Functional Error Diagnosis and Correction

An Error Diagnosis Technique Based on Location Sets to Rectify Subcircuits

IEICE Transactions on Fundamentals of Electronics Communications and Computer Sciences ◽

10.1587/transfun.e92.a.3136 ◽

2009 ◽

Vol E92-A (12) ◽

pp. 3136-3142

Author(s):

Kosuke SHIOKI ◽

Narumi OKADA ◽

Toshiro ISHIHARA ◽

Tetsuya HIROSE ◽

Nobutaka KUROKI ◽

...

Keyword(s):

Error Diagnosis ◽

Diagnosis Technique

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A robust scheme for concurrent error diagnosis of MINs

Journal of the Chinese Institute of Engineers ◽

10.1080/02533839.1993.9677512 ◽

1993 ◽

Vol 16 (3) ◽

pp. 421-430

Author(s):

Tsorng‐Ming Chen

Keyword(s):

Error Diagnosis

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Surface error diagnosis of large reflector antenna with microwave holography based on active deformation

Electronics Letters ◽

10.1049/el.2015.2725 ◽

2016 ◽

Vol 52 (1) ◽

pp. 12-13 ◽

Cited By ~ 11

Author(s):

Kangkang Liu ◽

Qian Ye ◽

Guoxiang Meng

Keyword(s):

Reflector Antenna ◽

Error Diagnosis ◽

Active Deformation ◽

Surface Error

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Error Diagnosis and Compensation Using Kinematic Models and Position Error Data

CIRP Annals ◽

10.1016/s0007-8506(07)62621-3 ◽

1987 ◽

Vol 36 (1) ◽

pp. 355-358 ◽

Cited By ~ 40

Author(s):

N.A. Duffie ◽

S.J. Malmberg

Keyword(s):

Position Error ◽

Error Diagnosis ◽

Kinematic Models

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The utilization of junior high school mathematics national examination data: A conceptual error diagnosis

Research and Evaluation in Education ◽

10.21831/reid.v3i2.18120 ◽

2017 ◽

Vol 3 (2) ◽

pp. 163 ◽

Cited By ~ 1

Author(s):

Kartianom Kartianom ◽

Djemari Mardapi

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Classical Test Theory ◽

School Mathematics ◽

Test Theory ◽

High School Mathematics ◽

Error Diagnosis ◽

National Examination ◽

Quantitative Descriptive

The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school mathematics national examination. This is quantitative descriptive research. The data were collected from 3,079 grade-nine students of junior high schools who took the National Examination in the academic year of 2015/2016. The sample was established randomly based on the package code of the examination which is P0C5520 with 574 students as the examinees. Documentation method was applied in collecting the data. The result of the research shows that – upon the implementation of the classical test theory – there are 16 items in ‘difficult’ category, 24 in ‘intermediate’ category, and no items in ‘easy’ category. Furthermore, upon the implementation of the item response theory, the result shows that 28 items are in ‘good’ category and 12 items are in ‘poor’ category. In addition, there are 50 attributes on which the Junior High School Mathematics National Examination test (package P0C520) is formulated. Four attributes are content attributes and the rest (46) are process skill attributes. The result of the diagnosis shows that there are 11 types of errors made by the students when trying to complete the content items. Most of the errors are conceptual errors related to the geometric materials especially in the sub-materials of polyhedron, triangles, and quadrangles.

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