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Reflections on using Maple T.A. for summative assessment
Dan Brawn & Chris Saker Outline Mathematical Sciences at Essex - - PowerPoint PPT Presentation
Dan Brawn & Chris Saker Outline Mathematical Sciences at Essex - - PowerPoint PPT Presentation
Reflections on using Maple T.A. for summative assessment Dan Brawn & Chris Saker Outline Mathematical Sciences at Essex How and why MapleTA Real world experiences and reflections Questions Some History Mathematical
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Some History…
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Mathematical Sciences at Essex
▪ Why MapleTA
▪ It allowed us to start working in an environment we were already familiar with; ▪ It allows for an effectively limitless number of questions for students to attempt; ▪ Students received instant feedback and staff could see a detailed breakdown of each student’s work.
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How we use MapleTA
▪ Summative and formative homework assignments on several first and third year modules; ▪ MapleTA allows students multiple attempts at homework assignments; ▪ What about when there are problems? ▪ The impact on marking.
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Real world experiences and reflections
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Getting Going with Maple TA
▪ Learning curve for Maple TA development ▪ Maintenance of Algorithms over time and Maple TA upgrades. ▪ Advantages and limitations in the admin facilities of Maple TA.
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An ODE question: student view
Algebraic answer required
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Student’s work graded
Missing “2” in student’s answer
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Feedback to the Student
Tailored feedback
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Feedback to the Student
Teaching tool
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Feedback to the Student
Feedback Done !
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An ODE Question: Devs View
m1,m2,m3 random variables
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An ODE Question: Devs View
Algebraic Equivalence?
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“simplify”
The Maple command “simplify” is required to check for algebraic equivalence:
evalb(simplify(($ANSWER)- ($RESPONSE)=0) ;
The “simplify” command in Maple is
- sophisticated. Alternative software might
need this level of sophistication ???
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Students acclimatising to MTA
“…there was a problem with the syntax of your Maple TA homework
- - you must write the word "Matrix"
every time to input a matrix, e.g., Matrix([[1,0],[0,1]]) for the 2x2 identity” … from a lecturer’s email to a Linear Algebra student .
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What next?
- Implementation in Stats modules and more widely
- Encouraging lecturers to engage
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