157 results for "marking".
-
Question in Demos
The student is shown a plot of a mystery function. They can enter values of $x$ check, within the bounds of the plot.
They're asked to give the formula for the function, and then asked for its value at a very large value of $x$.
A plot of the student's function updates automatically as they type. Adaptive marking is used for the final part to award credit if the student gives the right value for their incorrect function.
-
Question in How-tos
This question models an experiment: the student must collect some data and enter it at the start of the question, and the expected answers to subsequent parts are marked based on that data.
A downside of working this way is that you have to set up the variable replacements on each part of the question. You could avoid this by using explore mode.
-
Question in How-tos
The student has to enter `diff(y,x,2)`, equivalent to $\frac{\mathrm{d}^2y}{\mathrm{d}x^2}$, as their answer. It's marked by pattern matching, using a custom marking algorithm.
-
Question in How-tos
In the first part, the student must write any linear equation in three unknowns. Each distinct variable can occur more than once, and on either side of the equals sign. It doesn't check that the equation has a unique solution.
In the second part, they must write three equations in two unknowns. It doesn't check that they're independent or that the system has a solution. The marking algorithm on each of the gaps just checks that they're valid linear equations, and the marking algorithm for the whole gap-fill checks the number of unknowns.
-
Question in How-tos
The student is asked to give the roots of a quadratic equation. They should be able to enter the numbers in any order, and each correct number should earn a mark.
When there's only one root, the student can only fill in one of the answer fields.
This is implemented with a gap-fill with two number entry gaps. The gaps have a custom marking algorithm to allow an empty answer. The gap-fill considers the student's two answers as a set, and compares with the set of correct answers.
The marking corresponds to this table:
There is one root There are two roots Student gives one correct root 100% 50%, "The root you gave is correct, but there is another one." Student gives two correct roots impossible 100% Student gives one incorrect root 0% 0% Student gives one incorrect, one correct root 50% "One of the numbers you gave is not a root". 50% "One of the numbers you gave is not a root". Student gives two incorrect roots 0% 0% -
Question in How-tos
The expected answer involves the logarithm of a negative number, which doesn't have a unique solution.
The part's marking algorithm evaluates the exponential of the student's answer and the expected answer, and compares those.
-
Question in How-tos
The expected answer involves the logarithm of a negative number, which doesn't have a unique solution.
The part's marking algorithm checks that the student's answer differs from the expected answer by a multiple of $2\pi$.
-
Question in How-tos
The number entry part in this question has an alternative answer which is marked correct if the student's number satisfies an equation specified in the custom marking algorithm.
-
Question in How-tos
A custom marking algorithm picks out the names of the constants of integration that the student has used in their answer, and tries mapping them to every permutation of the constants used in the expected answer. The version that agrees the most with the expected answer is used for testing equivalence.
If the student uses fewer constants of integration, it still works (but they must be wrong), and if they use too many, it's still marked correct if the other variables have no impact on the result. For example, adding $+0t$ to an expression which otherwise doesn't use $t$ would have no impact.
-
Question in Christian's workspace
The student is asked to calculate a division by the method of long division, which they should enter in a grid.
The process is simulated and the order in which cells are filled in is recorded, so the marking feedback tries to identify the first cell that the student got wrong, or should try to fill in next.
They're asked to give the quotient as a plain number in a second part, to check that they can interpret the finished grid properly.
-
Question in Foundation Maths
No description given
-
Question in Foundation Maths
Shows how to retrieve the student's answer to another part from a custom marking script.
-
Question in Foundation Maths
Shows how to retrieve the student's answer to another part from a custom marking script.
-
Question in HELM books
Expand (x+a)(x+b)(x+c), where x is a randomised variable, and a,b,c are randomised integers.
Note that the pattern restriction in the marking checks that there are no brackets and that the expression is simplified to at most a single x^3, x^2, x and constant term; but it will let you get away with an additional -x^2 and/or -x term. (e.g., you could write 3x as 4x -x and the marking would accept this. This was to stop the pattern matching getting too complicated.
