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	<title>Comments on: Overall impact of different variants of questions</title>
	<atom:link href="http://www.open.ac.uk/blogs/SallyJordan/?feed=rss2&#038;p=122" rel="self" type="application/rss+xml" />
	<link>http://www.open.ac.uk/blogs/SallyJordan/?p=122</link>
	<description>Sally Jordan&#039;s blog about assessment, e-assessment and learning</description>
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		<title>By: Sander Schenk</title>
		<link>http://www.open.ac.uk/blogs/SallyJordan/?p=122&#038;cpage=1#comment-112</link>
		<dc:creator>Sander Schenk</dc:creator>
		<pubDate>Thu, 21 Apr 2011 20:00:31 +0000</pubDate>
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		<description>Hi Sally,

Only now found this older post. We use variants of questions in our numerical question types too. As Questionmark Perception cannot create dynamic variants on the spot (as for instance Maple TA does), we create all variant questions in Excel and then import them into QMP. Using Excel brings the advantage of being able to fine tune what variables will be used and how. So no &#039;ugly&#039; questions.

It would be interesting for us to use the same approach to try to measure the difficulty of each variant.</description>
		<content:encoded><![CDATA[<p>Hi Sally,</p>
<p>Only now found this older post. We use variants of questions in our numerical question types too. As Questionmark Perception cannot create dynamic variants on the spot (as for instance Maple TA does), we create all variant questions in Excel and then import them into QMP. Using Excel brings the advantage of being able to fine tune what variables will be used and how. So no &#8216;ugly&#8217; questions.</p>
<p>It would be interesting for us to use the same approach to try to measure the difficulty of each variant.</p>
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		<title>By: e-assessment (f)or learning &#187; Blog Archive &#187; iCMA statistics</title>
		<link>http://www.open.ac.uk/blogs/SallyJordan/?p=122&#038;cpage=1#comment-102</link>
		<dc:creator>e-assessment (f)or learning &#187; Blog Archive &#187; iCMA statistics</dc:creator>
		<pubDate>Tue, 19 Apr 2011 10:14:55 +0000</pubDate>
		<guid isPermaLink="false">http://www.open.ac.uk/blogs/SallyJordan/?p=122#comment-102</guid>
		<description>[...] of equivalent difficulty has already been described. More recently, we have also investigated the overall impact on students&#8217; scores of receiving different [...]</description>
		<content:encoded><![CDATA[<p>[...] of equivalent difficulty has already been described. More recently, we have also investigated the overall impact on students&#8217; scores of receiving different [...]</p>
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