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Computer aided assessment of mathematics /
Computer aided assessment is rapidly becoming widely used in mathematics education from open access learning materials to interactive materials and online assessments. This book provides a survey of the field, theoretical background and practical examples. It is aimed at any teachers interested in u...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Oxford :
Oxford University Press,
2013.
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| Edición: | 1st ed. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Contents; List of Figures; 1 Introduction; 1.1 Multiple-choice questions; 1.2 Assessment criteria; 1.3 Chapters; 1.4 Acknowledgements; 2 An assessment vignette; 2.1 The student's perspective; 2.2 Assessing answers to simple questions; 2.3 Further integrals; 2.4 Discussion; 3 Learning and assessing mathematics; 3.1 The nature of mathematics; 3.2 Terms used in assessment; 3.3 Purposes of assessment; 3.4 Learning; 3.5 Principles and tensions of assessment design; 3.6 Learning cycles and feedback; 3.7 Conclusion; 4 Mathematical question spaces; 4.1 Why randomly generate questions?
- 4.2 Randomly generating an individual question4.3 Linking mathematical questions; 4.4 Building up conceptions; 4.5 Types of mathematics question; 4.6 Embedding CAA into general teaching; 4.7 Conclusion; 5 Notation and syntax; 5.1 An episode in the history of mathematical notation; 5.2 The importance of notational conventions; 5.3 Ambiguities and inconsistencies in notation; 5.4 Notation and machines: syntax; 5.5 Other issues; 5.6 The use of the AiM system by students; 5.7 Proof and arguments; 5.8 Equation editors; 5.9 Dynamic interactions; 5.10 Conclusion; 6 Computer algebra systems for CAA
- 6.1 The prototype test: equivalence6.2 A comparison of mainstream CAS; 6.3 The representation of expressions by CAS; 6.4 Existence of mathematical objects; 6.5 'Simplify' is an ambiguous instruction; 6.6 Equality, equivalence, and sameness; 6.7 Forms of elementary mathematical expression; 6.8 Equations, inequalities, and systems of equations; 6.9 Other mathematical properties we might seek to establish; 6.10 Buggy rules; 6.11 Generating outcomes useful for CAA; 6.12 Side conditions and logic; 6.13 Conclusion; 7 The STACK CAA system; 7.1 Background: the AiM CAA system
- 7.2 Design goals for STACK7.3 STACK questions; 7.4 The design of STACK's multi-part tasks; 7.5 Interaction elements; 7.6 Assessment; 7.7 Quality control and exchange of questions; 7.8 Extensions and development of the STACK system by Aalto; 7.9 Usage by Aalto; 7.10 Student focus group; 7.11 Conclusion; 8 Software case studies; 8.1 Some early history; 8.2 CALM; 8.3 Pass-IT; 8.4 OpenMark; 8.5 DIAGNOSYS; 8.6 Cognitive tutors; 8.7 Khan Academy; 8.8 Mathwise; 8.9 WeBWorK; 8.10 MathXpert; 8.11 Algebra tutors: Aplusix and T-algebra; 8.12 Conclusion; 9 The future
- 9.1 Encoding a complete mathematical argument9.2 Assessment of proof; 9.3 Semi-automatic marking; 9.4 Standards and interoperability; 9.5 Conclusion; Bibliography; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W