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June2003: Incorporating
assessment into an Interactive Learning Environment for mathematics
The twenty fourth article in the CAA series is authored by Manolis Mavrikis
and Antony Maciocia - School of Mathematics, The University of Edinburgh.
In this article, after briefly describing a web-based Interactive Learning
Environment (WALLIS) and the reasons for incorporating assessment into
it, the approach to implementing formative CAA is described. This has
recently been pilot-tested with a first year honours group of students.
The pilot test results indicate that the introduction of the new method
of delivery had no adverse effect on students' performance. In fact, their
willingness to use the system, their results, and particularly their comments
from interviews that were conducted were satisfactory enough to want to
continue to develop further materials and continue to integrate CAA into
the system. In order to do this effectively, recommendations that occurred
from our pilot-test and from relevant literature in the field are described.
Finally, in order to be able to share the experience and content the issue
of re-usability and some possible directions that could be taken are considered.
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May 2003: TAL - A
National Database of Questions – Classification is the Key
The twenty third article in the CAA series is authored by Jon Sims
Williams, Mike Barry - Dept Engineering Maths, Bristol University.
This paper discusses a CAA system called TAL. TAL is unusual in that
it allows users to generate large numbers of equivalent tests from a specification.
The tests are generated from a database of questions and all questions
must be classified. Some of the difficulties involved in classifying questions
are discussed.
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April 2003: CAA ---
It’s a MUGS Game! Does the Mathematics of CAA Matter in the Computer Age?
The twenty second article in the CAA series is authored by Michael McCabe
and David Barrett, University of Portsmouth
Rigorous mathematics is preferable to computer simulations for analysing
the scoring distributions obtained by guesser’s in objective questions.
We show that scoring in objective Multiple Response Questions (MRQ) and
objective Multiple Choice Questions (MCQ) is governed by the hypergeometric
distribution. Hence, we consider how partial credit and confidence levels
can be accounted for by adopting suitable scoring schemes for MCQ and
MRQ objective questions. The Mean Uneducated Guesser’s Score may be specified
as zero (MUGS = 0) or some other value in advance, rather than being obtained
by trial and error. The importance of the mathematics of CAA as opposed
to the CAA of mathematics is highlighted.
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March 2003: Coping
with diversity in recruitment. Can CAA help?
The twenty-first article in the CAA series is authored by Kevin Golden,
University of the West of England.
Many Engineering awards recruit students from diverse academic backgrounds
that include A-level, BTEC qualifications, Foundation Years and overseas
qualifications. In addition to this there will be mature students returning
to education after an absence of more than five years. One of the main
areas of weakness possessed by this diverse population is mathematics
and many of the students require a considerable level of support if they
are to progress beyond the first year of their award. CAA appears to offer
certain advantages for this type of course. Students receive instant feedback
on their progress, and they can easily repeat the assessment, potentially
linking the assessment directly to learning. This exercise can be carried
out efficiently for large numbers of students and where tutor support
is required, it is being given to a student already informed, to a certain
extent, on where their weaknesses lie. In this article the use of CAA
on a module with the above student profile is discussed and its effectiveness
considered by tracking the performance of a group of students on first
and second level mathematics modules. The results are mixed, as may be
expected for this group. However, when viewed over the longer term, the
majority of students from each of these different cohorts did make significant
progress in the subject.
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February 2003: e-Grade:
A Computer Assisted Assessment System
The twentieth article in the CAA series is authored by Douglas Quinney,
Keele University.
This article will briefly describe eGrade, a web-based system that can
process a wide range of math-based assessment, while supporting content
across all academic disciplines, that has been developed by Professor
John Orr at the University of Nebraska-Lincoln. In particular, the process
of creating questions, maintaining question banks, setting assignments
and maintaining a course will be described.
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January
2003: A tale of one city, and two CAA systems
The nineteenth article in the CAA series is authored by Kevin Judd
and Grant Keady (University of Western Australia) and Greg Gamble (Curtin
University)
In this article, we consider the two CAA systems, AIM and calmaeth.
Both are underpinned by commercial Computer Algebra (CA) packages. Both
have been in use, successfully, for several years.
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December 2002: Should
we reassess the role of Mathematics in Engineering education?
