Online test taking and study guide system and method

A system and method for presenting an online study guide and testing program is presented herein. In particular, the system and method includes a plurality of test questions stored within a database or question bank and a plurality of testing materials corresponding to subject areas, topics, and specific categories. Each of the test questions are coded or otherwise include a study code associated therewith, the study code representing a particular subject area, category or sub-category. Similarly, the study materials are also coded to represent a subject area, category, or sub-category. Accordingly, once a student has completed a test or assignment, the system and method will automatically detect the student's weak areas via wrong answered questions and provide the study code. The student can then obtain study materials relating to that study code in order to advance his or her knowledge in those weak areas.

FIELD OF THE INVENTION

The present invention is directed to an online study guide and test-taking system and method, and particularly, to paperless, online tests, assignments, questions/answers and study materials allowing students to complete tests, homework assignments, and access a variety of self-learning materials using a computing device, such as a laptop, desktop, tablet, mobile phone, etc.

BACKGROUND OF THE INVENTION

Conventional based study systems such as physical books and paper-based materials have many drawbacks and problems. For example, a significant amount of time is spent checking answers, scoring tests or assignments and recording test results. Furthermore, many at-home study guides and testing materials do not allow the student to quickly review wrong answered questions or have a chance to fix incorrect answers in a second trial or subsequent test.

Even if the student is able to check for wrong answered questions, or after the teacher or instructor checks for wrong answered questions, in many cases, the student will not have enough time to check why the answer was incorrect, for example, whether the incorrect answer was provided by a careless mistake or by lack of knowledge.

In addition, with many paper-based and other testing materials, students often cannot obtain test results immediately, and instead must wait a day or more before the teacher or instructor can complete the checking and scoring of the test or assignment. Further, students and teachers are often unable to determine which questions are frequently answered incorrectly, thereby determining which questions are difficult, easy or somewhere in between. If the students and teachers are able to determine which questions are most difficult, then they can focus on those questions and answers during subsequent lectures or classes.

There is thus a need in the art for a comprehensive online testing and study guide system and method providing advantages over traditional materials including but in no way limited to immediate access to test results, study materials, identification of weak areas and wrong answered questions, the ability to conduct and take second or subsequent trials, and the ability to identify frequently wrong answered questions in order to focus lecture and class times to the most advantageous topics.

SUMMARY OF THE INVENTION

The various embodiments of the present invention are generally directed to a system and method for presenting an online study guide and testing program which allows students and other users to access a plurality of test questions, as well as testing or study materials from a computing device. For instance, as will be described and/or apparent from the description herein, the system and method reduces or eliminates the need for physical materials, as many or all of the test questions, study materials and results data can be access online via a computer or device such as a tablet or mobile phone, if desired. There is no need to copy physical pages of study guides or study materials, which eliminates a significant amount of costs, time, labor, service fees, and wear and tear on physical copy machines and printers.

Furthermore, the system and method of the present invention may provide accurate and automatic detection of weak areas for each student or user. For example, based upon test results (such as a placement test), students or other test takers can have an opportunity to make up for personal weak areas by virtue of having questions and study materials uniquely coded via study codes. In particular, when a student takes a test or completes an assignment, study codes will be presented for weak areas, or in other words, for questions or topic in which the student answered incorrectly. Using the study codes, the student is able to access study materials corresponding to those topics, categories, etc. via the system and method of the present invention. This provides useful information to the student regarding his or her weak areas allowing the student to narrow down which topics he or she should focus on and study. This can significantly help the student achieve higher scores.

Moreover, using the system and method of the present invention, the student is able to access weak areas and study materials from past tests and past assignments, allowing him or her to continuously refresh and stay on top of the materials, as needed. For instance, information or knowledge is often lost in an individual's memory within about one to two weeks. The system and method of the present invention allows the student to continuously and consistently practice weak areas and learned material online, even after months have passed.

In addition, the system and method provides a significant amount of flexibility for the selection of questions and test materials to be provided to the student(s) for a proper level of practice questions and supplemental or study materials. For instance, a supervisor, director or management staff member can create, select, edit and transfer questions and materials contained in a question bank, as needed or as desired. The database or question bank consists of a hierarchal structure of users (supervisor, director, teacher, student) so that upper level accounts can manage and control lower level accounts at any time and for convenience. In this manner, a supervisor, director or teacher can provide a proper level of practice questions and study materials to a student who need to make up for weak areas based upon test results and study codes.

