellular or other analog or digital communications that are either
delivered directly over-air or by wireless means or through
wireline hookup; or information provided via satellite
communications 12a either delivered directly over-air or by
wireless means or through wireline hookup.
[0075] Creation of Stored Assessment Event and Stored
Assessment
[0076] After the user 40 has identified the IC 12, the ACS 10
offers the option to save the information contained within the ICIT
26, which includes the electronic and/or communications channel(s)
location(s) of the IC 12. Upon the user's decision to save, the ACS
10 saves the information as a SAE 14. This process includes the ACS
10 assigning of a unique identifier for the SAE 14, which is
associated with the user 40. All information related to the save
procedure are saved within a storage area 33 associated 47 with the
ACS 10.
[0077] Once the user 40 has completed the above identification
related to the IC 12, the user 40 can move to creating the actual
assessment. To do this the ACS 10 manages delivery to the user's ID
20 of certain components including a component containing the ADT
15 and a component containing the IC 12 that was previously
identified within SAE 14. If the IC 12 component is already present
from the previous process of identifying the IC 12, then that
component may remain unchanged. The ACS 10 may use the electronic
and/or communications channel(s) location of the IC 12, contained
within the SAF 14, which is stored within storage device 33, to
locate the IC 12. Consequently, both the ADT 15 and the IC 12 exist
concurrently within the user's ID 20.
[0078] Delivery of Information Content
[0079] The path of delivery of the IC 12 to the user's ID 20 may
occur in a number of ways, such as the following:
[0080] 1. having the IC 12 delivered from an electronic and/or
communications channel(s) location(s) stored by the user 40 or
others on a data storage device(s) 12c associated 46 with the ACS
10 or its related programs and applications, through a path that
begins from the storage device(s) 12c through the association 46
between the ACS 10 and the storage device 12c, through the ACS 10
located in the technology processor 32, through a connections 27
linking the technology processor 32 containing the ACS 10 to the
electronic and/or communications channel(s) 30, and then to the
user's ID 20 through a connections 24 linking the ID 20 to the
electronic and/or communications channel(s) 30;
[0081] 2. having the IC 12 delivered from an electronic and/or
communications channel(s) locations 12d that include, but are not
limited to those located on Local Area Networks, Internet,
Intranets, and/or Extranets, through a path 36 to 44 linking the
locations 12d of the IC 12 to the electronic and/or communications
channel(s) 30, and then to the user's ID 20 through a connections
24 linking the ID 20 to the electronic and/or communications
channel(s) 30;
[0082] 3. having the IC 12 delivered from an electronic and/or
communications channel(s) locations 12d that include, but are not
limited to those located on Local Area Networks, Internet,
Intranets, and/or Extranets, through a path 36 to 37 connecting the
locations of the IC 12 to the ACS 10, then through a connection(s)
27 linking the technology processor 32 containing the ACS 10 to the
electronic and/or communications channel(s) 30, and then to the
user's ID 20 through a connection(s) 24 linking the ID 20 to the
electronic and/or communications channel(s) 30;
[0083] 4. having the IC 12 delivered from other electronic and/or
communications channel(s) location(s) 12a and 12b such as, though
not exclusively, satellite, broadcasting and wireless connections,
through a path 38 to 39 connecting the location(s) of the IC 12 to
the ACS 10, then through a connection(s) 27 linking the technology
processor 32 contain the ACS 10 to the electronic and/or
communications channel(s) 30, and then to the user's ID 20 through
a connection(s) 24 linking the ID 20 to the electronic and/or
communications channel(s) 30; or
[0084] 5. having the IC 12 delivered from other electronic and/or
communications channel(s) location(s) 12a and 12b such as, though
not exclusively, satellite, broadcasting and wireless connections,
through a path 38 to 41 linking the electronic and/or
communications channel(s) location(s) of the IC 12 to the
electronic and/or communications channel(s) 30, and then to the
user's ID 20 through a connection(s) 24 linking the ID 20 to the
electronic and/or communications channel(s) 30.
[0085] Delivery of Assessment Development Tools
[0086] The ACS 10, which resides within an information technology
processor 32, may also manage delivery of the ADT 15. A user 40
creates and maintains assessments within the ADT 15 component. The
path of delivery of the ADT 15 managed by the ACS 10 has the ADT 15
delivered through a connection 27 linking the technology processor
32 containing the ACS 10 to the electronic and/or communications
channel(s) 30, and then to the user's ID 20 through a connection(s)
24 linking the ID 20 to the electronic and/or communications
channel(s) 30.
[0087] Once an assessment has been created within the ADT 15, the
user 40 may choose to save the information. Upon the user's
decision to save, the ACS 10 saves the information as a SA 17. Each
SA 17 is assigned a unique identifier by the ACS 10 and is stored
by the ACS 10 in a storage area 34 that is associated 42 with the
ACS 10. Upon designation of a SA 17, the ACS 10 associates 25 the
SA 17 with the SAE 14 for the selected IC 12 that appears within
the ID 20.
[0088] Path of User Activity
[0089] Activity associated with identifying information content and
creating assessments that a user 40 inputs and submits travels a
path from the ID 20 through a connection(s) 24 between the ID 20
and the electronic and/or communication channel(s) 30, then through
a connection 27 linking the electronic and/or communications
channel(s) 30 with technology processor 32 containing the ACS 10.
The ACS 10 then directs the users activity to the appropriate areas
controlled by the AC S 10.
[0090] Information Related to User's Interface Device
[0091] FIG. 3A and FIG. 3B provide more detail on the ACS'
management of information delivery to the user's interface device.
The user's ID 20 can be thought of as all connected, interrelated
or otherwise associated equipment or devices that allow a user to
experience and/or interact with available, authorized and/or
otherwise accessible resources available through an electronic
and/or communications channel(s).
[0092] In FIG. 3A the ID 20 is further distinguished by two
components. Now relating information in FIG. 2 with the information
in FIG. 3A, the ACS 10 may manage delivery to the user's ID 20,
within component 20a, of the IC 12, which the ACS 10 locates based
on information related to the electronic and/or communications
channel(s) location(s) of the IC 12 identified by the user. The IC
12 is mostly likely, though not exclusively, either directly or
indirectly the subject or purpose for which the said information
assessment is being created or maintained.
