The student is shown two number entry gaps on either side of a 'less than' sign. Their answer is marked correct if the first number is less than the second, using a custom marking algorithm.

This shows how to mark the gaps in a gap-fill part together, rather than independently.

To prevent students from giving a trivial answer for a part which is used later in adaptive marking, you can consider it as invalid.

Part a of this question has a custom marking algorithm which marks an answer of zero as invalid. Any other answer is used in adaptive marking for part b.

This question uses a "formatted text template" variable to define a long passage of text which is shown to the student after they submit a part. A custom marking algorithm adds the text as a comment after the standard marking algorithm has finished.

A custom marking algorithm for a JME part estabishes whether the student's answer is equivalent to the expected answer, up to an arbitrary constant factor.

The student is asked to factorise a quadratic $x^2 + ax + b$. A custom marking script uses pattern matching to ensure that the student's answer is of the form $(x+a)(x+b)$, $(x+a)^2$, or $x(x+a)$.

To find the script, look in the Scripts tab of part a.

An all-or-nothing marking scheme for a gap-fill part: the student must answer every gap correctly to get all the marks. If any gap is incorrect they get 0 marks for the whole part.

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Demonstration of adaptive marking: the student must first add up the number of apples to buy, then work out how much that would cost. Adaptive marking carries an incorrect number of apples into the cost calculation.

An example of using the GeoGebra extension to ask the student to create a geometric construction, with marking and steps.

This question demonstrates sending commands to geogebra and getting geogebra values and using them as part of a marking algorithm.

This question is a simple example to show how to input value from numbas to geogebra applet, and get a value back from geogebra to numbas for marking.

The student is asked to factorise a quadratic $x^2 + ax + b$. A custom marking script uses pattern matching to ensure that the student's answer is of the form $(x+a)(x+b)$, $(x+a)^2$, or $x(x+a)$.

To find the script, look in the Scripts tab of part a.

This is supposed to demonstrate allowing one of two different free variables in the student's answer, but only marked as correct if the same free variable is used in all gaps. The custom marking algorithm should extend to any number of gaps, and one could add more alternative answers to allow for more free variable names. It doesn't allow just any free variable name.

A quick implementation of certainty-based marking: the student's score depends on how they rated their certainty in their answer before submission.

Because Numbas doesn't allow negative marking at the moment, scores are shifted upwards, so a high certainty incorrect answer scores 0, and a high certainty correct answer scores full credit.

Some questions which demonstrate the adaptive marking feature.

Some questions demonstrating new features in Numbas v4.0: pattern-matching, inference of variable types in mathematical expression parts, and marking equations.

An example of using the GeoGebra extension to ask the student to create a geometric construction, with marking and steps.

Finding the confidence interval at either 90%, 95% or 99% for the mean given the mean of a sample. The population variance is given and so the z values are used. Various scenarios are included.

Use the specific heat capacity of an object and the heat released to calculate the final temperature.

Custom marking used to allow for partial credit for common errors (mal rules)

Thermochemistry Revision Sheet Q7

Question steps student through the process of finding the molar heat of dissolution.

Adaptive marking and partial credit used

Thermochemistry Revision Sheet Q3

Use the specific heat capacity of an object and the change in temperature to calculate the heat added to that object.

Uses Custom marking to allow partial credit for common student errors (mal rules).

Thermochemistry Revision Sheet Q 5

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Give the student three points lying on a quadratic, and ask them to find the roots.

Then ask them to find the equation of the quadratic, using their roots. Error in calculating the roots is carried forward.

Finally, ask them to find the midpoint of the roots (just for fun). Error is carried forward again.

Ask the student to find a matrix corresponding to a given rotation about the origin.

Then ask them to find the determinant. Their answer is marked against the matrix they gave, not just the correct one.

Finally, ask them to find the inverse of their matrix. Marking is against the matrix and determinant they gave.

Some questions which demonstrate the adaptive marking feature.