Some embodiments further provide real-time test results and progress reports for students, teachers and parents. For instance, the progress of a student and the results of tests taken by the student can be accessed immediately and in real-time by the student, teachers, or even the student's parents in some cases. This can force the student to work harder and progress through the study materials and tests because the parents are able to log in and view the progress immediately and at any time.

These and other objects, features and advantages of the present invention will become more apparent when the drawings as well as the detailed description are taken into consideration.

DETAILED DESCRIPTION OF THE INVENTION

As shown in the accompanying drawings the present invention is directed to a system10and method100for presenting an online study guide and testing program which allows students and other users to access a plurality of test questions, as well as testing or study materials from a computing device. Specifically, referring toFIG. 1, the system10of at least one embodiment of the present invention includes a management processing system20disposed in a communicative relation with at least one computer or communication network15, such as the World Wide Web, Internet, Intranet, Wide Area Network(s), Telecommunication Network(s) (e.g., 3G, 4G, LTE), etc. In this regard, the various users30,32,34,36(e.g., supervisor, director, teacher, and student) of the present invention may have controlled access to the management processing system20and the various contents thereof, as described herein. Particularly, each of the users30,32,34,36may have access to certain portions or certain contents (depending on access restrictions, for example) via a username, password or other identifying credentials.

Accordingly, the users30,32,34,36may access the management processing system20(and in particular, various test questions, tests, study materials, etc.) by visiting a certain website (e.g., via a web browser), opening or executing an application (e.g., a mobile or desktop application), etc., via user or computer device. As should be apparent, and as mentioned above, the computing device(s) accessed or used by the various uses to access the management processing system20and/or various features and components of the present invention may include virtually any computer based system, such as, but not limited to, a desktop computer, laptop computer, mobile computer, tablet, phone, media device, game device, PDA, etc.

Furthermore, referring now to the schematic representation of the management processing platform/system20as represented inFIG. 2, it is noted that the system20of at least one embodiment includes, among other components and devices structured to facilitate implementation of the present invention in the intended manner, a computer processor21, memory22, a data storage device23, and a communication or network device(s)24. Specifically, as used herein, the processor21of at least one embodiment may include any device cooperatively structured to execute or implement computer instructions, software, etc., including, for example, the various features and components as described in accordance with at least one embodiment of the present invention and configured to implement the method100herein. The data storage device23, as used herein, may include a hard disk drive, CD/DVD, USB drive, solid state drive, virtual drive, could-based storage drive, or other types of volatile or non-volatile memory. Further, the memory device22as used herein, may include but is not limited to random access memory (RAM) or other like devices configured to implement the present invention in the intended manner, for example, by at least temporary storing and assisting with the execution of one or more applications, modules, or components capable of implementing the system10and method100described herein. Moreover, the communication device24may include a network communication hardware/software component structured to facilitate communication between the management processing system20and the various user devices30,32,34,36of the present invention. Accordingly, examples of the management processing platform/system20of the present invention may include a web or cloud-based computer or server, desktop computer, laptop computer, or mainframe, although it is contemplated that more mobile devices such as a tablet, mobile or handheld computer, etc. can be used in certain implementations.

With reference toFIG. 3, a hierarchal representation is shown to exemplify the various users and the level of controlled or, in some cases, unfettered access each of the users or user levels may have to the system10and method100of at least one embodiment of the present invention. For example, at least one embodiment may employ or implement one or more of the following user levels: supervisor30, director32, teacher34and student36.

In particular, a supervisor30may access the system10and method100and may control all of the accounts or users below the supervisor30in the hierarchy, for example, the accounts for directors32, teachers34and students36. The supervisor30may access, add, and delete any of the accounts for any of the directors32, teachers34and students36from any location at any time. Additionally, in some embodiments, the supervisor may prepare or generate one or more class assignments or tests by selecting a subset of questions from a question bank, for example.

Moreover, the director32accounts are capable of controlling user accounts for teachers34and students36that are assigned to or associated with the director's32region, district, or other location. In this manner, the directors32cannot access or control accounts (including director30accounts, teacher34accounts or student36accounts) that are assigned to or associated with a different region, district or location, for example.

