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\title{Computer aided assessment\\
in mathematical sciences}
\author{Grant Keady, UWA\\
Gary-Fitzgerald, RMIT\\
Greg Gamble, Curtin\\
Chris Sangwin, Birmingham}
\date{}

\begin{document}
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\frame{\titlepage}

\section*{Outline}
\frame{\tableofcontents}

\section{Introduction}
\subsection{Introduction}
\frame
{
\frametitle{Introduction}

We treat:\\
Computer Aided Assessment (CAA) systems\\
involving the delivery of questions across the web\\
that are underpinned by Computer Algebra (CA) packages.
\medskip
}
\subsection{CA underpinning}
\frame
{
\frametitle{CA underpinning}

The CA underpinning
\begin{itemize}
\item randomizes questions
\item allows the students answers, 
 \begin{itemize}
 \item
 to be parsed by the CA system, 
 \item
 to be type-checked by the CA system, and 
 \item then to be passed through a marking procedure 
 which can recognize any correct form of the answer.
 \end{itemize}
\item also allows model solutions to be generated 
(immediately for formative assessment 
but after due-dates for summative ones) and 
\item also allows us to provide many other useful forms 
of feedback.
\end{itemize}

}
\subsection{Supporting material}
\frame
{
\frametitle{Supporting material}

\verbatiminput{urlKeady.txt}

}

\subsection{Classification by CA}
\frame
{
\frametitle{Classification by CA}

\noindent{\bf Mathematica}\\
CalMaeth (Kevin Judd, UWA); mathxl (Pearson-AW)
\smallskip

\noindent{\bf Maple}\\
AiM, mapleTA, webLearn, WileyPLUS, wallis
% charles@johnwiley.com.au
\smallskip

\noindent{\bf Maxima}\\
stack
\smallskip

\noindent{\bf Free, open-source}: stack,\\
AiM (except for the maple)
}
\section{Physicists, etc. use CA!}

\subsection{Physicists, etc. use CA!}
\frame
{
\frametitle{Physicists, etc. use CA!}

CA users in Physics are urged to look at
these CAA.
\smallskip

If maths at your Uni is using one of them,
and if you have large enough class sizes
(e.g. 100 students in the class),
the effort is economically worthwhile.

}

\subsection{Who uses which CAA?}
\frame
{
\frametitle{Who uses which CAA?}

UWA: calmaeth, AiM\\
Curtin: AiM\\
Adelaide: mapleTA\\
RMIT: webLearn\\
UNSW has its own, a cousin of AiM
\smallskip

AiM also at: Birmingham, Sheffield, York, a few Unis in
Belgium and France; not many in America.\\
\smallskip

mapleTA seems to have most of its usage in
North America.
}

\section{A note on authoring}
\subsection{AiM example}
\frame
{
\frametitle{AiM example}

\verbatiminput{urlAiMdoc.txt}

\verbatiminput{aiMauthorEx.txt}
}

\subsection{AiM example, flags}
\frame
{
\frametitle{AiM example, flags}

h for `hidden' maple code

t for `text'

c for type-testing of student input\\
(and, can be maple-type, or AiM MR, MC, MATRIX)
% p_ := x^4 + randpoly(x, degree=3, coeffs=rand(-3..3));
% type(int(p_,x),polynom(rational,x)); % true

s for `solution-testing'

sb, se for begin and end\\
of model solution\\
(appears after due date).
}

\subsection{AiM example, LaTeX, tth}
\frame
{
\frametitle{AiM example, LaTeX, tth}

In the t (text) fields, maple is invoked with
the \atsign (at) sign.

All the backslash stuff in the question code is
LaTeX, and maple output within LaTeX bits is
produced by maple generating LaTeX.

The on-screen rendering is done by tth.

(Other methods of on-screen presentation of maths,
e.g. the CA package generating MathML,
might be appropriate in future versions.)
}

\section{A couple of typical CAA questions}
\subsection{AiM examples, FS}
\frame
{
\frametitle{AiM examples, FS}

FS=FourierSeries

Live demos can be done when we have a bit more
time.

