Jordan, Sally; Jordan, Helen and Jordan, Richard
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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:||Faculty of Science, Technology, Engineering and Mathematics (STEM) > Physical Sciences
Faculty of Science, Technology, Engineering and Mathematics (STEM)
|Interdisciplinary Research Centre:||eSTEeM|
|Depositing User:||Sally Jordan|
|Date Deposited:||18 Jul 2011 08:23|
|Last Modified:||02 Aug 2016 23:43|
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