Furthermore, teacher34accounts can manage or control the assigned class(es), including, for example, student36accounts that the director32assigns, for their location only. For example, one teacher cannot access, control or manage students that are assigned to a different teacher, even if those students are in the same location, region, district, etc. As an example, teacher accounts may assign homework to student accounts, generate tests, assign tests for student accounts, review questions and answers with students, etc. via the system10and method100of the present invention, as described herein.

Student36accounts of at least one embodiment do not have any management authority or control over other accounts. However, student accounts can be used to access the system10and method100of the present invention, and in particular, to access certain tests, study materials, questions, answers, notes, and other resources that are assigned or provided via a supervisor, director or teacher.

More in particular, the supervisor may also control or manage tuition fees, registration of students, teachers, and directors, and other high-level management of the system10or method100of the present invention. For instance, in some embodiments the tuition fees, study material fees, network fees, discounts and other fee management may only be controlled or managed by the supervisor. Therefore, in such an embodiment, the director(s) cannot unilaterally change tuition amounts or fees, and the supervisor can view all of the tuition amounts collected from each director. In some embodiments, the director must pay a royalty (e.g., a percentage of the tuition fees collected) to the supervisor and the system10of the present invention can easily and automatically track and manage those amounts. It should also be noted that the director(s) may only view the total tuition amounts only for the location, district, region, etc. for which the director is in charge of. Using the system10and method100of at least one embodiment, the supervisor and director(s) can view tuition information for any periods of time and calculate the total amount of tuition for that time.

Furthermore, in certain embodiments, tests and assignments are based upon or generated from a question bank comprising a plurality of test questions. The supervisor may collect the pertinent questions and compile one or more tests or assignments. For example, the supervisor can generate a placement test consisting of Math, Critical Reading and Writing questions taken from the question bank. Once the test(s) or assignment(s) are created, they can be published to teachers and students for use. Directors can create assign some tests, assignments and study material to certain classes, depending on, for example, the scope, goal or difficulty level of the class. Directors can register teachers and students to a particular class, whereby the teacher and student can only access materials related to that assigned class.

Referring now to the flow chart ofFIG. 4A, the method100of at least one embodiment may include generating and/or storing a plurality of test questions, generally referenced as102. For example, a supervisor30, director32or teacher34may access the management processing system20via a corresponding user device and input or generate one or more test questions200. For instance, it is contemplated that the questions200may be generated from scratch, meaning, that the user can simply type in the test questions200and answers, however, other embodiments may allow the test questions200to be uploaded or imported from other sources, whether one-by-one or in a batch upload.

Still referring toFIG. 4A, at least some of the test questions200can then be assigned to or associated with one or more question codes210or study codes220. As an example, each test question200may be assigned to one or more subject areas300, including, but in no way limited to Math, Vocabulary, Grammar, Science, Reading, etc. Within each subject area300, there are specific categories310and/or sub-categories that correspond to common testing or study material or common topics within the subject area300. Each of the categories310or sub-categories may be assigned a specific and unique raw code320. As described herein in accordance with at least one embodiment, that raw code320is then used to generate or create a study code220, which is then assigned or associated with each of the test questions200. As will be described herein, the raw code320may be assigned directly to the test question200such that the study code220and the raw code320are identical. However, in certain cases, the study code220may include a combination of one or more different raw codes320and/or difficulty levels.

As will be described herein, the study code220can be used by the student, teacher or other user in order to access and retrieve study materials250relating to the specific subject area300, category310, sub-category, etc. In some embodiments, the study code220is only provided to the student in relation to test questions in which the student answered wrong in a test or assignment. Accordingly, in such an embodiment, the student may only be able to access study materials for the specific categories310or sub-categories in which the student is weak, meaning only in those areas where the student answered incorrectly in a test, homework assignment, practice test, etc. Accordingly, the study code220is designed for students to independently work on improving their knowledge and skills in their weak areas. By utilizing the study code220and accessing the corresponding study materials, students can prevent answering the same types of questions wrong again in the future, and can therefore, improve their scores on subsequent tests. Other embodiments may allow the students to access study materials via the study code220regardless of whether a particular question was answered correctly or incorrectly.