[0093] Now relating information in FIG. 2 with the information in
FIG. 3A, the ACS 10 also may manage delivery to the user's ID 20,
within component 20b the tools for identifying the information
related to the IC 12, namely the ICIT 26. As shown in FIG. 3A the
ICIT 26 may also include the SAE 14 if the user is accessing a
previously created SAE 14, for the purpose of making modifications
or adjustments.
[0094] FIG. 3B shows that the ACS 10 also may manage delivery to
the user's ID 20, within component 20b, the tools needed to create
and maintain assessments, namely the ADT 15. The ADT 15 allows for,
though is not limited to: 1) a plurality of assessment types (e.g.,
multiple choice, true-false, essay, personal evaluations, etc.); 2)
a plurality of items within each assessment type (e.g., one or more
multiple choice questions, one or more short answer or comment
statements, etc.); and 3) the development of assessments in a
plurality of electronic or communications formats such as, though
not exclusively, text, graphics, animation, video, audio,
over-the-air transmission such as television and radio, tactile
materials, olfactory materials, and other information formats. As
shown in FIG. 3B the ADT 15 may also include the SA 17 if the user
is accessing a previously created SA 17, for the purpose of making
modifications or adjustments.
[0095] Potential other Items Within ADT and ICIT
[0096] In addition to containing tools for identifying information
related to the IC 12, the ICIT 26 may also contain additional
information and tools, such as but not limited to: 1) tools or
information to help the user locate, select or otherwise provide
assistance with choosing the IC 12; 2) feedback, ratings, counts
and/or discussion options that allow users to gain insight or
opinion from other users regarding information content; 3)
translation tools for translating IC 12 for the user or for those
being assessed; 4) summarization tools allowing for automatic
summarization or categorization of material within the selected IC
12; 5) summary or indexing tools that offer the user information
regarding information content that have been previously selected by
the user; and 6) in the case where the ICIT 26 contains the SAE 14
there may exist information related to the SAE 14's association
with a SA 17 such as number of questions and question types.
[0097] In addition to containing tools for creating and maintaining
assessments, the ADT 15 may also contain additional information and
tools, such as but not limited to: 1) materials to allow the user
to provide instructions or descriptions to assist those being
assessed; 2) details or other information regarding the selected IC
12 to which the assessment is related including its electronic
and/or communications channel(s) locations); 3) reference materials
such as dictionary, encyclopedia or other information items; 4)
feedback on previously created assessment information such as
information showing results from those who have previously taken
the assessment; 5) development assistance materials such as spell
checking and grammar checking, and links to other sources of
information; and 6) summary or indexing tools that offer the user
information regarding assessments that have been previously created
by the user.
[0098] Explanation of Continuous Unified Perceptual Experience
[0099] Again relating to FIG. 3A and FIG. 3B, both the IC 12,
contained in component 20a, and the ADT 15 and ICIT 26, contained
in component 20b, whose delivery to the ID 20 may be managed by the
ACS 10, may be presented within the user's ID 20 in a form that
produces a substantially continuous unified perceptual experience
for the user.
[0100] A substantially continuous unified perceptual experience
exists when one or more sensory inputs or stimuli are present,
either concurrently or in a sequential order, so that the user's
overall experience or awareness registers as a single or series of
associated and undisturbed events. For the purpose of this
invention such an experience takes place within the experience
obtained when interacting, either passively or actively, with
certain interface devices connected to an electronic and/or
communications channel(s). The main principle behind the
substantially continuous unified perceptual experience is that the
person who is registering the experience when interacting with the
interface device is perceiving that the stimuli they are
experiencing are linked or unified in manner that suggests to the
person that the stimuli are associated with a specific item or
application and/or are emanating from a single source. A disruption
to the link that establishes the perceived connection of stimuli
results in a disruption to the person's perceptual experience. A
distinction is not made based on length of time of exposure to the
stimuli but on common characteristics that link the stimuli and
that these links are relevant within the context of the person's
current expectations of the perceptual experience.
[0101] For the purpose of this invention, examples may include, but
are not limited to: information provided through a single computer
application such as a single web browser; programming provided
through a single analog or digital wireline broadcast source such
as cable sources and programming provided through a single analog
or digital wireless broadcast source such over-the air television
and radio, satellite, and other wireless applications. In each of
these examples someone whose current perceptual experience is
focused on the information (i.e., stimuli) provided by these
sources recognizes that these are linked as long as the delivery of
the stimuli remains undisturbed within the user's expectations of
the perceptual experience.
[0102] This can be seen in FIG. 3C, which provides a conceptual
representation of potential items that may be included within a
user's continuous unified perceptual experience of the preferred
embodiment. The overall experience can be divided into two
distinct, though interrelated 53, elements. First, there exists
sensory stimuli 54 that the user 40 derives from simply being
within the presence of the interface device. The sensory stimuli
that impact the user's senses include the presence of one or more
stimuli dealing with sight 54a, sound 54b, tactical/motion 54c,
smell/olfactory 54d, and/or taste 54e. Such items may include, but
are not limited to: video screens such as computer and television
screens; video projection machines; audio or sound apparatus; scent
emitters; items producing vibration or motion; and taste
providers.
[0103] Second, there exists input items 55 that connect the user 40
to the interface device in a way that permits the user 40 to
interact with the sensory stimuli information that is being
presented. Such interactive items associated with the ID 20
generally fall, though not exclusively, into items that allow for
user 40 interactivity such as those dealing with sight 55a, speech
55b, touch/motion 55c and biometrics 55d. Such items may include,
but are not limited to: computer keyboards; other computer input
items such as a mouse, scanning devices, input pads or sticks;
pupil or eye trackers; remote control devices; and touch
sensors.