In the talk, just a couple of HTML saves of
}

\subsection{Some FS questions}
\frame
{
\frametitle{Some FS questions}

\begin{itemize}
\item calculating Fourier coeffs\\
illustrates: AiM c flag\\
plot in soln

\item resonance in d.e.s forced with
periodic forcing with slowly cgt FS

\item a pde separation of variables example

\end{itemize}
}

\subsection{Plot: bvs for the pde}
\frame
{
\frametitle{Plot: bvs for the pde}

The b.v.s are  shown in
Figure~\ref{fig:pdbvals}.

\begin{figure}[h]
\begin{center}
\includegraphics[width=.6\textwidth]{/u/keady/WWW/CAA/UniServeSep06/pdebndryVals}
\end{center}
\caption{\label{fig:pdbvals} %
$T(x,1)={\rm signum(x)}\cos(x)$
}
\end{figure}
}


\subsection{Plot: soln of the pde}
\frame
{
\frametitle{Plot: soln of the pde}

A contourplot is shown in
Figure~\ref{fig:pdcontour}.

\begin{figure}[h]
\begin{center}
\includegraphics[width=.6\textwidth]{/u/keady/WWW/CAA/UniServeSep06/pdecontours}
\end{center}
\caption{\label{fig:pdcontour} %
$T(x,1)={\rm signum(x)}\cos(x)$
}
\end{figure}
}

\section{Economics, sustainability}
\subsection{Economics, sustainability, 1}
\frame
{
\frametitle{Economics, sustainability, 1}

CAA systems will come and go.\\
Some will have more users than others.\\
Sharing systems, question databases and so on,
is crucial for progress to be made.\\
The book publishers'âinvolvement with mapleTA probably 
makes it the easiest choice for physicists and chemists 
to use at sites where it is available.\\
It would be marvelous if were possible to convince 
the publishers supporting mapleTA to pick up the 
software costs for a mapleTA server, for courses using their books, 
in each of the Australian state capitals.
{\bf Sadly, doesn't look like it will happen soon - or even at all.}
}
\subsection{Economics, sustainability, 2}
\frame
{
\frametitle{Economics, sustainability, 2}

No matter which CAA system is used, the more students who use it 
(and questions from its database of questions), and learn from them, 
the more economically worthwhile it becomes. \\
The cost in time is the same, for developing the system, 
for setting up the system, for questions selected or authored, 
for downloads of the final results, 
whether the system is used by 1 student or by 1000 students. \\
(More hassles from students asking questions 
will come from the larger enrolment units, 
but this merely means more attention to automated methods 
of delivering help to them come to the fore.)
}
\subsection{Software- KIS}
\frame
{
\frametitle{Software- KIS}

KIS= Keep it simple.

KIS is appropriate (essential?) for the free
open-source, academic maintained systems.

KIS will evolve, as the software components
available evolve.

(E.g. JSP wasn't around when AiM was developed,
and GK thinks maple does too much in AiM.)
}

\subsection{MLEs}
\frame
{
\frametitle{MLEs}

MLE= Managed Learning Environment\\
e.g. WebCT, moodle

MLEs get used by students in all subjects,
not just math'l sciences.\\
Registration, mark-lookup and so on
properly belong in the MLE, not in the CAA.\\
Attempts to harmonize some of these CAAs with
MLEs have begun.\\
A "Remote Question Protocol" is being developed.
}

\subsection{AiM and moodle}
\frame
{
\frametitle{AiM and moodle}

In real use at Uni of York\\

moodle (from Curtin Uni originally) is a widely
used free open-source MLE.\\
(Open Uni in Britain is using moodle.)

\medskip

moodle used by Environmental Eng. at UWA.\\
AiM-moodle combination now going there,
but just for a small 3rd year unit.
}
\end{document}
{
}
\subsection*{B}
\frame
{
\frametitle{B}

\begin{itemize}
\item<1-> Normal LaTeX class.
\item<2-> Easy overlays.
\item<3-> No external programs needed.
\end{itemize}
}
\end{document}