157 results for "marking".
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Question in Louise's workspace
Shows how to retrieve the student's answer to another part from a custom marking script.
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Question in How-tos
A couple of different ways of showing the correct answer to a single part as soon as the student submits an answer. One way allows the student to change their answer, while the other locks the part.
A third part includes a "reveal answers to this part" button, which allows the student to choose to reveal the answer to the part.
Think very carefully before using this: by revealing the answer, you are removing the opportunity for the student to later on realise they've got that step wrong, as a consequence of some further work. It's often possible to use adaptive marking to use the student's answer in place of the correct answer in later parts.
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Question in How-tos
The student is asked to find the square root of an integer of the form $\pm n^2$. If the root is not real, they should enter "nan".
A custom marking algorithm extends the built-in one to deal with "nan".
There's some custom javascript to set the expected answer correctly. In the future this will be possible in the marking algorithm - see https://github.com/numbas/Numbas/issues/856
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Question in Linear Algebra 1st year
In this demo question, you can see either 2 or 3 gaps depending on the variable \(m\), and the marking algorithm doesn't penalise for the empty third gap in cases when it is not shown.
Reason to use it: for vectors or matrices containing only numbers, one can easily use matrix entry to account for a random size of an answer. But this does not work for mathematical expressions. There we have to give each entry of the vector as a separate gap, which then becomes a problem when the size varies. This solves that problem. For this reason I've included two parts: one very simple one that just shows the phenomenon of variable number of gaps, and one which is more like why I needed it.
Note that to resolve the fact that when \(m=2\), the point for the third gap cannot be earned, I have made it so that the student only gets 0 or all points, when all shown gaps are correctly filled in.
Note the use of Ax[m-1] in the third gap "correct answer" of part b): if you use Ax[2], then it will throw an error when m=2, as then Ax won't have the correct size. So even though the marking algorithm will ignore it, the question would still not work.
Bonus demo if you look in the variables: A way to automatically generate the correct latex code for \(\var{latexAx}\), since it's a variable size. I would usually need that in the "Advice", i.e. solutions, rather than the question text.
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Question in Linear Algebra 1st year
Marking algorithm that allows NA or any correct counterexample.
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Question in Linear Algebra 1st year
In this demo question, you can see either 2 or 3 gaps depending on the variable \(m\), and the marking algorithm doesn't penalise for the empty third gap in cases when it is not shown.
Reason to use it: for vectors or matrices containing only numbers, one can easily use matrix entry to account for a random size of an answer. But this does not work for mathematical expressions. There we have to give each entry of the vector as a separate gap, which then becomes a problem when the size varies. This solves that problem. For this reason I've included two parts: one very simple one that just shows the phenomenon of variable number of gaps, and one which is more like why I needed it.
Note that to resolve the fact that when \(m=2\), the point for the third gap cannot be earned, I have made it so that the student only gets 0 or all points, when all shown gaps are correctly filled in.
Note the use of Ax[m-1] in the third gap "correct answer" of part b): if you use Ax[2], then it will throw an error when m=2, as then Ax won't have the correct size. So even though the marking algorithm will ignore it, the question would still not work.
Bonus demo if you look in the variables: A way to automatically generate the correct latex code for \(\var{latexAx}\), since it's a variable size. I would usually need that in the "Advice", i.e. solutions, rather than the question text.
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Question in Linear Algebra 1st year
First compute matrix times vector for specific vectors. Then determine domain and codomain and general formula for the matrix transformation defined by the matrix.
Randomising the number of rows in the matrix, m, makes the marking algorithm for part c) slightly complicated: it checks whether it should include the third gap or not depending on the variable m. For the correct distribution of marks, it is then necessary to do "you only get the marks if all gaps are correct". Otherwise the student would only get 2/3 marks when m=2, so the third gap doesn't appear.
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Question in Linear Algebra 1st year
First compute matrix times vector for specific vectors. Then determine domain and codomain and general formula for the matrix transformation defined by the matrix.
Randomising the number of rows in the matrix, m, makes the marking algorithm for part c) slightly complicated: it checks whether it should include the third gap or not depending on the variable m. For the correct distribution of marks, it is then necessary to do "you only get the marks if all gaps are correct". Otherwise the student would only get 2/3 marks when m=2, so the third gap doesn't appear.
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Exam (4 questions) in M3 Mathematics
Simple exam for IGCSE level factorisation and sequences. One of my first projects, probably contains many mistakes (marking is not very dynamic for example).
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Question in How-tos
You can use LaTeX in marking comments, but remember to escape backslashes!
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Question in How-tos
The student is asked to write a number with a certain property, or tick a box labelled "this is impossible" if it can't be done.
A custom marking algorithm on the gap-fill part first checks if the student ticked the box. If they did, their answer is marked correct if it really is impossible. If they didn't tick it, their number is checked against the required property.
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Question in How-tos
A method of randomly choosing variable names - use the
expression()
JME function to create a variable name from a randomly chosen string.(This question also uses a custom marking script to check that the student has simplified the expression)
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Question in How-tos
Do not use this: adaptive marking is the best way to access the student's answer to another part.
Shows how to retrieve the student's answer to another part from a custom marking script.
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Question in How-tos
Do not use this: JME marking algorithms are the best way to change marking behaviour now, instead of JavaScript.
A very simple example of a custom marking script for a "choose one from a list" part
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Question in How-tos
Do not use this: alternative answers are the best way of accepting multiple correct answers.
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Question in How-tos
Demonstrates that the marking algorithm for "match text pattern" parts doesn't put quotes around substituted strings any more.
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Question in Ulrich's workspace
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.
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Question in Julia's workspace
The student is asked to write a matrix with a certain property, or tick a box labelled "this is impossible" if it can't be done.
A custom marking algorithm on the gap-fill part first checks if the student ticked the box. If they did, their answer is marked correct if it really is impossible. If they didn't tick it, their matrix is checked against the required property.
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Question in Marie's Logic workspace
Asks to determine whether or not 6 statements are propositions or not i.e. we can determine a truth value or not.
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Question in How-tos
This question demonstrates defining an 'unknown' function $F(x)$ as a custom function so that it can be used in marking.
The definition of $F$ is arbitrary, so care must be taken to ensure it doesn't have more properties, such as evenness, than necessary.
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Question in Antony's workspaceThe matrix entry part in this question marks any symmetric matrix as correct, using a custom marking algorithm. A matrix is symmetric if it is equal to its transpose.
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Question in How-tos
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.
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Question in How-tos
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.
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Question in How-tosA custom marking algorithm picks out the names of the constants of integration that the student has used for the $\cos$ and $\sin$ terms in their answer, and replaces them with $A$ and $B$ respectively, before comparing with the correct answer. This way, the student is free to choose the names for their constants of integration.
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Question in How-tos
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.
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Question in How-tos
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.
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Question in Remobilisation S3
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.
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Question in How-tos
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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Question in Tien Chern's workspace
No description given
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Question in Tien Chern's workspace
No description given