For example, referring toFIG. 5A, a test question200is generated, created and/or stored via the management processing system20, wherein the user30,32,34may provide the question contents, a series of possible answers (e.g., (a)-(e)), a correct answer, type of question (e.g., single/multiple choice, short answer, essay, etc.), and a category310. Furthermore, a question code210may be assigned or generated for each of the test questions200. In at least one embodiment, the question code210may include an identification of the subject area300, an identification of a test in which the question is assigned230, a study code220, and a password222. In the example shown inFIG. 5A, the subject area300is “Math,” the test identification230is “S25_0302,” the study code220is “DDI” and the password222is “6509.”

The test identification code230of at least one embodiment of the present invention represents a particular test or assignment in which this particular question is assigned. In the example provided inFIG. 5A, the “S25” represents the 25th SAT Placement Test, and the “0302” represents that the question appears in Section 3, Question 2. The test identification code230may be used for internal organization and in many embodiments of the present invention is not necessary for the intended operation of the study code220.

Particularly, still referring to the example provided inFIG. 5A, the study code220“DDI” is assigned from a precompiled or predetermined list of codes associated with subject areas300and categories310or sub-categories. Particularly, referring toFIG. 6A, an exemplary and non-limiting chart is provided for illustrating the various raw codes320associated with categories/sub-categories310for the “Math” subject area300. Specifically, in this example, the “Math” subject area300includes forty nine (49) categories or sub-categories310, each of which is assigned a raw code320. Because the test question provided inFIG. 5Arelates to Math Data Interpretation, the raw code320of “DDI” was assigned to the question as the study code220. Of course, other codes may be implemented and other categories/sub-categories may be implemented within the full spirit and scope of the present invention. As provided herein, the students36may use this study code220to access study materials relating to Math Data Interpretation, for example, if the student36answers this particular question presented inFIG. 5Aor another question with the same study code220incorrectly.

Referring now to the example provided inFIG. 5B, three further test questions200are shown. In this example, each of the question codes210include an identification that the subject area300is “Writing/Grammar” via the code “WR.” Of course, other codes can be used. Further the test identification codes230represent that the questions200came from or are associated with the 25th SAT Placement Test, Section 6, questions 17, 18 and 19. Referring to the study codes220, an exemplary and non-limiting chart is provided for illustrating the various raw codes320associated with categories/sub-categories310for the “Writing/Grammar” subject area300. Particularly, the study code “PWSE1” associated with the first question provided inFIG. 5B, represents a combination of raw codes320taken from the precompiled chart ofFIG. 6B. For example, because the first question inFIG. 5Brelates to the categories “Problems with Wordiness/Redundancy” and “Identifying Sentence Errors,” the combined code “PWSE” is created. Also, the study code220of certain embodiments may identify an assigned difficulty level corresponding to the question200. In the example of the first question provided inFIG. 5B, the difficulty level assigned is “1,” and therefore, the final study code220for this question200is “PWSE1.” It should be noted that the difficulty level may be assigned by one of the users (e.g., supervisor, director or teacher) or in some embodiments may come from the source of the question200, for example, if the question200came from another study guide, a past exam or test, etc.

Turning now to the second question200provided inFIG. 5B, and referring to the study code220thereof, the study code “ICSE3” associated represents a combination of raw codes320taken from the exemplary precompiled chart ofFIG. 6B. For example, because the second question inFIG. 5Brelates to the categories “Incorrect Comparison” and “Identifying Sentence Errors,” the combined code “ICSE” is created. Also, in this example, the difficulty level assigned is “3,” and therefore, the final study code220for this question200is “ICSE3.”

Similarly, referring now to the third question200provided inFIG. 5B, and referring to the study code220thereof, the study code “PASE3” represents a combination of raw codes320taken from the exemplary precompiled chart ofFIG. 6B. For example, because the third question inFIG. 5Brelates to the categories “Pronoun-Antecedent Agreement” and “Identifying Sentence Errors,” the combined code “PASE” is created. Also, in this example, the difficulty level assigned is “3,” and therefore, the final study code220for this question200is “PASE3.”

