{"id":83,"date":"2010-08-26T15:17:07","date_gmt":"2010-08-26T15:17:07","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=83"},"modified":"2010-08-29T16:30:16","modified_gmt":"2010-08-29T16:30:16","slug":"writing-different-variants-of-icma-questions","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=83","title":{"rendered":"Writing different variants of iCMA questions"},"content":{"rendered":"<p>So how can you make different variants of interactive computer-marked assignment questions?<\/p>\n<p>Here are some strategies we&#8217;ve used:<\/p>\n<ul>\n<li>Use different numbers (so &#8216;Evaluate 3 + 7&#8217; becomes&#8217;Evaluate \u00a0&#8216;4 + 5&#8217;);<\/li>\n<li>Use different letters (so &#8216;Rearrange a=bc to make b the subject&#8217; becomes &#8216;Rearrange b=cd to make c the subject&#8217;);<\/li>\n<li>Use different words (so &#8216;Find the area of the floorboard&#8217; becomes &#8216;Find the area of the carpet&#8217; or &#8216;Find the area of the runway&#8217;);<!--more--><\/li>\n<li>For multiple-choice questions, give the options in a random order, or pick a number of correct and incorrect options to display from a larger bank;<\/li>\n<li>Give a different diagram or graph (so students are finding the gradient of a different line);<\/li>\n<li>Ask different questions based on the same diagram (so some students might be asked to label the heart whilst others might be asked to label the lungs);<\/li>\n<li>Substitute a different question (making sure it assesses the same learning outcomes and is of similar difficulty) in the same place in the iCMA.<\/li>\n<\/ul>\n<p>For each of these strategies there are issues in making the different variants as similar as possible. To be discussed in a future posting.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>So how can you make different variants of interactive computer-marked assignment questions? Here are some strategies we&#8217;ve used: Use different numbers (so &#8216;Evaluate 3 + 7&#8217; becomes&#8217;Evaluate \u00a0&#8216;4 + 5&#8217;); Use different letters (so &#8216;Rearrange a=bc to make b the &hellip; <a href=\"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=83\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[30],"tags":[344,17,348],"class_list":["post-83","post","type-post","status-publish","format-standard","hentry","category-variants","tag-e-assessment","tag-icmas","tag-variants"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts\/83","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=83"}],"version-history":[{"count":4,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts\/83\/revisions"}],"predecessor-version":[{"id":119,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=\/wp\/v2\/posts\/83\/revisions\/119"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=83"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=83"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=83"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}