[0104] Performing Activity Within the Interface Device
[0105] Now referring to FIG. 2 and FIG. 3C, the ACS 10 may manage
delivery to the user's ID 20 of multiple components, with the
illustrated embodiment encompassing a component 20a, in which the
IC 12 is contained, and a component 20b, in which the ICIT 26 or
ADT 15 are contained. To the user 40 the components exist within a
continuous unified perceptual experience in the ID 20 in which
sensory stimuli 54 along with input items 55 are present either
concurrently or in relevant sequence order so that the user's
overall experience registers as a single or unified event. However,
functionally the components are separate, since these are drawn
from separate electronic and/or communications channel(s)
location(s), namely the IC 12 is drawn from its location(s) while
the ICIT 26, which may contain the SAE 14 or the ADT 15, which may
contain the SA 17, are drawn from their location(s). The
"separate-but-one" experience enables the user 40 to perform
activity within one component, using one or more input or
interactive mechanisms 55 associated with the ID 20. In this way
performing activity within one component will not materially affect
the perceptual experience the user 40 is deriving from the
component in which activity is not being performed.
[0106] For example, one form for creating assessments is through
electronic and/or communications channel(s) that utilize protocols
associated with the World Wide web. In this environment, a single
web browser may serve as the single application that is providing
the continuous unified perceptual experience, including potentially
multiple sensory stimuli, within the user's ID 20. As shown in FIG.
4A, a single web browser 56 may be used to allow for the IC 12 to
appear in one portion of the browser while the ICIT 26 or the ADT
15 appear in another portion of the browser. The upper portion 57
of the web browser consists of component 20a, which contains the IC
12, while in the lower portion 61 of the web browser consists of
component 20b, which contains the ICIT 26 or the ADT 15.
[0107] The information within components 20a and 20b may be drawn
from separate electronic and/or communications channel(s)
locations) and each is presented in a separate frame but appear
together within a single web browser 56. With this arrangement the
user can separately manipulate one component while the other
component remains undisturbed. Using input items associated with
the ID 20, the user can move between either component without
altering the experience the user obtains from the other component.
The act of moving between components 20a and 20b does not disturb
the contents of the components unless the user directly manipulates
them. The act of performing activity within one component likewise
does not alter the user's continuous unified perceptual experience
since user interaction is an expectation that exists with the
experience (e.g., mouse clicks) associated with using web browsers.
The act of moving between components does not affect the percentage
of perceptual experience occupied by a component unless the user
intentionally alters the percentage using the input mechanism.
However, adjusting the percentage of perceptual experience occupied
by each component does not alter the continuous unified perceptual
experience since the activity involved in doing so can be
considered within the boundaries of the expectations of interacting
with the web browser 56.
[0108] User Activity Within Web Browser
[0109] FIG. 4B shows a before representation and FIG. 4C shows an
after representation of a single web browser 56 which contains two
components 20a and 20b consisting of information drawn from
separate electronic and/or communications channel(s) location(s).
Both FIG. 4B and FIG. 4C show the same component 20a containing the
IC 12 and the same component 20b containing either the ICIT 26 or
the ADT 15. In the after representation shown in FIG. 4C, the
user's activity has reduced the space occupied by the ICIT 26 or
the ADT 15 in component 20b, which has resulted in a somewhat
larger area being occupied by the IC 12 in component 20a compared
to the before representation in FIG. 4B. However, by making this
adjustment, the user has consciously permitted the sensory
experience to be altered as part of the interaction process. The
single browser 56 containing the multiple components is still
displayed and while components 20a and 20b within the browser 56 in
FIG. 4C have been adjusted in terms of the percentage of screen
space each represents, the single web browser 56 remains within the
user's continuous unified perceptual experience.
[0110] The representations using web browsers shown in FIG. 4A,
FIG. 4B and FIG. 4C, while useful for effectively understanding the
invention, is not limited to this embodiment since other methods
may also be employed that do not use a web browser page for
delivering the continuous unified perceptual experience.
[0111] Other Arrangement of Components
[0112] It should be noted that in FIG. 3A the arrangement of
components controlled by the ACS 10 and provided within the user's
ID 20 represent only one of a plurality of arrangements of
components, which are potentially available since there are
numerous interface device options that can handle a plurality of
different stimuli types and offer a plurality of input devices. In
all cases the main objective of the ACS 10, in terms of delivery,
is to produce a continuous unified perceptual experience within the
user's ID 20. For instance, while FIG. 3A shows a horizontal
arrangement with the IC 12 appearing in an upper component while
the ICIT 26 or ADT 15 appears in a lower component it is
conceivable that components could be presented vertically with, for
example, the ICIT 26 or ADT 15 on the left side of a visual ID 20,
such as a computer screen or television, and the IC 12 is on the
right side. However, those of ordinary skill in the art will
certainly appreciate that additional arrangements are possible,
including those that involve only partial or no visual stimuli. For
instance, audio methods may be used to present the IC 12, with the
audio being produced within the ID 20 through an audio producing
device such as audio speakers. In this embodiment the ADT 15 may
appear on a computer screen and thus allows the user to create or
maintain an assessment while listening to the IC 12. Or to extend
this example further, the user could develop the assessment using
voice recognition technology in which case neither the IC 12 nor
the ADT 15 may involve visual stimuli.
[0113] Assessment Creation
[0114] FIG. 5 shows a flow diagram representing the initial stages
in the development of assessments. The diagram shows several steps
that reflect the flow of information that occurs in order to create
or modify assessment information. Now relating information in FIG.
2 with the information in FIG. 5, to gain access to the ACS 10 the
user 40 must enter information (70) (e.g., username, password,
other personal identification) that associates the user 40 with an
internal unique identifier. The unique identifier allows the ACS 10
to associate further user 40 action to the user 40 via their unique
identifier.
[0115] The ACS 10 may operate as a stand-alone item that is
accessed directly or may reside within a more complex offering
requiring the user 40 to maneuver to the section containing the AC
S 10. In either situation the user 40 must locate (72) the ACS 10.
Once the user 40 has completed all tasks needed to gain access, the
ACS 10 may present the user 40 with certain options (75) which may
include creating new assessment information (78) or modifying
existing assessment information (77).