Referring now to the example provided inFIG. 5C, yet another exemplary test question200is shown. In this example, the question code210includes an identification that the subject area300is “Critical Reading” via the code “CR.” Of course, other codes can be used. Further the test identification code230represents that the question200came from or is associated with the 25th SAT Placement Test, Section 4, Question 7. Referring to the study codes220, an exemplary and non-limiting chart is provided for illustrating the various raw codes320associated with categories/sub-categories310for the “Critical Reading” subject area300. Particularly, the study code “MSSCP” associated with the exemplary test question200provided inFIG. 5C, represents a combination of raw codes320taken from the precompiled chart ofFIG. 6C. For example, because the exemplary test question inFIG. 5Crelates to the categories “Main Idea,” “Social Science,” and “Comparing Passages,” the combined code “MSSCP” is created using the corresponding raw codes320.

Still referring toFIG. 6C, in some embodiments, the code charts may be organized in a manner such that when the study code220is compiled from a combination of raw codes320from the chart, the chart may comprise different groupings such that the raw codes320from different groupings are selected. In the example ofFIG. 6C, the groupings include “Type of Question,” “Subject of Passage,” and “Type of Passage.” Also, in order to create consistency and organization, selection of the raw codes320to create the study code220may, in some cases, be selected in order from the lowest assigned category number312. In this example, “Main Idea” category has a category number of “11,” “Social Science” has a category number of “16,” and “Comparing Passages” has a category number of “24.” Thus, the combined study code220would be selected in the order of “Main Idea”—“Social Science”—“Comparing Passages.” The selection order may be defined in other ways, including the groupings, etc.

FIGS. 6D, 6E and 6Frepresent further exemplary and non-limiting code charts organized by subject areas “ACT English,” ACT Math,” and “ACT Science,” respectively. However, it should be noted and apparent that other charts, subject areas, categories, sub-categories, groupings, and raw codes can be implemented within the full spirit and scope of the various embodiments of the present invention, and thus, the charts provided inFIGS. 6A through 6Fshould be deemed as exemplary and illustrative only.

Referring back toFIG. 4A, at least one embodiment further includes generating or providing study materials, generally referenced as106. Particularly, the study materials250of at least one embodiment may include, for example, a plurality of written explanations, diagrams, figures, or tips configured to help the student36improve his or her skills or knowledge relative to the materials provided. The study materials250may also include, for example, one or more example or sample questions and answers or solutions, as well as practice questions. For instance, each of the sample questions/answers may include a question, with an answer and an explanation as to how or why the answer is correct. The practice questions may include a series of questions without answers, or with answers provided once the series of questions is completed by the student. The study materials250may be stored on the management processing system20and associated with a study code220for subsequent retrieval and review.

For instance, the method100may include associating or assigning the study materials with a study code, generally represented as108inFIG. 4A. Particularly, the study codes220provided above and assigned or associated with the test questions200may also be associated with the study materials250. In this manner, in at least one embodiment of the present invention, the study materials250that pertain to a particular subject area300, category or sub-category310, for instance, will be assigned a corresponding study code220in a similar manner as the test questions200described above. For example, study materials that relate to “Data Interpretation” within the subject area300“Math” will be assigned the same study code220as the test questions200that relate to the same subject area300and category (i.e., “DDI”). Certain embodiments may assign a corresponding study code220to the study materials rather than an identical, verbatim study code.

Either way, as provided herein, the study codes220of the various embodiments of the present invention are configured to allow the student(s)36or other users to access study materials the correspond to wrong answered questions (WAQ), or questions the student incorrectly answered during a test or assignment.

In particular, the method100further includes generating, presenting and conducting an online test or assignment, generally represented as110inFIG. 4A. For instance, the system10of at least one embodiment may include a test generator module25, which is structured to facilitate the generation of a test or assignment comprising a series of a plurality of questions that are stored on the management processing system20.

