Self-Scheduled Improvable Computer Exams in the Mathematical Sciences
Christian Gromoll, Mathematics
Mike Hill, Mathematics
2008 TTI Fellows
We propose to conduct a pilot program to evaluate a new method for assessing students in mathematical sciences courses. This method employs recent versions of web-based software designed to deliver and grade flexible, randomized mathematical assignments. Although this family of software packages was originally developed for delivering online homework and quizzes only, the latest generations are sufficiently feature-rich and stable to be deployed for exams as well. We propose a comprehensive assessment approach, incorporating homework, quizzes and exams, and including provisions for the proctoring of exams and the use of partial credit in computerized exams.
A key innovative feature of our approach is the use of self-scheduled, improveable exams. In a self-scheduled exam, the student determines when to take it, subject only to broad deadlines such as the end of the term or other “take-by date.” An improveable exam is one that can be taken repeatedly (say, until term’s end) in order to improve performance and achieve a higher score (which replaces lower scores). Exams with these features that do not compromise fairness are now possible through the use of computerized, randomized testing.
We believe that self-scheduled, improveable exams will solve a number of pedagogical problems associated with traditional assesment methods. They can adapt to a wide variety of learning styles; they eliminate excuses and discourage giving up; they eliminate anxiety associated with high-stakes tests; they give maximimum flexibility to students; they encourage students to revisit their work and learn from their mistakes; they solve problems of limited resources for grading. Most importantly, self-scheduled, improveable exams integrate assessment with education. Rather than interfering with students’ learning experience, these new assessment tools will become a core learning experience for the course. In the following pages, we discuss our proposed method in more detail, present our specific TTI proposal for an evaluative pilot program to be conducted during academic year 2008-2009, and discuss related issues of timing, logistics, and dissemination.