Auto-multiple-choice (AMC) is an application for generating exams with randomized elements. Instructors can give each student a unique exam, with parameters changed, options permuted, and even questions shuffled. Completed exam papers are scanned and scored using optical mark reader (OMR) software. Free-response questions can be included, scored by hand, and read with the OMR software. Gradescope is a web service that allows digital grading of short-answer and free-response questions. Instructors prepare a PDF template and upload scanned exams. The software presents the grader with student submissions, and the grader can apply a consistent rubric with comments. Gradescope can handle multiple choice questions, but only if they are the same on each exam. The author will detail a workflow for using both services on the same exam. It involves processing the same scans through each service, then running scripts to merge the scores on the multiple choice items (generated by AMC) with scores and comments on the free response items (collected by Gradescope).]]>

Auto-multiple-choice (AMC) is an application for generating exams with randomized elements. Instructors can give each student a unique exam, with parameters changed, options permuted, and even questions shuffled. Completed exam papers are scanned and scored using optical mark reader (OMR) software. Free-response questions can be included, scored by hand, and read with the OMR software. Gradescope is a web service that allows digital grading of short-answer and free-response questions. Instructors prepare a PDF template and upload scanned exams. The software presents the grader with student submissions, and the grader can apply a consistent rubric with comments. Gradescope can handle multiple choice questions, but only if they are the same on each exam. The author will detail a workflow for using both services on the same exam. It involves processing the same scans through each service, then running scripts to merge the scores on the multiple choice items (generated by AMC) with scores and comments on the free response items (collected by Gradescope).]]>

Slides from a talk on lesson planning I gave for a calculus instructors orientation ten years ago.]]>

Slides from a talk on lesson planning I gave for a calculus instructors orientation ten years ago.]]>

Auto-multiple-choice (AMC) is an open-source optical mark recognition software package built with Perl, LaTeX, XML, and sqlite. I use it for all my in-class quizzes and exams. Unique papers are created for each student, fixed-response items are scored automatically, and free-response problems, after manual scoring, have marks recorded in the same process. In the first part of the talk I will discuss AMC’s many features and why I feel it’s ideal for a mathematics course. My contributions to the AMC workflow include some scripts designed to automate the process of returning scored papers back to students electronically. AMC provides an email gateway, but I have written programs to return graded papers via the DAV protocol to student’s dropboxes on our (Sakai) learning management systems. I will also show how graded papers can be archived, with appropriate metadata tags, into an Evernote notebook. ]]>

Auto-multiple-choice (AMC) is an open-source optical mark recognition software package built with Perl, LaTeX, XML, and sqlite. I use it for all my in-class quizzes and exams. Unique papers are created for each student, fixed-response items are scored automatically, and free-response problems, after manual scoring, have marks recorded in the same process. In the first part of the talk I will discuss AMC’s many features and why I feel it’s ideal for a mathematics course. My contributions to the AMC workflow include some scripts designed to automate the process of returning scored papers back to students electronically. AMC provides an email gateway, but I have written programs to return graded papers via the DAV protocol to student’s dropboxes on our (Sakai) learning management systems. I will also show how graded papers can be archived, with appropriate metadata tags, into an Evernote notebook. ]]>

Slides from a talk given at the Joint Mathematics Meetings in San Diego, CA on Jan]]>

Slides from a talk given at the Joint Mathematics Meetings in San Diego, CA on Jan]]>

Presentation to the MAA Session on Trends in Teaching Mathematics Online Students today spend more time on Facebook than on any other website. Course Facebook pages are a way to reach students where they are. But duplicating regularly updated content on an official course website as well as a Facebook page can become tedious. We will discuss methods of integrating a Blackboard or other course website with counterparts in social media spaces, including Facebook and Twitter. All techniques will use free online services and will not require programming. Once set up, connections update automatically and content is broadcast further without additional effort.]]>

Presentation to the MAA Session on Trends in Teaching Mathematics Online Students today spend more time on Facebook than on any other website. Course Facebook pages are a way to reach students where they are. But duplicating regularly updated content on an official course website as well as a Facebook page can become tedious. We will discuss methods of integrating a Blackboard or other course website with counterparts in social media spaces, including Facebook and Twitter. All techniques will use free online services and will not require programming. Once set up, connections update automatically and content is broadcast further without additional effort.]]>

Integration by substitution is the chain rule in reverse. NOTE: the final location is section specific. Section 1 (morning) is in SILV 703, Section 11 (afternoon) is in CANT 200]]>

Integration by substitution is the chain rule in reverse. NOTE: the final location is section specific. Section 1 (morning) is in SILV 703, Section 11 (afternoon) is in CANT 200]]>

The fundamental theorem shows that differentiation and integration are inverse processes. ]]>

The fundamental theorem shows that differentiation and integration are inverse processes. ]]>

The fundamental theorem shows that differentiation and integration are inverse processes.]]>

The fundamental theorem shows that differentiation and integration are inverse processes.]]>

Integration by substitution is the chain rule in reverse. ]]>

Integration by substitution is the chain rule in reverse. ]]>

The fundamental theorem shows that differentiation and integration are inverse processes. ]]>

The fundamental theorem shows that differentiation and integration are inverse processes. ]]>

A remarkable theorem about definite integrals is that they can be calculated with antiderivatives.]]>

A remarkable theorem about definite integrals is that they can be calculated with antiderivatives.]]>

A remarkable theorem about definite integrals is that they can be calculated with antiderivatives.]]>

A remarkable theorem about definite integrals is that they can be calculated with antiderivatives.]]>

We can define the area of a curved region by a process similar to that by which we determined the slope of a curve: approximation by what we know and a limit.]]>

We can define the area of a curved region by a process similar to that by which we determined the slope of a curve: approximation by what we know and a limit.]]>

We can define the area of a curved region by a process similar to that by which we determined the slope of a curve: approximation by what we know and a limit.]]>

We can define the area of a curved region by a process similar to that by which we determined the slope of a curve: approximation by what we know and a limit.]]>

At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.]]>

At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.]]>

At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.]]>

At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.]]>

Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.]]>

Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.]]>

Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.]]>

Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.]]>

We can put all of our graph-description techniques into a single picture. ]]>

We can put all of our graph-description techniques into a single picture. ]]>

We can put all of our graph-description techniques into a single picture. ]]>

We can put all of our graph-description techniques into a single picture. ]]>

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