[0116] To begin the process of developing a new assessment (78),
the user 40 must first identify (80) information content IC 12,
which is most likely the information that is either directly or
indirectly the subject or purpose for creating an assessment. For
example, the IC 12 may be material within a company's technical
manual, which is available in electronic form, and the assessment
is being developed based on material in the manual. In the
preferred embodiment, the identification (80) of the IC 12
includes, among other information, its electronic and/or
communications channel(s) location(s) which may include, but is not
limited to: an electronic storage file location(s); computer
network address; over-the-air frequency or other electronic and/or
communications channel(s) location(s). The IC 12 may be any
electronic and/or communications format that can be accessed,
transferred, transmitted, read and/or otherwise made available
using electronic and/or communications channel(s) methods or
protocols and that produce one or more sensory stimuli including
but not limited to text, graphics, audio, video, animation,
olfactory and/or tactile/motion forms.
[0117] The ACS 10 instructs the user 40 to identify (80)
information related to the IC 12 including its electronic and/or
communications channel(s) location(s), and then enter or input (83)
this information. The entry or input of information related to the
IC 12, in particular, its electronic and/or communications
channel(s) location(s), can be either self assigned via direct user
40 input using an input device associated with ID 20, such as, but
not limited to, entering the location(s) via keyboard, mouse or
through speech recognition methods; or the ACS 10 may automatically
track certain information related to the IC 12, in particular, its
electronic and/or communications channel(s) location(s) as a user
40 investigates or searches for the IC 12.
[0118] Referring now to FIG. 3A, the ICIT 26, contained within
component 20b, may allow the user to search for IC 12 directly
within the ICIT 26. In this way the input within the ICIT 26 of
information related to the IC 12, in particular its electronic
and/or communications channel(s) location(s), would result in the
ACS 10 managing the delivery of the selected IC 12 within component
20a. In addition, the ICIT 26 may offer the user access to a
directory of IC items that were pre-selected, recommended, or
previously used by the user or by other users. A selection of one
of these IC items would result in the ACS 10 managing the delivery
of the selected IC 12 within component 20a.
[0119] When the user has selected an IC 12, the ACS 10 allows the
user to save the information related to the IC 12, including its
electronic and/or communications channel(s) location(s) via a user
input instruction using the ID 20 such as, but not limited to, a
mouse click, pressing a certain button on a keyboard or speech
recognition.
[0120] Referring again to FIG. 5 and FIG. 2, when the user 40 has
identified and inputted information related to the IC 12, the ACS
10 provides the user 40 with the option (85) to save the
information for the purpose of possible use as part of the
assessment creation process. If the user 40 wishes to save the
information related to the IC 12 contained within the ICIT 26, the
ACS 10 saves (86) the information as a stored assessment event, SAE
14 in FIG. 2, and stores all information within an electronic
storage area 33, shown in FIG. 2, which is associated 47 to the ACS
10. The step of saving as a stored assessment event (86) also
results in the saved information being associated with the user
40.
[0121] Once the IC 12 has been identified, inputted and stored, the
ACS 10 offers the user 40 the option (90) to begin to develop the
actual assessment. If the user 40 chooses (93) to start this
process the ACS 10 presents the user 40 with the tools needed to
develop the assessment, namely the ADT 15. This process is further
explained in FIG. 6. The user may also choose (91) not to develop
the actual assessment at this point but may choose to modify (92)
the current SAE 14. This process is further explained in FIG. 8.
Finally the user may choose (95) not to develop the actual
assessment nor modify the current SAE 14 in which case the user may
choose to undertake other activity offered by the AC S 10 or can
exit the entire assessment process (88).
[0122] If the user 40 chooses at (85) not to save the information
related to the IC 12 contained within the ICIT 26, the user 40 may
either choose (87) to start the process over by identifying another
IC 12 item or may choose to undertake other activity offered by the
ACS 10 or can exit the entire assessment process (88).
[0123] FIG. 6 shows a flow diagram representing the steps carried
out in the process of creating a new assessment once a stored
assessment event has been designated and the assessment development
process is permitted (98). Now relating FIG. 2 with FIG. 6, to
create the assessment the ACS 10 may determine (99) whether the IC
12 is currently present (104) within the user's ID 40. This will be
the case, as shown in FIG. 5 at (93), if the user 40 has elected to
begin the actual assessment development process when the IC 12 was
identified and saved in the ICIT 26 and a SAE 17 was designated.
Consequently, the IC 12 will be available 105 to the user 40
through their ID 20.
[0124] In instances where the IC 12 is not present, the ACS 12 must
accesses (101) from that part of electronic storage area 33
associated 47 to the ACS 10 that is assigned to the user 40, the
SAE 14, which includes the electronic and/or communications
channel(s) location(s) of the IC 12. Next the ACS 10 manages
delivery (103) of the IC 12 to the user's ID 20. Once the IC 12 is
either partially or fully retrieved, it is made available (105) to
the user 40 through their ID 20 in a form that is managed by the
ACS 10.
[0125] Concurrently, while the ACS 10 is carrying out the functions
related to the IC 12 described above, it may also be accessing
(100) the electronic tools used for developing the assessment,
namely the ADT 15. Next the ACS 10 manages delivery 102 of the ADT
15 to the user's ID 20. The ADT 15 is made available (103) to the
user 40 through their ID 20 in a form that is managed by the ACS
10. For the invention, the form in which the IC 12 and the ADT 15
are presented to the user's ID 20, may be one that produces, for
the user 40, the previously discussed substantially continuous
unified perceptual experience within the ID 20.
[0126] With the IC 12 and the ADT 15 now available through the
user's ID 20 the user 40 may begin to develop the assessment (106).
As previously discussed, the ADT 15 allows for the creation of a
plurality of assessment types, a plurality of items within each
assessment type and a plurality of format options. Thus, what is
referred to as an assessment may, in fact, consist of many
individual assessment items (e.g., many different questions).
However, as will be shown shortly creating an assessment may also
occur even though no assessment items have been created.
[0127] At any point during the assessment creation process the ACS
10, through the ADT 15, offers the user 40 the option 108 to save
the assessment as a SA 17. If the user 40 chooses to save the
assessment, the ACS 10 associates (110) the SA 17 with SAE 14 from
which the ACS 10 drew the electronic and/or communications
channel(s) location(s) of the IC 12. Referring to FIG. 2, this
association is illustrated as 25.
[0128] As noted, the ACS 10 through the ADT 15 allows for
assessments to be saved at anytime during the assessment creation
process even if the user 40 has yet to create an assessment item.
