MetaMath: Evaluation Methodology
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This document outlines an evaluation methodology for reformed math courses. It proposes conducting a longitudinal study comparing student outcomes between a controlled group taught with old courses and an experimental group taught with new reformed courses. Student outcomes would be assessed using pre-and post-tests, pre-and post-questionnaires, and measures of grades, knowledge gain, drop-out rates, motivation, and student evaluations. Challenges include accounting for differences between groups and ensuring high response rates to electronic questionnaires.
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This document describes the Math-Bridge education solution which provides pre-recorded math courses covering basic to advanced mathematics topics. The courses include videos, exercises, and assessments. Content areas include numbers, arithmetic, algebra, functions, geometry, trigonometry, calculus, probability, and more. The content is organized into collections and designed to be reusable across programs and institutions. Some content has been implemented at Leuphana University in Lüneburg, Germany for a bridging mathematics course.
Math-Bridge Trouble shooting
The document provides troubleshooting tips for common problems that may occur when using the Joint Math-Bridge Training Program. It lists potential issues like an address already being in use, a Derby database being locked, parse errors when loading views, and users being unable to log in. For each problem, it identifies the possible cause and recommends solutions like checking log files, cleaning and restarting projects, deleting lock files, validating XML structure, and copying dtd folders.
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Math-Bridge is an educational software solution that automatically generates math exercises. It uses domain reasoners and a knowledge base to create multi-step exercises that provide feedback, hints, and solutions. Exercises are generated and can be customized through an authoring interface that allows domain experts to construct exercises and feedback for students.
Assessment in Math-Bridge
This document discusses assessment and reporting features in Math-Bridge. It describes two assessment modes: exams, which allow multiple attempts with feedback, and tests, which can be structured in pages or questions and include time constraints. Reporting provides overall user performance, individual attempt details, exercise activity, aggregated user and content feedback, and event logs. The document also mentions a search tool to access learning objects directly or through semantic or smart search, and a course assembly tool to create course books and tests.
Math-Bridge Teacher Tools
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- Specifically, teachers can edit user parameters, assign roles, import and export user lists, create and assign user groups, restrict access and assign tutors to groups. Teachers can also create and edit books and tests to include as content.
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- 2. Evaluation Goal ❖ Implement large scale evaluation trials of the reformed courses to demonstrate that the reformed courses bring educational value ❖ Improved grades (higher average grade, lower percentage of students failing the course,…) ❖ Higher knowledge gain (on average, for underachieving students, for female students, for CS students…) ❖ Lower drop-out rates (how to measure?) ❖ Increased motivation, improved attitude toward learning mathematics ❖ Positive evaluation by students (some students… of some features) Which of these parameters should we collect? All of them
- 3. Overall experiment design ❖ Longitudinal study ❖ Two groups: Group1 (controlled) and Group2(experimental) ❖ Each group is observed for one semester ❖ Group1 - in 2015, Group2 - in 2016 ❖ Group1 is taught with the old version of the course ❖ Group2 is taught with the new version of the course ❖ Main challenge: inter-group differences as uncontrolled factors that would influence the results
- 5. Pre /post-tests ❖ SEFI competencies should be framework for developing tests questions. ❖ Isomorphism of questions can be achieved by using different numerical values (avoid complex calculations that would increase the complexity without influencing difficulty) ❖ Test must assess both the target competencies and prerequisite competencies Issues: - electronic or paper? - when to organise? - how long? - what is the nature of questions? - … then they will be graded
- 6. Pre-questionnaire ❖ Demographics ❖ Gender ❖ Major/speciality ❖ Background ❖ experience with e-Learning ❖ lifetime Math experience ❖ Motivation ❖ Interest in math ❖ Fear of failure ❖ Extrinsic valut ❖ Expectations from the course (amount of learning, need for future studies/ career personal grade prediction) Challenge: - cannot be anonymises Issues: - electronic or paper? - when to organise?
- 7. Post-questionnaire ❖ Motivation ❖ Interest in math ❖ Fear of failure ❖ Extrinsic valut ❖ How expectations from the course have been met ❖ Which aspect of the course they like/ did not like ❖ …standard course evaluation forms ❖ (during the 2nd semester): Math-Bridge-related questionnaire Challenge: - ensure that students fill it in Issues: - electronic or paper? - when to organise?