近年來隨著網路的快速發展，使用線上測驗系統進行證照檢定與協助數位學習之評量已有越來越頻繁之趨勢，但目前許多的線上測驗系統大多試題題型單調、缺乏互動性，且各測驗系統間試題難以互通。在此情況下IMS全球學習聯盟（IMS Global Learning Consortium）提出QTI（Question and Test Interoperability）的標準，以便讓各測驗系統間可以互相交換試題，達成試題的共享性與再利用性。然而，QTI所提供的測驗題型以單調的文字內容為主，未能提供多媒體與動態互動的試題功能。

為解決上述問題，本研究提出以QTI 2.0之標準結合SVG（Scalable Vector Graphics），發展新多媒體互動題型，以呈現多樣性測驗介面，使題目能表達更多元豐富的情境，增加受測者與題目介面間的互動性。在題庫的管理上，本研究採用原生XML資料庫(Native XML database)管理題庫內容，提出QTI試題之分類檢索模式，並運用XQuery/XPath實現檢索機制。為正確預估受測者之潛在能力，本研究在測驗評量上採用試題反應理論(item response theory)，以三參數理論模式分析受測結果，並產生受測者之試卷特徵曲線(test characteristic curve)統計圖表。

In recent years, with the rapid development of the Internet techniques, the usage of on-line exam system for facilitating the qualifying exam and the e-learning is growing more and more popular. However, most of the current on-line exam systems are lacking of variety and interaction with the examinees, and the interflow of examination questions between each system is not smooth enough. With a view to sharing and re-utilizing all these questions better, IMS Global Learning Consortium proposes the standard of QTI（Question and Test Interoperability）, accommodating each system with the effective exchange of examination questions, but the exam pattern provided by QTI is still on the basis of monotonous description without the application of the multimedia and the idea of interaction to the design of questions.
In order to solve problems mentioned above, this research seeks to combine the standard of QTI 2.0 with SVG（Scalable Vector Graphics）with a view to developing the neo-multimedia interactive question pattern with the variety of exam platform, the diversity of question situations, and the rich interaction between the examinees and the exam platform. For the management of question database, this research adopts native XML database and the classifying searching mode and the XQuery/XPath will also be used to realize the searching system. To accurately estimate the potential of the examinees, this research applies the item response theory to the test and evaluation analysis. The result is also analyzed, according to the three-parameter model, to generate the test characteristic curve of the examinees.

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