The eighteenth article in the CAA series is authored by Phillip Kent,
School of Mathematics Science and Technology, Institute of Education,
London
This article is a departure from the usual for this column because it
is not focused on CAA. Instead, I want to discuss some issues concerning
engineering mathematics at university level, and perhaps suggest how CAA
(computer-aided assessment) issues are relevant. This is offered as an
opinion piece, and I hope to be provocative!
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November 2002: Calmaeth,
automated diagnostics in Calculus, Statistics and Linear
Algebra - some comments by an outsider
The seventeenth article in the CAA series is authored by Dr Nathan Scott,
The University of Western Australia - Reporting on the work of Dr Kevin
Judd, also of UWA
In 1995 Prof. Brian Stone of UWA and I had a simple network-based tutorial
system set up for Engineering Dynamics. The facility used by the students
was a laboratory of 128 Macintosh LC computers which was jointly owned
with the Mathematics Department. As a result the Mathematics Department
saw what we were doing and thought perhaps it might work for first-year
Calculus. Kevin was asked to generate some problem sets for Calculus.
Being a true mathematician Kevin was not satisfied with the crude approach
used in our problem sets, and instead he began to think more generally
about how to offer a student diagnostic feedback for errors.
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October 2002: Using
a VLE for teaching Foundation Level Mathematics and Statistics
The sixteenth article in the CAA series is authored by Bill Foster from
University of Newcastle.
This short article describes a project, the aim of which was to use a
Virtual Learning Environment (VLE) in conjunction with CAA in a Level
0 mathematics (mainly calculus) and basic statistics module for Computer
Science and Physics students. This was a second semester module following
on from a first semester module. The first semester module used continuous
assessment via regular assignments based on selected questions on exercise
sheets to be handed in, marked and returned. A similar assessment profile
was planned for the second semester, except that CAA would be used for
the continuous assessment.
There were 70 students in this class with varied very pre-university
mathematics backgrounds (as usual). The School of Mathematics and Statistics,
at the University of Newcastle, promoted the project and I applied and
obtained funding from LTSU (Learning and Teaching Support Unit) Newcastle
for the project to run from October 1 2001 until June 14 2002.
As well as describing this project and its outcomes, I have detailed
some of the difficulties, misunderstandings and frustrations encountered.
Also I have included brief details of two further projects in this area
which are now under way offering great promise for the future.
Perhaps the main lesson is that if VLEs are introduced into an Institution,
then there must be a solid and well thought out infra-structure of support,
both technical and pedagogic within the Institution. Otherwise, their
use and development, especially in MSOR, is doubtful. Your help in this
is sought at the end of this article so please read
on.
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September 2002: Assessment
with Mathwise – Lessons, Limitations and Learning Curves
The fifteenth article in the CAA series is authored by Neil Pitcher from
University of Paisley.
The Mathwise project [1-3] began in the early nineties as a major collaborative
undertaking, involving many UK Mathematics departments. In the early days
the main focus was on the development of learning materials, in topic-based
modules. Assessment sections were added "in earnest" to Mathwise
modules mainly by the SUMSMAN project [4]. Although the uptake of Mathwise
was quite widespread through the mid to late nineties, this subsequently
tended to fall away, particularly with the advent of the Internet. Mathwise
is a CD product, so that accessibility can be a problem for students,
compared to Internet tools. However, the general approach adopted by Mathwise
is robust and is capable of advancing with developing technology.
This article sets out to reflect on experiences with
Mathwise during the ten years or so of the project, discussing lessons
learned, the limitations of software and the likely shape of future developments.
It is vitally important that the Mathematics community should not forget
the Mathwise experience, but rather carry forward the lessons learnt,
to inform the future development of mathematical Computer-Based Learning
and Assessment, which will inevitably be Web-based.
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August 2002: A do-it-yourself
approach to Computer-Aided Assessment
The fourteenth article in the CAA series is authored by David Cooper from
Sheffield Hallam University.
This article describes an example of what can be achieved by a very simple
approach to Computer-Aided Assessment in a first-year mathematics module.
The reasons for this approach are discussed, together with the extent
to which it succeeded, the problems which arose, and the students' reaction
to it.
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July 2002: Computer-Aided
Assessment in Statistics at Heriot-Watt University
The thirteenth article in the CAA series is authored by Athol Korabinski
from Heriot-Watt University.
