• Dave Evans from Christleton High School is an excellent author you are going to be hearing a lot more of. The other day, he wrote in and asked:

    Why is the score for a checkbox question a fraction of the number of possible responses rather than a fraction of the number of correct responses?

    I’m pretty sure only about 1% of Yacapaquistas has noticed this, so if you have too, give yourself a pat on the back. Here’s why:

    Reason #1

    Suppose we only did count the number of correct ticks, and ignored items that were supposed to be left un-ticked? Your students would quickly (very quickly!) learn that they could pass these questions by ticking all the boxes. Students are so much more motivated to get good grades than they are to actually test their own knowledge, that checkbox questions would become worthless.

    Reason #2

    Logically, a Checkbox question is really a list of yes/no questions. You can see this more clearly with the following example.

    Which colours does the Union Jack contain?

    • [ ] Red
    • [ ] Green
    • [ ] White
    • [ ] Blue

    Can be re-written as:

    • Does the Union Jack contain red? Yes/No
    • Does the Union Jack contain green? Yes/No
    • Does the Union Jack contain white? Yes/No
    • Does the Union Jack contain blue? Yes/No

    You can now see that each statement has a correct answer, either “Yes” or “No”. In a Checkbox question, this is indicated by either checking the box, or leaving it blank. The absence of the check is as significant as its presence.

    So why not separate them into four discrete questions?

    Sometimes, you want to group these yes/no questions just for neatness. Other times, it’s because you are testing knowledge of a combination. For example, would you want to give even a 50% mark to someone who said the Union Jack was red, white and green? Especially as the average mark from simply guessing yes/no questions is 50%?

    There is a further refinement that you don’t notice until you analyse the final marks. The actual recorded score is calculating by halving your point for every incorrect option, thus:

    • All correct: 1 point.
    • One incorrect: half a point.
    • Two incorrect: quarter of a point:
    • etc, until
    • None correct: no points.

    This gives us a nice balance between over-rewarding simple guesswork and a punitive ‘no points unless completely correct’ approach. It also has the advantage that plain guesswork on 4-option checkbox questions (the most commonly-authored) will result in an average of 0.25 points per question. That’s the same average as you get with four-point multiple choice. This makes it much easier to calibrate a quiz comprising a mix of choose-one questions and checkbox questions.

  • One of the things that distinguishes Yacapaca from other eLearning systems is the astonishing amount of high-quality assessment content that is available, completely free, to all users of the system. As of this evening, we have 4,411 courses containing 8,717 automarked quizzes and 4,080 writing tasks.

    But until now, we have hidden all thus under a bushel called “login”. Only members could see it, and there was little incentive to become a member because you didn’t know what was available.

    Finally, that’s changed. The content has moved outside the ‘login wall’, and the login itself has been moved to the top of the page.

    In fact, we have gone one step further. New users can set assignment for their students without creating an account at all. The system will create an access key for the students (so they don’t need logins) and a temporary login for the teacher to pick up the results. This does not give all the privileges of a full account, but it can be upgraded when the teacher gains confidence in the system.

    One limitation we had to introduce was to hide quiz answers. It’s now easy for a student to find a quiz in the content repository, so to prevent cheating we hide the answers in quiz previews. That’s a little frustrating for a teacher discovering the system for the first time, but I really can’t see any way around it.

    So, if you want to show colleagues some particular course or quiz on Yacapaca, you can now simply copy the page url and send it to them. If we have done our job properly, your colleague will immediately see how to use it with their own students. When they see their students’ responses to the system, I think they will become converts.

  • One of the restrictions of delivering content on screen rather than on paper is the size of images you can use. Even the best modern screens have far lower resolution than normal colour printing, and of course a screen may be larger than A4, but it can hardly compete with a poster.

    Or can it? By getting interactive, you can allow the viewer to zoom into a very high level of detail, even in a small space. A new free service, Zoomorama allows you to upload enormous images, and then spits them back as embeddable widgets like the one above.

    The widget is really clever. Not only can you zoom and pan, you can even snap it to full screen and then zoom and pan.

    I ran up a short demo essay task. Just two essays, each related to a large image that I had uploaded to Zoomifier. It was really easy to do, and made an effective, enjoyable, high-order assessment task.

    Zoomifier is easy, great fun, and I think your students will enjoy it too. Give it a whirl!

    Update 14/04/09 I am slightly less impressed now that my image has disappeared, with no word from Zoomifier as to why. To give them the benefit of the doubt, they are a new service and still very much in beta – but I would not like to have a lesson depend on this working.

  • Thanks to Richard Byrne I have added a few new services to the list of permitted embeds for Yacapaca resources:

    • Empressr is a simple slideshow, but with some cool transitions between the slides.
    • PhotoShow is another slideshow service, but it also allows you to add text and sound.
    • SlideSix is the pick of the bunch. Upload your powerpoints and add an audio track direct from the browser. Quite simply, you don’t need to stand in front of a blackboard any more. Record once, and your students can view/listen whenever they want. Add a comprehension quiz and you will be able to track how much they have or have not take in, and plan interventions accordingly.

    Also, in response to a request from Stewart Thorp at King’s High School, you can now embed screencasts made with ScreenToaster.

  • No sooner had I announced the result of the “textbook mode” contest, than Apple brought out their unbearably cool new new iPod Shuffle. So I decided to offer you something to keep Yacapaca authors busy and amused over Easter.

    Entry Rules

    You must create a quiz with:

    1. Minimum 6 questions
    2. Use at least one question for each question type (Choose-one, Checkbox, Cloze, Multiple-chose cloze, Locate, Drag & Drop).
    3. Last date of entry is April 20th. Email Yacapaca support to let us know your quiz is ready.

    Judging rules.

    The judges will be a panel of experienced Yacapaca users and authors. They will judge your quiz on:

    1. Appropriateness of question type to the question.
    2. Overall value as a formative assessment.

    Prize


    This.