Thus, it is possible that an association 25 between a SA 17 and the
SAE 14 may occur even though the user 40 does not actually create
any assessment items. The process of saving an assessment (110),
whether assessment items are created or not, is enough to register
an association 25 in FIG. 2 between the SAE 14 and the SA 17. In
effect, by doing this the user 40 has created an assessment that
contains no assessment items (e.g., no questions) and the step of
developing the assessment (106) essentially leads to the user 40
not actually creating any assessment items.
[0129] Using the Same IC for other Assessments
[0130] Looking at FIG. 2, the association 25 made by the ACS 10
between the SA 17 and the SAE 14 from which the ACS 10 drew the
electronic and/or communications channel(s) locations) of the IC
12, is itself unique. That is, when an assessment is created and
saved it is associated 25 with the IC 12, through the SAE 14. This
association 25 is uniquely identified.
[0131] However, the ACS 10 allows for flexibility in the use of the
IC 12 and SA 17 for the purpose of creating other assessments. For
instance, the association 25 between an IC 12, through the SAE 14,
and a SA 17 does not prevent the IC 12 from being associated with
another assessment (e.g., same IC 12 but different questions). That
is, the user 40 could follow the same process described in this
invention and utilize the same IC 12 to create a different
assessment. By doing so the ACS 10 will designate a new SAE 14, a
new SA 17 and a new association 25. Thus while a user 40 may have
used the same IC 12 for two or more assessments, each SAE 14
containing the information related to the IC 12 are uniquely
identified. Consequently, a user 40 could conceivably use the same
IC 12 to develop multiple assessments.
[0132] Using the Same SA or SA Items in other Assessments
[0133] In addition, a SA 17 can be associated with a different IC
12 (e.g., same questions used for different IC 12). While the ACS
10 establishes a unique association 25 between a SAE 14 and a SA
17, it does not limit the use of SA 17 to only the associated SAE
14 for which it was originally developed. Thus a user 40 can
utilize a previously develop SA 17 (which may contain multiple
assessment items) and have the ACS 10 associate 25 it with a
different SAE 14. By doing so the ACS 10 would designate a new SAE
14, a new SA 17 and a new association 25. Thus while the user 40
may have used the same SA 17 for two or more assessments, each SA
17 is uniquely identified. Consequently, a user 40 could
conceivably use the same SA 17 to develop multiple assessments.
[0134] Also, individual assessment items (e.g., individual
questions within an assessment) created for a particular assessment
are not limited to use only with that SA 17. If the ACS 10 permits
the user 40 can selectively choose individual assessment items from
one or more SA 17 for the purpose of being used to create a new
assessment or to add to a previously developed SA 17. Also, if the
ACS 10 permits, some or all assessment items from some or all SA 17
can be included or be made available within a pool of assessment
items from which the user 40 can choose for the purpose of creating
new assessments or for adding to a previously created assessments).
In this manner assessment items can be at once associated with one
(or more) SAE 14 and also available as separate unassociated
assessment items. Thus the ACS 10 allows for the creation of a
plurality of unique SAE 14 that may contain the same assessment
items.
[0135] Once again referring to FIG. 2 and FIG. 6, once the user 40
saves the assessment (108), the user 40 can choose from several
options (111) with the current assessment. First, the current
assessment can be immediately modified (113). Alternatively the
user 40 may choose to stop (116) the process at which point the ACS
10 will allow the user 40 to continue with other assessment
activity or exit the entire assessment creation process (112).
[0136] If the user's choice for the save assessment option (108) is
not to save, the user 40 may choose to start the process over (109)
by being presented (105) with both the IC 12 and the ADT 15 within
the user's ID 20. Alternatively, if the user 40 chooses not to save
the assessment the user 40 may choose to continue with other
assessment development or exit the entire assessment creation
process (112).
[0137] Modifying Assessments
[0138] FIG. 7 shows a flow diagram representing the steps carried
out in the process of modifying a previously stored assessment.
Modification can take place on either a currently available
assessment (121) or on a previously stored assessment (122).
[0139] Now referring to FIG. 5, in the case where a previously
stored assessment is not currently available, the user may maneuver
to that part of the ACS 10, which contains the option (75) that
includes modifying existing information (77).
[0140] Now referring to FIG. 2 and FIG. 7, the ACS 10 allows the
user 40 to make modifications to the SA 17 using the ADT 15. The
modification may include changes, additions and/or deletion to a
selected SA 17 such as, but not limited to, changing response
options, adding new items, and altering sequence of items.
[0141] Upon choosing the option to modify (122) a previous SA 17,
the user 40 may then choose (123) the assessment that is to be
modified. Once the user 40 has selected the assessment to be
modified the ACS 10 locates (124) the SAE 14 from that part of
electronic storage area 33 associated 47 with the ACS 10 that is
assigned to the user 40 and that is associated 25 with the selected
SA 17. Next the ACS 10 manages delivery (125) of the IC 12, which
is identified within the SAE 14, to the user's ID 20. Once the IC
12 is either partially or fully retrieved, it is made available
(129) to the user 40 through their ID 20 in a form that is managed
by the ACS 10.
[0142] Concurrently, while the ACS 10 is carrying out the functions
related to managing the delivery of the IC 12 described above, it
may also be accessing (127) the electronic tools used for
developing the assessment, namely the ADT 15. In addition to
accessing the ADT 15, the ACS 10 also may access the SA 17 from the
storage area 34 associated 42 with the ACS 10 that is assigned to
the user 40 and then manage delivery (128) of the ADT 15, which
contains the SA 17, to the user's ID 20. The ADT 15 and its
contents may be made available (129) to the user 40 through the ID
20 in a form that is managed by the ACS 10. For the present
invention the form in which the IC 12 and the ADT 15 are presented
to the user's ID 20, is one that produces, for the user 40, the
previously discussed substantially continuous unified perceptual
experience within the ID 20.
[0143] With the IC 12 and the ADT 15, which contains the SA 17, now
available through the user's ID 20, the user 40 may begin to make
modifications 130 to the assessment.
