TA webinar 1 apr 2020 slides-branded - Transforming …transformingassessment.com/sites/default/files/...Motivation Tasks and Sample Solutions Procedure Evaluation and Discussion 1

1 Apr 2020: 07:00AM UTC/GMT Personalised Tasks and Anonymous Peer Grading Mathias Magdowski Otto von Guericke University Magdeburg, Germany

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WebinarHostsProfessorGeoffCrisp,DeputyVice-Chancellor&Vice-PresidentAcademicUniversityofCanberrag.crisp[at]canberra.edu.auDrMathewHillier,MacquarieUniversitymathew.hillier[at]gmail.com

Transforming Assessment Webinar:Personalised Tasks and

Anonymous Peer Grading

Mathias MagdowskiChair for Electromagnetic Compatibility

Institute for Medical EngineeringOtto von Guericke University, Magdeburg, Germany

01. April 2020

License: cba CC BY-SA 3.0 (Attribution, ShareAlike)

Motivation Tasks and Sample Solutions Procedure Evaluation and Discussion

Overview

Why all this?

What does a typical task look like?Topic „Charge and current“Topic „Phasor Diagram“

Procedure

What has come of it?

Personalised Tasks and Peer Grading 2

Why all this?


Survey

What is your background?

1. General education (school/high school)2. Social sciences (university/college)3. Economics (university/college)4. Natural sciences/technology (university/college)5. Electrical engineering



Traditional Performance Assessments

Source: https://pixabay.com/de/photos/taschenrechner-notizblock-1687962/



Demands in the Working World

Source: https://pixabay.com/de/arbeitsplatz-team-gesch%C3%A4ftstreffen-1245776/



Classical E-Learning Tasks



Free Handwritten Solution



Free Handwritten Solution


What does a typical task look like?


1. Task (same for all)

The displayed time curve shows the current i as a function oftime t. The charge Q(t) is searched for the four sections

1. 0 s t 1 s,2. 1 s < t 2 s,3. 2 s < t 3 s and4. 3 s < t 4 s.

The initial charge is Q(t = 0) = 0.

Calculate the charge Q(t) for each section as a formula byintegrating the current over time and draw the correspondingtime curve.



Diagram (for Matriculation Number 123 456)

1 2 3 4

≠4

≠3

≠2

≠1

1

2

3

4

t in s

i(t) in A




1 2 3 4

≠4

≠3

≠2

≠1

1

2

3

4

t in s

i(t) in A




1 2 3 4

≠4

≠3

≠2

≠1

1

2

3

4

t in s

i(t) in A




1 2 3 4

≠4

≠3

≠2

≠1

1

2

3

4

t in s

i(t) in A



1. Sample Solution (for Matriculation Number 123 456)

Sectionwise calculation:0 t 1 s: Current in the 1. section (1 point):

i(t) = 1As· t

Charge in the 1. section (1 point):

Q(t) =tZ

0

1As

t0 dt0 + 0 = 1As·

t02

2

�t

0= 0.5

As

t2

Charge at the end of the 1. section (1 point):

Q(1 s) = 0.5 A s





i(t) = �2As· t


Q(t) =tZ

0

�2As

t0 dt0 + 0 = �2As·

t02

2

�t

0= �1

As

t2


Q(1 s) = �1 A s





i(t) = 4As· t


Q(t) =tZ

0

4As

t0 dt0 + 0 = 4As·

t02

2

�t

0= 2

As

t2


Q(1 s) = 2 A s





i(t) = 1As· t


Q(t) =tZ

0

1As

t0 dt0 + 0 = 1As·

t02

2

�t

0= 0.5

As

t2


Q(1 s) = 0.5 A s




Graphical representation:

0 0,5 1 1,5 2 2,5 3 3,5 4

0

2

4

6

Time, t in s

Cha

rge,

Q(t)

inA

s





0 0,5 1 1,5 2 2,5 3 3,5 4

�1

�0,8

�0,6

�0,4

�0,2

0

Time, t in s

Cha

rge,

Q(t)

inA

s





0 0,5 1 1,5 2 2,5 3 3,5 4

0

1

2

3

Time, t in s

Cha

rge,

Q(t)

inA

s





0 0,5 1 1,5 2 2,5 3 3,5 4�2

0

2

4

Time, t in s

Cha

rge,

Q(t)

inA

s



Survey

Can you think of personalised/randomize tasks that canalso be used for your department?

1. yes, immediately, many2. yes, some3. yes, but only after some thought4. no, not likely5. nohow, no way



7. Task (same for all)

Starting from the given current i1 or the given voltage u1, pleasedevelop the phasor diagram of all currents and voltages of theshown circuit in the complex number plane step by step.

I Since not only the final result itself (the finished phasordiagram) but also its creation (the actual drawing process)should be documented and evaluated, create a video ofthe drawing of the phasor diagram, either asI screencast when drawing on a laptop or tablet, orI filmed hand, pen and paper using a smartphone or tablet.

I A simple tripod is ideal for this.I Pay attention to the correct orientation of the camera!I Ensure good brightness, contrast and image sharpness!



