Investigating the use of short answer free-text questions in online interactive assessment Sally Jordan 17th January 2008 Centre for Open Learning of Mathematics, Science Computing and Technology (COLMSCT) My plan • • • • • • History – how and why did I get involved What we are trying to achieve Our questions Evaluation How we write the questions – have a go! Discussion The S151 : Maths for Science experience • This course does not have TMAs; • But we wanted to be able to provide students with targeted and relatively detailed feedback on their answers; • And we wanted to be able to provide this feedback rapidly; • We wanted more than multiple choice questions; • And this was for summative assessment. Since S151… • The eAssessment system has become OpenMark, being used on several courses in the Science Faculty and elsewhere in the University, for diagnostic, formative and summative purposes; • OpenMark has been incorporated within Moodle at both the assessment and the question level; • Around 10 COLMSCT projects are investigating ways in which the use of this type of assessment can be extended; • My project is a joint one with Barbara Brockbank, supported by Phil Butcher and Tom Mitchell (Intelligent Assessment Technoloies Ltd.) S104 : Exploring science • A new course from February 2008; • Students will spend 9 months studying the course, and we want to keep them up to date and engaged with it; • So we are using regular iCMAs (interactive computer marked assignments) with feedback (alongside conventional tutor marked assignments); • The iCMAs will be summative (but low stakes), so that students do them, but their primary function is to provide pacing and feedback. Questions for S104 : Exploring science • We want to be able to ask questions that require slightly longer free text answers; • So we are working with a commercially provided, linguistically based authoring tool to write questions that require answers of about a sentence in length; • Student responses are being used to refine the questions; • We are providing targeted feedback on incorrect and incomplete answers. Evaluation 1: IET research lab observations • Six S103 students were observed in June 2007; • They reacted to the free-text questions in interesting ways e.g. because they thought we were just looking for keywords, some tried to ‘help’ the computer by giving answers in note form; one of the students appeared to ‘brain dump’; • Use made of the feedback provided was also variable; one student said he found it useful but clearly didn’t use it; others read the feedback carefully, checked things in their course book, and altered their response successfully. Evaluation 2: Human-computer marking comparison • Computer marking (with and without ‘flagging’) compared with that of 6 ALs and the question author; • For most questions the computer’s marking is indistinguishable from that of the ALs; • Perhaps not surprisingly, the computer’s marking is closer to that of the question author than that of some of the ALs; • The computer is not always ‘right’, but neither are the ALs; • The computer seems to behave better when credit is not given for flagged answers. Writing questions and answer matching • Have a go.. • We’ve written the question for you…. In the photograph on the right, who is the taller? Interesting issues • Answers that are difficult to parse include those that are very long and those in note form • Questions have to be quite tightly constrained e.g. ‘You are handed a rock specimen that consists of interlocking crystals. How would you decide, from its appearance, whether it is an igneous or a metamorphic rock?’ has become ‘You are handed a rock specimen that consists of interlocking crystals. How could you be sure, from its appearance, that this was a metamorphic rock?’ More interesting issues • Writing questions and improving the answer matching is interesting, but time consuming; • I found it relatively easy to get used to writing appropriate questions and using the authoring tool, but I am used to writing assessment questions and am quite logical (I’m a physicist!); • But one of our tasks is to investigate whether these sorts of questions could be written and used more widely across the University, and to compare with other systems; • And who should be writing the questions? Short answer questions https://students.open.ac.uk/openmark/s103-07j.blocks123world/ https://students.open.ac.uk/openmark/s103-07j.block4world/ https://students.open.ac.uk/openmark/s103-07j.block5world https://students.open.ac.uk/openmark/s103-07b.block7v1aworld/ https://students.open.ac.uk/openmark/s103-07b.block8world/ https://students.open.ac.uk/openmark/s103-07b.block9world/ https://students.open.ac.uk/openmark/s103-07b.block10world/ https://students.open.ac.uk/openmark/s103-07b.block11world/ Workshop questions (developmental server) http://kestrel.open.ac.uk/om-tn/iat.demo/ OpenMark examples site http://www.open.ac.uk/openmarkexamples/index.shtml Centre for Open Learning of Mathematics, Science Computing and Technology (COLMSCT) The Open University Walton Hall Milton Keynes MK7 6AA http://cetl.open.ac.uk/colmsct s.e.jordan@open.ac.uk