[0144] When the user 40 has finished modifications to the
assessment the ACS 10, through ADT 15, may offer the user 40 the
option (132) to save the modifications. If the user 40 chooses to
save the modifications, the ACS 10 may offer a number of options
(135) for saving the modifications. First, the modifications could
replace certain information in the current assessment (141) in
which case the modifications are saved in place of the existing
information (143). By doing so, all other identifiers and
associations, such as the unique identifiers assigned when the SA
17 was originally created, remain unchanged.
[0145] As a second example, the user 40 may wish to save the
modifications as a new assessment (136) rather than replacing an
existing SA 17. In this case the information within the SA 17
selected for modification remains unchanged. If the user 40 chooses
to save as a new assessment then the ACS 10 saves (138) the
information as a new SA 17 and associates this with the user 40. In
this way, the modification process can, in effect, be used as a new
assessment creation process. For example, a teacher may wish to
create two or more assessments (e.g., sets of questions) to be used
for the same IC 12, that was previously identified and associated,
25 in FIG. 2, with the SA 17 that was chosen for modification. Upon
choosing (136) to save the modification of the SA 17 as a new SA 17
and having this associated with the user (138), the teacher may be
presented with a number of options (140) concerning the IC 12.
First, the user 40 could choose (145) to use the existing IC 12,
contained within the SAF 14 that is associated with the SA 17 that
was chosen for modification. In doing so, the ACS 10 may create
(149) a new SAE 14 and associates, 25 in FIG. 2, the new SA 17 with
the newly designated SAE 14 and with the user 40. In this case, the
user 40 will now have two unique SA 17 each uniquely associated, 25
in FIG. 2, with a uniquely identified SAE 14. However each SAE 14
will contain the same IC 12. As a second example, the user 40 may
choose (144) not to use the existing IC 12 in which case the ACS 10
will allow the user 40 to identify new IC 12 through a process of
modifying the stored assessment event (147) that is further
explained in FIG. 8. It should be noted that the until the user 40
has identified a new IC 12 and created a new SAE 14 within the
modification process shown in FIG. 8, the ACS 10 may designate a
SAE 14 that contains default information including default
information related to an IC 12 and associate this SAE 14 that
contains default information with the newly created SA 17.
[0146] If the user 40 selects the option (136) to save as a new
assessment then all information related to the original stored
assessment event that was being modified is unchanged.
[0147] If a user's choice for the save modifications option (132)
is not to save, the user 40 may return (145) to the beginning of
the modification process (129) or if the user 40 wishes to not
continue with the modifications and not save what has been done
(134), the ACS 10 will allow the user 40 to continue with other
assessment activities or exit the entire assessment creation
process (150).
[0148] FIG. 6 indicates that a user may modify (113) an assessment
that is currently being developed and that has been saved. As shown
in FIG. 7 modifications to a current assessment (121) may result in
the ACS 10 allowing the user to move directly to the modification
process 130. Once modification is permitted the process for
modifications of the currently available assessment is the same as
discussed above for assessments that were previously created but
are not currently available.
[0149] FIG. 8 shows a flow diagram representing steps that may be
carried out in the process of modifying a stored assessment event.
Modification can take place on either a currently available
assessment event 152 or on a previously developed but not currently
available assessment event 153.
[0150] Now referring to FIG. 5, in the case where a stored
assessment event is not currently available, the user must maneuver
to that part of the ACS 10, which contains the options (75) that
include modifying existing information (77).
[0151] Now referring to FIG. 2 and FIG. 8, the ACS 10 allows the
user 40 to make modifications to a SAE 14 using the ICIT 26. The
modification may include changes, additions or deletion to
information related to the IC 12 contained in the SAE 14 such as,
but not limited to, altering descriptive information related to the
existing IC 12 or selecting a different IC 12 item by entering new
information related to the IC 12 including its electronic and/or
communications channel(s) location(s).
[0152] Upon choosing the option to modify (153) a previous SAE 14,
the user 40 may then choose (154) the SAE 14 that is to be
modified. Once the user 40 has selected the SAE 14 to be modified
the ACS 10 locates (155) the SAE 14 from that part of electronic
storage area 33 associated 47 with the ACS 10 that is assigned to
the user 40. Next the ACS 10 may manage delivery (156) of the IC 12
that is identified within the selected SAE 14, to the user's ID 20.
Once the IC 12 is either partially or fully retrieved, it is made
available (160) to the user 40 through their ID 20 in a form that
is managed by the ACS 10.
[0153] Concurrently while the AC S 10 is carrying out the functions
related to managing the delivery of the IC 12 described above, it
is also accessing (158) the electronic tools used for identifying
the IC 12 and creating the SAE 14, namely the ICIT 26. In addition
to accessing the ICIT 26, the ACS 10 may also access the
information within the selected SAE 14 from the storage area 33
associated 47 with the ACS 10 that is assigned to the user 40 and
then manage delivery (159) of the ICIT 26, which contains the SAE
14, to the user's ID 20. The ICIT 26 and its contents may be made
available (160) to the user 40 through the ID 20 in a form that is
managed by the ACS 10. For the present invention, the form in which
the IC 12 and the ICIT 26 are presented to the user's ID 40, may be
one that produces, for the user 40, the previously discussed
substantially continuous unified perceptual experience within the
ID 20.
[0154] With the IC 12 and the ICIT 26, which contains the SAE 14,
now available through the user's ID 20, the user 40 may begin to
make modifications (161) to the SAE 14.
[0155] When the user 40 has finished modifications to the SAE 14
the ACS 10, through the ICIT 26, offers the user 40 the option
(163) to save the modifications. If the user 40 chooses to save the
modifications, the ACS 10 may offer a number of options (166) for
saving the modifications. First, the modifications could replace
certain information in the currently (172) selected SAE 14 in which
case the modifications are saved in place of the existing
information (174). By doing so all other identifiers and
associations, such as the uniquely identifier assigned when the SAE
14 was originally created, remain unchanged.
