Jordan, Sally; Jordan, Helen and Jordan, Richard
PDF (Version of Record)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|Google Scholar:||Look up in Google Scholar|
Different variants of interactive computer-marked questions are used to reduce opportunities for plagiarism, and tools have been developed to indicate when variants are of significantly different difficulty. The paper includes an example of the tools in use and identifies factors that have been found to lead to variants of different difficulty. An investigation into the impact on students’ overall scores is then described, with the conclusion that, for most modules, the effect is very small (typically ±0.5%). Factors leading to a larger effect include: a larger number of individual questions with significantly different variant difficulty; a smaller number of interactive computer-marked questions; and a higher weighting of the e-assessment component. Monitoring the behaviour of variants can lead to improvements in the quality of individual questions, better assessment design and enhanced insight into students’ misunderstandings.
|Item Type:||Conference Item|
|Copyright Holders:||2011 Sally Jordan, Helen Jordan and Richard Jordan|
|Academic Unit/Department:||Science > Physical Sciences
|Interdisciplinary Research Centre:||eSTEeM|
|Depositing User:||Sally Jordan|
|Date Deposited:||18 Jul 2011 08:23|
|Last Modified:||23 Feb 2016 20:13|
|Share this page:|
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.