Notes on the Task

I There should be no sound in the video.I To keep the file size of the video small, SD quality (e. g.

with a resolution of 720 ⇥ 480 pixels) is sufficient.I The video should not be longer than 10 min and must not

be larger than 500 MB.I For the identification of the different phasors different

colours are available.I For drawing to scale, the use of squared paper or graph

paper and a protractor and ruler is recommended.I The addition of phasors can be done purely graphically

and should be comprehensible in the phasor diagram.



Improvised Tripod for Filming the Handwriting

Figure: Plastic box, spatula, book and household rubberBy Mathias Magdowski, CC BY-SA 4.0, https://mathiasmagdowski.wordpress.com/2019/04/28/

improvisiertes-stativ-zum-abfilmen-einer-schreibenden-hand/



Example Video

https://twitter.com/LehrstuhlEMV/status/

1122583408360730632



Circuit Schematic (for Matriculation Number 123 456)

C1u1(t)i1(t)

C2u2(t)

L1u3(t)

C3u4(t)

i4(t)

L2u5(t)i5(t)

uq(t)

iq(t)




R1u1(t)

i1(t)

C1u2(t)

L1u3(t)

i3(t)

R2

i4(t)

C2u5(t)i5(t)

uq(t)

iq(t)




R1u1(t)i1(t)

R2u2(t)

L1u3(t)

i3(t)

C1u4(t)i4(t)

R3u5(t)

uq(t)

iq(t)




C1u1(t)i1(t)

C2u2(t)

R1u3(t)

L1u4(t)

i4(t)

C3u5(t)i5(t)

uq(t)

iq(t)




Ÿ{u}

,ŸÓ

i Ô

⁄ {u} , ⁄Ó

iÔ

i1u1

u2

u3

u4

i4i5

u5uq




Ÿ{u}

,ŸÓ

i Ô

⁄ {u} , ⁄Ó

iÔ

i1u1u2u3 i3

i4i5 u5uq




Ÿ{u}

,ŸÓ

i Ô

⁄ {u} , ⁄Ó

iÔ

u1i1

u2u3

i3i4u4

u5uq




Ÿ{u}

,ŸÓ

i Ô

⁄ {u} , ⁄Ó

iÔ

u1

i1

u2

u3u4

i4i5

u5

uq


Procedure


Creation and Sending of the Tasks

Registration

MAT-LAB

LaTeXMatriculationNo.

PDF

Task

Sample SolutionFolder



Submission and Distribution of the Solutions

ZIP FileMAT-LAB

FolderSample Solution

Form



Mutual Correction and Completion

2 ReviewsSample Sol.

Folder

ZIP File

Score List

MAT-LAB

Sample Solution


What has come of it?


Evaluation of a Typical Cycle

Bare numbers:I Tasks sent to about 200 studentsI Solutions submitted by about 150 studentsI Review carried out by about 140 students

Advantage:I excellent activationI good exam preparation without „teaching to the test“



Evaluation of a Typical Cycle

Bare numbers:I Tasks sent to about 200 studentsI Solutions submitted by about 150 studentsI Review carried out by about 140 students

Advantage:I excellent activationI good exam preparation without „teaching to the test“



Typical Distribution of the Points

0–2 2–4 4–6 6–8 8–10 10–12 12–14 14–160

20

40

60

Number of points (maximum 16)

Abs

olut

efre

quen

cy



Typical Distribution of the Point Deviation

0–1 1–2 2–3 3–4 4–50

20

40

60

Absolute deviation between reviewer 1 and 2

Abs

olut

efre

quen

cy



When is it submitted?

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 230

50

100

150

200

Time of day in h

Abs

olut

efre

quen

cy(2

377

into

tal)



Survey

What questions come to your mind regarding theevaluation?I . . .



Fun Facts



Fun Facts



Fun Facts



Student uploads File Link



Poor Image Quality of Submissions/Corrections



Credibility of the Corrections



Potential for Improvement



Potential for Improvement



Survey

Do you use a learning management system and if so,which one?

1. Moodle2. Blackboard3. something else4. none



Round Table Discussion on Evaluation and FurtherDevelopment

1. Do the personalised additional tasks make you feel wellprepared for the performance assessments and the exam?

2. How do you classify the degree of difficulty of the tasks(also in comparison to the examples in the lecture, theother exercises and the tasks in the performance review orexamination)?

3. How do you assess the clarity and comprehensibility of thetasks/sample solutions?

4. How do you estimate the workload (also in comparison toother courses)?



Round Table Discussion on Evaluation and FurtherDevelopment

5. How do you assess the fairness of the mutual evaluation?6. Do you find the assistance (detail and precision of the

sample solution, listing of typical errors) in the mutualevaluation sufficient?

7. Do you feel well enough informed about the procedure(processing time, submission modalities, deadlines, etc.)?

8. How do you evaluate the technical handling (sending thetasks by e-mail, submission via the learning managementsystem Moodle)?



Thank you very much for your attention!

Are there any questions?


Webinar Series

Webinar Session feedback With thanks from your hosts Professor Geoff Crisp, Deputy Vice-Chancellor & Vice-President Academic University of Canberra g.crisp[at]canberra.edu.au Dr Mathew Hillier, Macquarie University mathew.hillier[at]gmail.com Recording available http://transformingassessment.com

e-Assessment SIG

Documents

TA webinar 1 apr 2020 slides-branded - Transforming …transformingassessment.com/sites/default/files/...Motivation Tasks and Sample Solutions Procedure Evaluation and Discussion 1