Part of HELM Book 1.3
-
Question in Demos
The student is asked to integrate a given function. The marking algorithm differentiates the student's answer, and checks that it is equivalent to the original function.
-
Question in Stats
Interpreting the minitab output from a logistic regression model of salary against obesity as measured by BMI.
Adaptive marking is in place for Part b).
-
Question in Programming extension
This question shows how to use the programming extension's run_code function to run some Python code and use its result in the marking of a non-code part type.
Python is used to calculate the correct answer for a number entry part type. This could be done
-
Question in STAT7009 Inferential Statistics
No description given
-
Question in STAT7009 Inferential Statistics
No description given
-
Question in STAT7009 Inferential Statistics
Calculate confidence interval for the mean, sample variance adaptive marking
-
Question in Demos
A demo of how custom marking algorithms can be used to replace the built-in marking methods.
-
Question in Demos
Two sample t-test to see if there is a difference between scores on questions between two groups when the questions are asked in a different order.
-
Question in Demos
No description given
-
Question in Martin's workspace
No description given
-
Question in Julia Goedecke's contributions
Example of an explore mode question. Student is given a 2x2 matrix and is asked to find the characteristic polynomial and eigenvalues, and then eigenvectors for each eigenvalue. The part asking for eigenvectors can be repeated as often as the student wants, to be used for different eigenvalues.
Assessed: calculating characteristic polynomial and eigenvectors.
Feature: any correct eigenvector is recognised by the marking algorithm, also multiples of the "obvious" one(s) (given the reduced row echelon form that we use to calculate them).
Randomisation: a random true/false for invertibility is created, and the eigenvalues a and b are randomised (condition: two different evalues, and a=0 iff invertibility is false), and a random invertible 2x2 matrix with determinant 1 or -1 is created (via random elementary row operations) to change base from diag(a,b) to the matrix for the question. Determinant 1 or -1 ensures that we keep integer entries.
The implementation uses linear algebra functions such as "find reduced echelon form" or "find kernel of a reduced echelon form", from the extension "linalg2".
-
Question in Julia Goedecke's contributions
Example of an explore mode question. Student is given a 3x3 matrix and is asked to find the characteristic polynomial and eigenvalues, and then eigenvectors for each eigenvalue. The part asking for eigenvectors can be repeated as often as the student wants, to be used for different eigenvalues.
Assessed: calculating characteristic polynomial and eigenvectors.
Feature: any correct eigenvalue will be recognised by the marking algorithm, even multiples of the obvious one(s) (which can be read off from the reduced row echelon form)
Randomisation: Not randomised, just using particular matrices. I am still working on how to randomise this for 3x3; a randomised 2x2 version exists. I have several different versions for 3x3 (not all published yet), so I could make a random choice between these in a test.
The implementation uses linear algebra functions such as "find reduced echelon form" or "find kernel of a reduced echelon form", from the extension "linalg2".
-
Question in Julia Goedecke's contributions
Student finds a basis for kernel and image of a matrix transformation. Any basis can be entered; there is a custom marking algorithm which checks if it is a correct basis.
There are options to adjust this question fairly easily, for example to get different variants for practice and for a test, by changing the options in the "pivot columns" in the variables. You should be careful to think about and test your pivot options, as some are easier or harder than others, and some don't work very well.
-
Question in How-tos
The student is given a number in base 10 and asked to write it in a given base, between 2 and 16. The number has at most 3 digits in the other base.
Until it's possible to derive the expected answer for a part in the marking algorithm (see the issue tracker), this question has "show expected answer" turned off, because it just shows the base 10 number.
-
Question in Demos
This question defines an otherwise-pointless pre-submit task of "wait for a while" before marking the student's answer, in order to demonstrate how to use the pre-submit tasks feature.
-
Question in Louise's workspace
No description given