Particularly, in at least one embodiment, the test generator module25may only be accessed or used by the supervisor30account, although other embodiments may allow other user accounts, e.g., director, teacher and student to access the test generator module25. For instance, the test generator module25may be used to select questions stored on the management processing system20(question bank) and group them together as part of a collective test or assignment. Each test or assignment may be associated with one or more categories, difficulty levels, encryption, and study code(s). Dependencies may be created from one test to another, or from one question to another, meaning that the student may need to complete one test or question before proceeding to the next, dependent test or question. For instance, when a dependency is set or defined, the student must take the test or complete the assignment(s) in a particular order defined by the dependency. For instance, in order to take a test or assignment, the student can access the system10or method100via a student device, which, as described herein, can include virtually any computer device, such as, but not limited to, a desktop or laptop computer, tablet, mobile device such as a phone, etc. In some embodiments, during the test or assignment, e.g., while the student is taking the test or assignment, the student can only access or see a defined number (e.g., one) of questions at a time. Thus, when taking the test or assignment, in at least one embodiment, the student may not be able to access all of the questions at once (e.g., on a single, scrollable screen), rather, the student must sequentially step through the questions or in some embodiments select questions via a menu. However, once the test or assignment is completed, the student may be able to access all of the questions (and in some cases, the answers) on a single page or screen, for instance, using a “view” function.

Still referring toFIG. 4A, the method100further includes scoring the test or assignment, generally represented at112and displaying the score via a results display module, as shown at114. In particular, once a test or assignment is completed, the system10and method100of the present invention is configured or structured to automatically score the test or assignment and display the score on a results display module26. For example, as shown inFIG. 7A, the results display module26may display a plurality of result data which includes a test or assignment name, the raw points achieved by the student during the test (e.g., how many questions were answered correctly), fractional score, percentage score, time spent on the test or assignment, the date the test or assignment was completed, and the number of wrong answered questions (“WAQ”), i.e., the number of questions the student answered incorrectly.

Furthermore, following the completion of a test or assignment, the student36or other user (e.g., teacher, director or supervisor) may review the test or assignment, and particularly, the questions and answers provided by the student36during the test or assignment. For instance,FIG. 8represents a partial view and exemplary screenshot of a review module27which is structured to display at least some of the questions200contained in the particular test or assignment, along with the corresponding answer(s)202provided and the corresponding question code210or study code220. Particularly, the review module27may automatically generate a list or compilation of all of the questions contained in the corresponding test or assignment or, in some embodiments, only those questions for which the student36provided an incorrect answer202. Other information may be provided by the review module27, including, for example, a difficulty level associated with each question, number of points obtained by the student or student's answer for each questions, and in some embodiments, a location where the student or other user can input notes, comments, etc. next to each question.

For example, after the completion of a test or assignment, students may need to see or review the questions that he or she answered incorrectly, or wrong answered questions (WAQ). The review module27can allow the student to refer back to the questions answered incorrectly, either recently (e.g., within the last day or week) or historically (e.g., months or years ago). In addition, there is a “Study Guide Notes” section within the review module27in which students or other users can input or type the solution or explanation of the questions/answer, for example, based upon the student's review of study materials, a teacher's lecture, etc. The student can therefore use the review module27to access old tests or assignment, and review old notes at any time.

Furthermore, the method100of at least one embodiment comprises displaying the study codes for wrong answered questions, generally referenced as116. Accordingly, in at least one embodiment of the review module27, the study code220is displayed for each question200, as shown inFIG. 8, allowing the user to access study materials250corresponding to the same study code220. In some embodiments, it should be noted that the study code220may only be displayed for questions200in which an incorrect answer was provided. Particular, the study materials (accessed via the study code220) are designed to allow the student to refine his or her knowledge in weak areas, or in subject areas, categories, sub-categories, etc. in which an incorrect answer was provided. Although, some embodiments may display the study code220for all questions200, regardless of whether the student provided a correct answer or an incorrect answer. It should also be noted that in some embodiments, the study code220is only displayed or provided to the student after a test or assignment is completed, meaning that the student must first take a test or assignment before having access to the particular study codes220.

Retrieval and access to the study materials250, as shown at118, corresponding to a study code220may be accomplished in a number of different manners. Specifically, the system10and method100will retrieve study materials in response to a request submitted by the student. For instance, in one embodiment, in order to submit the request for study materials, the student36or user may simply click on the study code220within the review module27or other location within the system10and method100of the present invention. Accordingly, in such an embodiment, clicking on the study code220may direct the user or student36to the study materials250. Clicking on the study code220may therefore activate an Individual Make-up Study (“IMS”) or study material retrieval module28. The retrieval module28will thus search for the corresponding study material250and display the study material250to the user for review.