A version of this article was first published in the May issue of MSOR
Connections and describes the practice of delivering tests over the web
for a range of Service Statistics courses at Heriot-Watt University in
Edinburgh. Mention is also made of the on-line learning materials for
Statistics being created as part of the SCHOLAR Project [1]. SCHOLAR is
delivering on-line resources to over 90% of Scottish secondary schools
next year.
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June 2002: Reflections
on the evolution of a computer aided assessment strategy for statistics
service teaching
The twelth article in the CAA series is authored by S E Tyrrell from Coventry
University
This article describes the use of CAA in a
statistics service course, and its gradual evolution over 4 years, from
a basic but surprisingly encouraging start, to a more sophisticated system
which now faces the imminent challenge of accessibility issues.
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May
2002: New opportunities for encouraging higher level mathematical
learning by creative use of emerging computer aided assessment
The eleventh article in the CAA series is authored by Chris Sangwin from
The University of Birmingham
This article defines ``higher level mathematical skills" and details
an important class: that of creating instances of mathematical objects satisfying
certain properties. Comment is made on the frequency of higher level tasks
in undergraduate work. We explain how such questions may be assessed in
practice without the imposition on staff of an onerous marking load. Included
are working examples which have been implemented on a free computer aided
assessment system with some source code. Lastly we report an investigation
of students' reactions to these questions and discuss their design and impact.
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Apr
2002: The CUE Assessment System
The tenth article in the CAA series is authored by Jane Paterson from Heriot
Watt University
The Scottish Centre for Research into On-Line Learning and Assessment is
funded for 3 years through a research and development grant from the Scottish
Higher Education Funding Council. Its aim is to develop an infrastructure
for interdisciplinary research throughout Higher Education institutions
in Scotland. There are three main strands to the Centre’s activities:
1. ICT Policy led by the University of Edinburgh; 2. Networked Learning
led by the University of Glasgow; 3. On-Line Assessment led by Heriot-Watt
University
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Feb 2002: ICT in Assessment and Learning: The Evolving Role of an
External Examinations Board
The eighth article in the CAA series is authored by Robert Harding - Director of
Interactive Technologies in Assessment and Learning (ITAL Unit) and Nicholas Raikes -
Research Officer
In the world of ICT-led innovation, new styles of learning have an exciting image but
assessment usually fails to raise much enthusiasm. And yet it is a vital component of
education as a whole. In a paper given at a special QCA conference a year ago [1, Craven
and Harding 2001], the interaction between assessment and learning was likened to a
three-legged race, in which neither partner can make much progress without the
other’s contribution. We therefore welcome the focus on assessment in this second
SCROLLA symposium as recognition of this fact. A recent OECD report [2, OECD 2001] pays
special attention to the interaction between assessment requirements and the undeveloped
potential of ICT in learning.
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Jan 2002: Answer Files --- What more do they reveal?
The seventh article in the CAA series is authored by Martin Greenhow of Brunel University
Over the past 5 years, my final year project students and I have written an extensive
suite of objective tests called Mathletics. Mathletics now comprises some 4500 questions
spanning 175 different skills areas within the GCSE to level 1 university level. The
thinking behind the question libraries has been described in Greenhow (2000) whilst Kyle
(1999) provides a review of an earlier version of Mathletics. Increasingly, Mathletics has
become a workhorse of our teaching at Brunel; last year some 600 foundations, mathematics,
engineering and biological sciences students took over 23,000 diagnostic and continual
assessment tests, whilst so far this year the usage has been even higher. This paper looks
at two student groups and asks what can we learn from this experience, and particularly,
what can we learn from the answer files?
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Dec 2001: Assessment Driven Learning
The sixth article in the CAA series is authored by Jean Cook, Jill Hornby and Len Scott of
Glasgow Caledonian University
The problems that first year students and their tutors face are well documented. The
student group is non-homogeneous, and most students are essentially part-time. Tutors are
caught in the trap of trying to maintain standards and at the same time, improve
progression rates, against a background of poor student attendance and performance. There
is evidence to suggest that if students receive continuous sympathetic feedback their
performance and satisfaction increases. It is also a fact that attendance at computer labs
has been substantially higher than at lectures and paper tutorials. This paper describes
the operation and initial results in a pilot study to investigate whether it was possible
to capitalise on these two points in order to improve progression rates.
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