[0156] As a second example, the user 40 may wish to save the
modifications as a new stored assessment event (167) rather than
replacing an existing SAE 14. In this case the information within
the SAE 14 selected for modification remains unchanged. If the user
40 chooses to save as a new assessment event then the ACS 10 saves
the information (169) as a new SAE 14 and associates this with the
user 40. In this way the modification process can, in effect, be
used as a new assessment creation process. For example, a teacher
may wish to reuse elements of the same assessment (e.g., one or
more of the same questions) that was previously developed and
associated, 25 in FIG. 2, with the IC 12 that was chosen for
modification (i.e., IC 12 associated with the chosen SAE 14). Upon
choosing (167) to save the modification of the SAE 14 as a new
stored assessment event the teacher would be presented with any
number of options (170) concerning the SA 17. The user 40 could
choose (178) to use the existing assessment contained within the SA
17 associated with the SAE 14 that was chosen for modification. In
doing so, the ACS 10 creates (180) a new SA 17 and associates, 25
in FIG. 2, the new SAE 14 with the newly designated SA 17 and with
the user 40. In this case the user 40 will now have two unique SAE
14s each uniquely associated, 25 in FIG. 2, with a uniquely
identified SA 17. However, if the user has made no modifications to
the SA 17 then each SA 17 will contain the same information.
Second, the user 40 may choose (179) not to use the existing SA 17
in which case the ACS 10 will allow the user 40 to identify new SA
17 through a process of modifying the stored assessment (181) that
is further explained in FIG. 7. It should be noted that the until
the user 40 has developed a new SA 17 within the modification
process shown in FIG. 7, the ACS 10 will create a new SA 17 that
contains no assessment item and associate this SA 17 that has no
assessment items with the newly designated SAE 14.
[0157] If a user's 40 choice for the save modifications option
(163) is not to save, the user 40 may return (176) to the beginning
of the modification process (161) or if the user 40 wishes to not
continue with the modifications and not save what has been done
(165), the ACS 10 will allow the user 40 to continue with other
assessment activity or exit the entire assessment creation process
(185).
[0158] FIG. 8 indicates that a user may modify (152) a stored
assessment event that is currently available. As shown in FIG. 8
modifications to a current assessment (152) may result in the ACS
10 allowing the user to move directly to the modification process
(161). Once modification is permitted, the process for modifying a
currently available stored assessment event is the same as
discussed above for stored assessments events that were previously
created but were not currently available.
[0159] Visual Representation of Assessment Development Process
[0160] FIG. 9A through FIG. 9D present a visual representation of
the assessment development process as it may appear within the
continuous unified perceptual experience embodied in a single web
browser that is sectioned into frames. The representation, while
useful for effectively understanding the invention, is not limited
to this embodiment since other methods may also be employed that do
not use a web browser page for delivering the continuous unified
perceptual experience. The representation within the web browser
also assumes the possible presence of other items associated with
the interface device that involve sensory experience and input. For
instance, in this representation the user is creating the
assessment using an interface device(s) connected to an electronic
and/or communications channel(s). The user interacts with the
interface device via inputs devices that include a keyboard and a
computer mouse and in addition to visual stimuli may also receive
stimuli from other sources such as via audio and motion.
[0161] This representation deals with the assessment development
process after the user has located and identified the IC 12 and is
permitted to develop an assessment using tools provided by the ADT
15. It is not intended to show the entire process for developing an
assessment, rather, the intention of the representation is to
isolate and describe certain aspects of the invention in order to
convey basic understanding.
[0162] FIG. 9A presents a single web browser 56 in which the IC 12
is displayed in component 20a, and the ADT 15 is displayed in
component 20b. Both components, 20a and 20b, contain information
drawn from separate electronic and/or communications channel(s)
location(s). In this example, component 20a containing the IC 12
represents electronic information drawn from one source (i.e., NASA
web site) and component 20b containing the ADT 15 is drawn from the
source containing the ACS 10. The ADT 15 guides the user through
the assessment development process. For instance, in FIG. 9A the
ADT 15 indicates how to add items to the assessment, in this case
by clicking on the Add a New Question button (188) though other
methods or graphic representations could be used.
[0163] FIG. 9B shows the results of the user's decision to Add a
New Question as the assessment control system delivers, via the ADT
15 in component 20b, the set of tools needed to develop an
assessment item. For instance in this representation, the tools are
to be used to develop test questions, which are related to the
material appearing in the IC 12 contained in component 20a.
[0164] A comparison of FIG. 9A with FIG. 9B shows that the IC 12 in
component 20a is the same in both FIG. 9A and 9B in which case the
IC 12 is not altered when the user selects to Add a New Question
and the assessment control system delivers, via the ADT 15 in
component 20b, the set of tools needed to develop an assessment
item. In this way the user can, if they choose, refer to the
material in the IC 12 contained in component 20a while developing
the assessment in the ADT 15 in component 20b. Working in the ADT
15 in component 20b does not affect the user's experience with the
IC 12 in component 20a. The view of the IC 12 contained in
component 20a is not blocked or disturbed by the user working in
the ADT 15 in component 20b.
[0165] Continuing with the representation, FIG. 9C shows that the
user can switch to the IC 12 in component 20a using an input
mechanism and can work within this component. For example, as is
shown in FIG. 9C, the user could scroll lower in the IC 12,
however, doing so is within the user's continuous unified
perceptual experience since it is part of the process of
interacting with the web browser. Interacting with the IC 12 within
component 20a does not affect the status of the experience the user
is deriving from the ADT in component 20b, which is unaffected by
the user switching to the IC 12 in component 20a.
[0166] FIG. 9D shows that switching again to the ADT 15 within
component 20b does not affect the user's substantially continuous
unified perceptual experience status since the experience the user
is deriving from the IC 12 in component 20a is unaffected by the
user switching to the ADT 15 within component 20b and the activity
performed in the ADT 15 within component 20b is part of the process
of interacting with the web browser. In this case the user has
entered information within the ADT 15 contained in component 20b
without affecting the IC 12 contained within component 20a.