In another embodiment, in order to submit the request for study materials, the student36or user may need to search for or enter the study code220into a separate area in order to access the corresponding study materials. Particularly, referring toFIG. 9A, for example, a user or student36may enter a study code “Math GST” or “IMS Math GST” into a designated search entry box, wherein the system10and method100will retrieve the corresponding study materials250from the management processing system20via the retrieval module28.

In some embodiments, the study materials250are password protected or encrypted such that a user must also enter a corresponding study material password in order to access the study materials. For instance, still referring toFIG. 9A, upon entry of the study code220, a list of matching study materials may be provided or displayed to the user. In the illustrated example, the “IMS Math GST” study materials are password protected. Clicking on or activating the “password protected” link, the student can then enter the provided password222into a designated entry box or location, as shown inFIG. 9B. Particularly, referring briefly back toFIG. 8, the review module27is configured to display the study code220along with the corresponding password222for each question200or for each wrong answered question (WAQ). With a successfully entered password, the list of matching study materials may be updated, as shown inFIG. 9Cwhere the “password protected” label fromFIG. 9Ais replaced with an active link, in this case, labeled “IMS Math GST.” Upon clicking on the link, the retrieval module28will retrieve and display the corresponding study materials250, as shown inFIG. 9D, for example. Particularly, as provided herein, the study materials250may include written explanations, diagrams, etc.252along with sample or example questions and answers254that pertain to or otherwise correspond with the study code(s)220. As above, the study codes220relate to a specific subject area300and one or more categories, sub-categories, difficulty level, etc.

Further features of at least one embodiment of the present invention allow the student36to conduct a second trial or a subsequent online test. For instance, referring now to the flow chart ofFIG. 4B, at least one embodiment of the method100further includes presenting and/or conducting a subsequent (second trial) online test, generally referenced as120. For example, the student26may take the same online test a second or subsequent time wherein the subsequent test includes the same or substantially the same questions200as the first or previous trial or online test.

However, it is contemplated that in at least one embodiment, the subsequent or second trial online test comprises only those questions200in which the student answered incorrectly (WAQ). In this regard, the student can review his wrong answered questions on his or her own time and preferably before he or she attends class or views a lecture on the materials or on the test itself. For instance, if the student can understand the correct answer to the question or problem on his or her own time, he or she will oftentimes be able to save class time with the teacher for other questions. If the student does not understand the solution to a question, then he or she can bring the question to the teacher for an explanation.

Referring back toFIG. 7A, the exemplary results display module26shows the results of a test after the first trial is completed. For example, referring to the first row for “SAT_PRACT_1,” the results shown indicate that the student answered two (2) questions incorrectly on the first trial or on the first time the student took this particular test. This is shown by the number “2” under the column “WAQ.” In at least one embodiment, the student may click on the indicated WAQ, for example, the number “2” under the WAQ column, in order to view the questions in which the student answered incorrectly. Upon doing so, a subsequent test or WAQ module29is activated which is structured to retrieve the wrong answered questions for the corresponding test and present them to the student via a subsequent or second trial test. As mentioned above, the subsequent or second trial test may include only wrong answered questions or all of the questions in the previous test (whether answered correctly or incorrectly).

For example, in one embodiment, the subsequent test or WAQ module29may display all of the questions or all of the wrong answered questions to the student allowing the student to answer the questions again in a subsequent test or a second trial. In one embodiment, upon clicking on the WAQ column entry ofFIG. 7A(in this example, the number “2”), the subsequent test or WAQ module will display the question numbers40for the questions which were answered incorrectly, as shown inFIG. 7B, for example. Upon clicking or activating one of the question number40representing the WAQ, the subsequent test or WAQ module29will retrieve and display the corresponding question to the student, as shown inFIG. 7C, allowing the student to answer the question again.

Referring again toFIG. 4B, the method100further includes scoring the subsequent online test or second trial, generally represented at122, and displaying the score of the subsequent online test or second trial on the results display module, as represented at124. For instance, as the student completes the subsequent test, the system10and method100will determine whether the student or user entered or answered the correct or incorrect response. In certain embodiments, the scoring of the subsequent test or second trial may be dynamic, meaning that the score will be updated as the student answers the questions, such that the entire subsequent test need not be completed for the subsequent test score to be determined. For example, if the number of WAQ is two, as in the example provided, if the student accesses the subsequent test or WAQ module and only answers one of the WAQ, and happens to answer it correctly, then the subsequent score will update to reflect the new score, even if the student did not answer all of the WAQ. Other embodiments may require the student to answer all of the WAQ or all of the questions in the subsequent test before the score of the subsequent test is determined.

