Development:Numerical question units and intervals: Difference between revisions
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m=milli= one thousandth''" | m=milli= one thousandth''" | ||
Alternative Units: | Alternative Units: | ||
Multiplier:[ ] Unit: [ | Multiplier:[ ] Unit: [_______] | ||
There should be the same possibility of unit arrays here. | |||
The Multiplier should have an explanation (?) | |||
''If the student answers with this unit, the student answer will be multiplied with this number | |||
before being compared with the expected answer. Example: | |||
Answer [_10__] Unit [cm] | |||
alternative unit | |||
multiplier [_2.54_] unit [", in, in., inch] | |||
(That " could be a tricky unit to handle!) |
Revision as of 10:37, 30 November 2006
This is my proposal for how the numerical question function and interface should be improved.
[_]Allow evaluation of expressions
Checking this would accept 5/2 0.5*5 5^2/2 5^(5-3)/2 25*10^-1 sqrt(25)/2
[_]Allow fraction type 2 1/2 as 2.5
[_] Translate "½" as "+.5" but give warning "Avoid ½ character in numerical expressions! We have translated ½ as +.5 to evaluate your answer."
In the student question interface the answer box should: 1) have a easy way to access with keyboard a) good "tab order": when opening a quiz question page the student will usually want to answer the first question as his/her first option (tab order =10) Assuming there are no other taborders set this would be first. "BASIC" numbering allows later refinements without renumbering. if available "send in question" (tab order =15) answer next question (tab order= 20) if available "send in question" (tab order =25) b) Acesskeys (This is mined territory since there are no real standards (or rather several DIFFERENT standards) It would probably be best to let people chose whether they want this activated) 2) Have a (?) after the answer box linked to a popup explanation saying This is for a numerical answer
Answer 1:[ 2.5 ] Accepted error ± [0.5] Grade: [100%] Feedback:
Answer 2: [ 100.4..100.5) ] Accepted error ± Grade:
Which would be interpreted 110.4 <= right < 100.5 i.e. the round parentheses would mean that boundary not included in intervall or that one could enter evaluation strings like 110.4<=ans<100.5||100.5<ans<=100.6 (I know that this particular thing can be addressed by having 100.5 +/-0 first than 100.5 +/-0.1)
Feedback:
....
Answer 10: Accepted error ± Grade:
Feedback:
[_] differentiated unit feedback, which is all of:
[_] tranlate dimensionless "units": % = *0.01; ppm=*1E-6 ppb. promille [_] feedback for lacking unit [_]Feedback for accepted UNIT but wrong number [_] feedback for "possibly right number" if unit is adjusted [_] feedback for "Unit not recognized, either misspelled, wrong type, or just not expected" (o) missed unit gives standard retry reduction of points (_)no reduction for missed unit (_)this reduction [___]
Unit: [ ] (optional)
Should accept arrays like kg, kilogram, kilograms , kilogramme, {"kilo gram", keelograhm} where the ones enclosed in {} would be given feedback like We have interpretted keelograhm as a misspelling av kg Be aware that small spelling mistakes like M in stead of m can lead to huge errors M=Mega=million m=milli= one thousandth"
Alternative Units: Multiplier:[ ] Unit: [_______]
There should be the same possibility of unit arrays here. The Multiplier should have an explanation (?) If the student answers with this unit, the student answer will be multiplied with this number before being compared with the expected answer. Example: Answer [_10__] Unit [cm] alternative unit multiplier [_2.54_] unit [", in, in., inch] (That " could be a tricky unit to handle!)