[0167] Other Embodiments
[0168] It will be appreciated by those skilled in the art that the
foregoing has set forth the presently preferred embodiment of the
invention and an illustrative embodiment of the invention, but that
numerous alternative embodiments are possible without departing
from the novel teachings of the invention. For example, referring
to FIG. 2, in another embodiment of the invention the information
presented to the user 40 within their ID 20 may consist of more
than two separate sources. In addition to the IC 12, and the ICIT
26 or the ADT 15, the ACS 10 may manage delivery of additional
components that assist in the assessment creation and/or
maintenance process. For instance, the IC 12, the ICIT 26 or the
ADT 15 may each be divided into more than one component. Thus it is
conceivable that the ID 20, as shown in FIG. 3A and FIG. 3B may
consist of three or more components and the ACS 10 manages delivery
of each in a manner that produces the previously discussed
continuous unified perceptual experience.
[0169] Also, referring to FIG. 2 and FIG. 3A and FIG. 3B, an
embodiment may exist in which the tools for identifying information
related to information content, namely the ICIT 26, may be
incorporated within the ADT 15. That is, both the ICIT 26 and the
ADT 15 are simultaneously contained within the same component 20b
in FIG. 3A or FIG. 3B.
[0170] Also, referring to FIG. 2, the current preferred embodiment
shows the ACS 10 resides within equipment containing an information
technology processor 32 that is accessible via an electronic and/or
communications channel(s) 30. In another embodiment, the AC S 10
and its associated components such as, but not exclusively, the
ICIT 26 and the ADT 15, may resides within equipment containing an
information technology processor that is associated with the user
40. For example, the ACS 10 may reside on the user's computer. In
this case access to the ACS 10 need not require access over an
electronic and/or communications channel(s) 30. However, while in
this embodiment access to the ACS 10 does not occur over an
electronic and/or communications channel(s), access to an
electronic and/or communications channel(s) may be required in
order for the ACS 10 to carry out certain functions, most notably,
managing the delivery of the IC 12. This would be the case unless
all IC 12 rest on equipment or components that are associated with
the equipment containing the ACS 10 and that do not require the use
of an electronic and/or communications channel(s) to access.
[0171] Also, referring to FIG. 3A, an embodiment may exist in which
the ICIT 26 is not presented in a manner consistent with a
continuous unified perceptual experience. Rather the ICIT 26 may
appear as a separate component within the user's ID 20. For
instance, it may appear within a separate web browser. In this
embodiment the user may need to switch between the different
components in order to identify the IC 12. For example, a user may
open a web browser to locate IC 12 and then once located switch to
another web browser containing the ICIT 26 where the user can enter
the information related to the IC 12 including its electronic
and/or communications channel(s) location(s).
[0172] Also, an embodiment may exist in which a user may
investigate or search for information content within one web
browser or other application or means available through an
interface device while the AC S 10 automatically tracks the
electronic and/or communications channel(s) location(s) of the
user's investigation or search. The tracking would occur within the
ICIT 26 contained in another web browser or other application or
means available through an interface device including in the
embodiment shown in FIG. 3A. When the user has selected an IC 12,
the user can switch to the ICIT 26 at which point certain
information related to the IC 12, in particular its electronic
and/or communications channel(s) location(s), will be registered by
the ACS 10 within the ICIT 26. The user can then choose to enter
additional information related to the IC 12 within the ICIT 26 and
then save the information at which point the ACS 10 permits the
user to develop the actual assessment.
[0173] Additional Applications
[0174] Another application of the invention is to aid in the
creation of other instructional items. In one application, the
methods and processes described in this invention could also be
used to develop materials that provide instruction. For instance,
an instructional manual can be produced which is designed to
provide assistance to another party. If the material is available
via an electronic and/or communications channel(s) to the person
developing the instructional material then the method and process
of this invention can be utilized. In this circumstance, the
assessment development tools would be replaced by instructional
development tools, which include tools to develop instructional
materials.
[0175] As with the invention involving assessment creation and
maintenance, the information content for which the user is
developing the instructional material, the instructional
identification tools and the instructional development tools would
have their delivery to the user's interface device managed by a
control software system. The delivery to the user's interface
device would be presented in a form that produces a continuous
unified perceptual experience for the user. Also, as with the
present invention, the information content that the user is using
to develop the instructional material, and instructional
identification tools and the instructional development tools would
exist in separate electronic and/or communications channel(s)
locations.
[0176] Additionally, the invention could conceivably be utilized in
other situations in which information content and developmental
tools, each drawn from separate electronic and/or communications
channel(s) location(s) and delivered in a manner that produces a
continuous unified perceptual experience, offer benefits to the
user. The chief benefit being that the developmental tools are
presented in a manner that allows the user to utilize the tools
while the information content is also present. Additional
applications may include, but are not limited to: note taking,
critical evaluation and review, collaborative project development
and graphic design or illustration.
[0177] Conclusion, Ramification and Scope
[0178] The invention provides a method utilizing electronic and/or
communications channel(s) for allowing a user to create and
maintain assessments while in the presence of certain information
content in a way that provides a substantially continuous unified
perceptual experience. Such a method allows a user to create and
manage assessments while experiencing the information content,
which most likely is either directly or indirectly the subject or
purpose for creating an assessment. In the absence of such a method
those creating or maintaining assessments over electronic and/or
communications channel(s) face problems as they move between
information content and assessment creation tools. These
disadvantage primarily occur due to the requirement that users make
physical and/or mental adjustments or manipulations that at one
point in time brings the information content within their sensory
experience and another adjustment or manipulation to bring the
assessment creation tools into their sensory experience. The act of
bringing one of these items into the user's perceptual experience
requires that the other item depart the user's perceptual
experience either in part or in full.
[0179] For example, existing methods available to users who develop
assessments in this way require the user to refer to information
content in ways that include but are not limited: relying on
memory, looking at printed material, looking at video or switching
between different computer screens. These methods offer
disadvantages that include but are not limited to: error in memory,
transcribing mistakes, data input errors due to requirements for
physical manipulations, out-of-date information, added costs,
additional time and inconvenience.
[0180] The current invention addresses the disadvantages of
existing methods for creating and maintaining assessments over an
electronic and/or communications channel(s) by providing both the
information content and the assessment creation tools within a
continuous unified perceptual experience. Thus advantages of this
invention include, but are not limited to: faster development time,
less costly, lower error rates, and increased convenience. In
addition, conceivably user's may be able to develop more effective
assessments since the information content is readily available
while the user is developing the assessment.
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