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LON-CAPA CONFERENCE May 22-24, 2008 Simon Fraser University Burnaby Mountain Campus. LON-CAPA Beyond Homework. Ray Batchelor and Uwe Kreis. - PowerPoint PPT Presentation
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LON-CAPA CONFERENCE May 22-24, 2008
Simon Fraser UniversityBurnaby Mountain Campus
Ray BatchelorRay Batchelor
andand
Uwe KreisUwe Kreis
LON-CAPA Beyond Homework
In Chemistry at Simon Fraser University the main use of LON-CAPA is in the high enrollment courses with a numeric bias.Weekly personalized lecture or pre-lab assignments with multiple
tries, and both feedback and open discussion are the norm. Multiple choice bubble sheet exams are also in general use in the
first year courses.The main motivation is to reduce marker workload.
Another area in which enrollments seem high enough to warrant
automated grading are in the first organic chem courses.
We have not yet seen a demand for online organic chem lecture assignments. However, we have been running simple organic chem
prelabs for several years. In the last year we have been experimenting with semi-automated Lab Reports or Dry-labs in
organic chem.
Only a few essay-type responses need to be manually graded.
An Organic Chem Lab ReportPublished
Conditioned Sequence
Student chooses own starting material.
Next 5 problems depend upon this choice.
blockcond
Parts shown “1-at-a-time”. Default feedback suppressed in some, augmented in others.
customresponse, organicresponse, chemresponse, essayresponse,
imageresponse, etc…
Blocked until “maxtries” is reached for last part of
preceding problem. Effectively hides the rest of
the sequence.
Complementary condition on alternate pathways to
sequence “Finish” needed to maintain continuity with
rest of Main sequence.For problems preceding a
blocking condition, problem parts are shown one-at-a-time, so that the block is
only removed once all parts become closed to further
submission.
Simple Linear Sequence with
blocking conditions at key points.
Effectively produces unidirectional, single
continuous pathway at any given moment.
Grading for second part depends upon response to first part. Result can be 2,1, or 0 points interdependently upon both the individual
limits and on the range.
1st Part: 1 point if (162 °C ≤ “upper” ≤ 169 °C)
2nd Part: 1 point if (0 °C ≤ “upper”-”lower” ≤ 5 °C) AND (155 °C ≤ “upper” ≤ 169 °C)
e.g. p-bromoacetanilide
Lit. mp 167-169 °C
62% of students score 2/2
33% score 1/2
5% score 0/2
Default system feedback is suppressed. However, submitted JME drawing is redisplayed and an optional second try allowed.
Used in a two-part question where the second part is an essayresponse explanation of why anisole is an ortho/para director. The submitted drawing is redisplayed, maxtries=3, and the correct/incorrect status is shown to allow a
fair chance to get the essay points.
Mis-calibration of pointer, on rare occasions, is an
issue with specific
computers.
0-point question with unlimited
tries, allows no-cost chance to see how “click-on-the-image”
works.
No more excuses.
Next 3 “click-on-the-image” parts chosen from bands associated with :
N-H stretch; aromatic C-H stretch; –N-H deformation; aromatic C=C stretch; C-N stretch; aromatic ring out-of-plane bending.
Final Mark Distribution Electrophilic Aromatic Substitution Experiment
Lab Report (Spring 2007)
Average=23.8
StDev=4.2
“From the students we hear very little; usually only if they
messed up. So that is good news as far as
I'm concerned. It means that the
questions are well coded, are clear and make sense to them. For us, it's a really big time saver… it saves
time on marking reports. Even the
essay questions are easier and faster to mark in the Loncapa system. That frees up time for the TAs to do
more cheating checks.”
--U.K