On e-Assessment
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Transcript of On e-Assessment
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Contents
• Background, context• Why symbolic systems?• Examples • Analysis of responses• Some guidelines on design of question
items• Opportunities
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Why symbolic systems?
• Offer a variety of question items
• Students input can be assessed by checking for symbolic equivalence(e.g., x^2+2xy is same as 2yx+x^2)
• Challenges – mathematical input
22 yx
yx
22 yx
yx
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Maths input
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A diagnostic test (6 Jan 2009)
• A 45 minutes test consisting of 15 questions
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Analysisd-value = (F1/n1) – (F2/n2)
Measures discriminating power of an item
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Analysis29%
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Responses for Q14v = u + a t
(v-u)/a
36%
v-u/a
4%
v/(u+a)
2%
(u+a)/v
3%
u-v/a
1%
((v)-(u))/a
1%
(v-u)/a=t
1%
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User Input for Q15
R1+R2 orr1 + r2
13%
(R1R2)/(R1+R2) or
(R1R2)/(R2+R1)
5%
3
2%
1/((1/R1)+(1/R2))
5%(r1r2)/r2+r1
1% (r1xr2)(r2+r1)1%
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Feedback
q11 q15
Correct 29 13
Wrong 71 87
cq11_cq15 9%
wq11_wq15 67%
cq11_wq15 19%
wq11_cq15 4%
• for the cohort
• individual
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Skills/Concepts Map
arithmeti
c algebraworded
problem linear eqfractiona
l arith indicesalgebraic fractions
formula manipula
tion
1 1 0 0 0 0 0 0 0
2 1 0 0 0 0 0 0 0
3 1 1 0 0 0 1 0 1
4 1 1 0 0 0 1 0 1
5 1 1 0 0 1 1 1 0
6 1 1 0 0 0 1 1 0
7 1 1 0 0 1 1 1 0
8 1 1 0 0 1 1 1 0
9 1 1 0 1 0 0 0 1
10 1 0 1 0 1 1 0 0
11 1 1 0 0 1 0 1 1
12 0 0 1 0 0 0 0 1
13 1 0 1 0 0 0 0 1
14 0 1 0 0 0 0 0 1
15 0 1 0 0 0 0 1 1
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Performance of a student …
1 Arithmetic
2 Algebra
3 Worded problems
4 Linear equations
5 Fractional arithmetic
6 Indices
7 Algebraic fractions
8 Formula manipulation
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Opportunities
• Digital pens• Intelligent Feedback• Mathematical input• Diagramatic input
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Summary
• Free text input, symbolic input offer a rich variety of information that can be utilised to identify generic issues
• Mathematical input still remains a challenge
• Symbolic systems such as Maple T.A are best used for drill exercises. Students need to be trained adequately when used for high stakes exams