FIG. 7Dillustrates the results display module with the scores for the initial test42and the subsequent test44provided. In addition, as shown inFIG. 7D, the results display module27of at least one embodiment will also display a combined score45, which represents the added score of between both the initial test and the subsequent test. Furthermore, if, after the subsequent test, there are still wrong answered questions (WAQ), for instance, if the student answered the questions incorrectly on the second or subsequent test, then the results display module26of at least one embodiment will display a second trial or subsequent WAQ column46. Clicking on the subsequent WAQ46entry will activate a results module48shown inFIG. 7E, which will display the correct answer for each of the questions in which an incorrect answer was provided in the subsequent or second trial test. Accordingly, the method100further includes retrieving and displaying answers to WAQ, as shown at126inFIG. 4B, for example.

Additional features of certain embodiments of the present invention further include a frequency of wrong answered questions (FWA) module60, which is structured and configured to process tests or assignments completed by a plurality of students and determine a frequency or number of students who answered a particular question incorrectly. For instance, because class time is limited, there is often not enough time for the teachers/students to review every single question from a particular test or assignment. Therefore, the FWA module60of at least one embodiment is designed to help save time and focus the lesson or lecture on questions that are determined to be of a higher difficulty level or questions which were answered incorrectly by the most number of students. Without an indication of the frequency of wrong answered questions, teachers and students may waste time and effort reviewing a question that all or most of the students answered correctly.

For example, referring to the exemplary screenshot schematic ofFIG. 10, an exemplary FWA module60is presented. In this example, the FWA module60presents the questions on a separate row, identifying the question number, question code, difficulty level, category, test, and the frequency of wrong answered questions in a fraction and percentage. In particular, for the first question (question number 13), twenty two (22) students answered the question, and all twenty two (22) answered the question incorrectly. For the second question listed (question number 19), twenty (20) students answered the question, and nineteen (19) students answered the question incorrectly. Accordingly, the FWA module of at least one embodiment shows the number of students who answered a particular question incorrectly and it generates a ratio and/or percentage based upon the number of students who answered the question wrong versus the number of students who took the test or answered the question. If the ratio or percentage is high on a particular question, the difficulty level of the question is often also high. Likewise, if the ratio or percentage is low, then the difficulty level is often also low.

In some embodiments, the questions can be sorted, for example, by FWA fraction or FWA percentage to show the questions that have the highest frequency of incorrect responses at the top. Other embodiments may sort or allow the list to be sorted by other columns, such as the question number, test identification, etc.

Thus, using the FWA module60, teachers and students can focus the lecture and/or review in order of those questions with the highest difficulty level or with the highest percentage or ratio of incorrectly answered questions. This ensures that the harder questions will be given the time it needs for the students to understand the nature of the question and material.

Referring now toFIG. 11, yet another embodiment of the present invention includes an online report or usage log module, generally represented as65. Specifically, the system10and method100of at least one embodiment of the present invention may be structured to track and analyze the progress of the students, for example, by tracking and reporting the student's historical data relating to completed assignments, including test title, date and time completed, first and second trial scores, etc.

It should be noted that in some embodiments, and in particular for students enrolled in grade school, elementary school, high school, for example, parents of the students may be able to log into the system and retrieve the online report, as exemplified inFIG. 11. This allows the parents to log in and view their child's updated progress any time. This also means that directors, supervisors and teachers may not need to create progress reports, as the parents can log into the system and access the progress reports automatically generated by the system10and method100at any time.

Since other modifications and changes varied to fit particular operating requirements and environments will be apparent to those skilled in the art, the invention is not considered limited to the example chosen for purposes of disclosure, and covers all changes and modifications which do not constitute departures from the true spirit and scope of this invention. This written description provides an illustrative explanation and/or account of the present invention. It may be possible to deliver equivalent benefits using variations of the specific embodiments, without departing from the inventive concept. This description and these drawings, therefore, are to be regarded as illustrative and not restrictive.

Now that the invention has been described,