157 results for "marking".
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Question in Demos
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.
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Question in Demos
An example of using the GeoGebra extension to ask the student to create a geometric construction, with marking and steps.
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Question in Learning, Debugging, Testing etc.
This question demonstrates sending commands to geogebra and getting geogebra values and using them as part of a marking algorithm.
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Question in Timo's workspace
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.
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Question in How-tos
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 Julia's workspace
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.
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Question in How-tosThe 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 Christian's workspace
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.
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Exam (5 questions) in Demos
Some questions which demonstrate the adaptive marking feature.
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Exam (6 questions) in Demos
Some questions demonstrating new features in Numbas v4.0: pattern-matching, inference of variable types in mathematical expression parts, and marking equations.
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Question in How-tos
An example of using the GeoGebra extension to ask the student to create a geometric construction, with marking and steps.
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Find a confidence interval given the mean of a sample, population variance known adaptive marking DraftQuestion in MATH6059
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.
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Question in Fundamental Physical Chemistry CIT
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
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Question in Fundamental Physical Chemistry CIT
Question steps student through the process of finding the molar heat of dissolution.
Adaptive marking and partial credit used
Thermochemistry Revision Sheet Q3
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Question in Stats
This questions assesses the ability to conduct an ANOVA and interpret the results.
Adaptive marking: an error in calculating F can be carried over to the calculation of the p-value as well as the test conclusion.
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Question in Fundamental Physical Chemistry CIT
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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Question in Demos
No description given
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Question in Demos
No description given
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Exam (4 questions) in Demos
No description given
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Exam (3 questions) in Demos
Some questions which demonstrate the adaptive marking feature.
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Question in Demos
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.
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Question in Demos
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.
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Question in How-tos
One method of randomly choosing names for variables. For each variable, we have 4 options. Create a list of 4 numbers, which is 1 for the name we want to use, and 0 otherwise.
Then, whenever we use that variable, multiply each of the possible names by the corresponding number in the list. When the expression is simplified, the unwanted names will cancel to 0, leaving only the name we want.
This is quite clunky!
(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
The student has to compute $a^b$ and $b^a$, then decide which of the two is bigger.
This question shows how to set up a custom marking matrix for the "choose one from a list" part, based on values used elsewhere in the question. It could use adaptive marking to use the student's incorrect values for the comparison, but doesn't at the moment.
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Question in How-tos
This question asks the student to give a function with a particular root. It then asks them to divide by (x-{root}), and uses adaptive marking to mark against the previous answer.
This uses the "expression" data type, which is currently undocumented and experimental.
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Question in How-tosThis question shows how to make the correct answer to a "choose one from a list" part depend on randomised question variables, in a couple of ways. The first part uses JME expressions to define the marks available for each choice. The second part uses the "custom marking matrix" option.
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Question in How-tos
This question shows how to ask for a number in scientific notation, by asking for the significand and exponent separately and using a custom marking algorithm in the gap-fill part to put the two pieces together.
Answers not in standard form, i.e. with a significand not in $[1,10)$, are accepted but given partial marks.
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Question in How-tos
A randomly generated list of numbers is shown to the student. They must tick every occurrence of the lowest number. The number of occurrences isn't always the same - sometimes the minimum is unique and sometimes it is repeated. The
map
function makes it easy to construct a marking matrix. -
Question in Content created by Newcastle University
Factorising 5 to 7 digit numbers into a product of prime powers.
Uses the marking algorithms from question 1 of this CBA
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Question in Content created by Newcastle University
Pick four numbers from $1900\dots 2015$ and ask the student to factorise them.
Custom marking scripts make sure the student has entered a complete factorisation.