Martin Greenhow & Abdulrahman Kamavi Mathematical Sciences Brunel University maths e.g. – a web assessment application for STEM and beyond.
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Martin Greenhow & Abdulrahman Kamavi
Mathematical SciencesBrunel University
maths e.g. – a web assessment application for STEM and beyond
OutlineOutline1. CAA at Brunel University2. Characteristics of questions and variety
of disciplines3. Mathematics for Economics (Metal
Project)4. Students and CAA: perceptions and Students and CAA: perceptions and
realityreality
5. maths e.g.6. Conclusions
CAA at Brunel UniversityCAA at Brunel UniversityMathletics – not that Mathletics!Written within Question Mark Perception version 3.4Javascript, MathML, SVGQuestions database spans GCSE, A-level, undergraduate topicsQuestions database spans MC, NI, RNI, TFU, MR,
NI+confidence, Revealed MC etc (no free-form maths input … yet): PROS/CONS?
Hundreds of users take circa 30,00 tests pa. Students from Economics, Electrical and Electronic Engineering, Financial Computing, Foundations of Engineering,
Foundations of IT, PGCE and Sports Science. Much commonalityLow-stakes summative assessmentFormat: best-ever mark from their first 5 attempts counts
towards their module mark; not invigilated and group work is allowed/encouraged. Exam pass required!
TF(U) questiondecontextualisednumbers and
variable names (here d and S) randomised
Fonts & ColoursLow facility – high
discriminationSuccess largely
independent of question type
Computer science question
Pre-processing of input
Table generated on the fly
Required element positions randomised
Feedback – can we have too much?Engineering/built
env/maths question with schematic numbers change
ALL of the formative feedback
Feedback - contextualised
economics question part of the
formative feedbackSVG diagram
realised according to the random parameters in the question
related material button links to any web resource (via centrally-held lookup array)
Biosciences - decontextualised
Nurses - contextualised
The only question with Imperial units!
Realistic weights
Realistic weight loss!
Adult numeracy?
Pictogram changes
Scenario changes
Notice the key -> mal-rule
Mathematics for Economics(year-by-year changes in assessment)
2006-07, 2007-08: no CAA; A and non-A cohorts – results indistinguishable; two class tests, one 3-hour exam set by economics staff (10 days - times 2?)
2008-09: CAA introduced; 3-hour exam only (2 days - times 2?)
2009-10, 2010-11: one cohort, admission AS level mathematics; exam pass mandatory; 2-hour exam only (set by MG) (3 days!!!!!!)
Students’ perceptions 1Students’ perceptions 1 (147 returns)(147 returns)
79% of students use the CAA both for assessment and learning material, 21% for assessment only;
94% use all 5 attempts (first one or two attempts are often used to get feedback);
most students say they would use the assessment if not compulsory;
90% of students aim to achieve a mark of at least 80%;
84% plan to use the CAA as part of their revision;
Students’ perceptions 2Students’ perceptions 2 (147 returns)(147 returns)
failure to distinguish clearly between their enjoyment of maths and that of CAA per se;
the more they enjoy mathematics (or CAA) the more they use the feedback as a learning resource;
weaker students benefited relatively more from the CAA: 24% of ‘good’ students use the CAA only for marks in contrast to ‘weak’ students where this is 15%;
mathematics module is perceived as being of comparable difficulty to other modules maths being: very much easier (4%), easier (33%), about the same (31%), harder (29%), very much harder (3%).
Year-on-year results(% in grade/% mark)
0
10
20
30
40
50
60
70
F D C B A examav
overallav
2006-07
2007-08
2008-09
2009-10
2010-11
DeSTRESS JISC ProjectDeSTRESS JISC ProjectBuilds on the Metal question design methodology and
experiences to test basic stats for social sciencesReleased new material end August 2011Some trials have taken place alreadyHand calculation with realistically-sized data sets –
solution to link with external software such as Excel, SPSS
Real data? Data cannot be ‘designed’ to have certain features or not. Problems with keeping the data and answers current without accessing live web sites (problems of access and communication with the marking scheme).
Another challenging area is the interpretation of charts and graphs
What about literacy?
Some things can be done
Must disable Word
Should enable internet
VERY hard!!!
Javascript, MathML and SVG provide a rich environment for setting objective questions
Positive effects on students’ perceptions and on exam performances
Widely applicable database of questions
MathsE.G. Try it at:
http://www.mathcentre.ac.uk:8081/mathseg/
http://www.mathcentre.ac.uk:8081/mathsegteacher/
works on all browsers, mobile devices(?), link to VLEs
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