Is there a way to stop students pressing next until they a) have answered b) have answered correctly.
Is there a way to have an element (for example a math input) hidden until something else happens, for example they sketch something. So is there only hidden: true or is there something like when x is submitted show otherwise hide…
Checking correctness in a table with latex, is it a dead end and you guys generally recommend not to or is it possible? Have tried but did not manage.
Marking a slide as correct: if there are 2 inputs and I want both to be correct, where do I write it?
If I want a note to add text when other things happen on the screen, like buttons pressed, sketches done, inputs submitted etc. And not have one or the other how do I write my whens? So far I am adding an extra note for each entry, but it is difficult to keep track of.
I’ll leave the rest for the forum to answer, but I can offer a team Desmos perspective on #3
We recommend to never use direct string comparisons except in very unique circumstances as they make it really easy to mark students wrong for work that is actually correct. This is especially true when students are receiving auto-feedback on a problem.
The good news is that this forum has shown to be very helpful in helping to explore creative and reliable ways to interpret student answers. I’d like to give an especially big shoutout and thank you to everyone here whose contributions have helped grow this community (You know who you are)! keep it up!
- You can hide info on a slide based on completion of the previous one, so when they go to the next one, have a note with instructions to go back.
So the note is hidden when they complete:
hidden: when last_screen_content_complete true otherwise false
And all other components are hidden until they complete previous work:
hidden: when not(last_screen_content_complete) true otherwise false
- I know there are loads of examples for this one, but this is the most recent example showing some interactivity between graphs and math input with items hidden until complete.
Alg HW Solve by Graphing and Substitution • Activity Builder by Desmos
- Thanks for the clarification here, Jay. There are lots of times when I expect a specific format for an answer, so I keep in mind that I should look for possible equivalent solutions. However, if I’m expecting y = 3x -7, it’s probably reasonable to check the LaTeX here when I wasn’t going to give partial credit for any other answer anyway. (I might check several possible correct answers, for example y = -7+3x)
- For two Math Input components named in1 and in2:
CL for in1:
CL for in2:
check=this.numericValue=10 and in1.numericValue=1 # with correct answers or float intervals correct: check
(Thanks to Daniel_Grubbs for the idea of the name for the check variable )
5. Something like this on just one note, maybe:
content: feedback feedback= when this_true and not(that_true) "one but not two true" when not(this_true) and that_true "not one but two true" when this_true and that_true "one and two true" otherwise "Try again."
Understood, and we feel your pain there for not having the tools to check form without comparing strings. One thing to consider when justifying a string comparison is whether or not a student could enter something, however unlikely, that is correct but will be given “incorrect” feedback. Using your example, if a student enters
y=-7x+3 or -7x+3 or y=-7x+3.0 or -7x+3=y
they will be marked incorrect. These edge cases move more towards the center when the complexity of the input is increased (e.g. a fractional slope, or a negative y-intercept). In cases like this, consider whether or not you are ok with giving students negative feedback without an indication that the math they did to get to that answer is correct, and whether a formatting difference is enough to tell a student that the entire question is wrong.
For (4), my mistake, I think I could have lent some clarity there as well. When marking correctness, a general rule of thumb is to mark correctness in every component that a student works in. That means that if a student works in two inputs, mark each input with its individual correctness indicator. The same goes for graphs, tables, etc. This goes hand in hand with the way correctness and read only work:
- if a student does anything that can be marked incorrect, the dashboard will show a cross
- If a student does everything correct, a dot or check will show - depending on whether there are components that require teachers to take a look at individually.
- if a component is marked as readOnly, not only will it not count towards correctness, but it will not consistently mark the screen for student interaction.
This means that if a correct marker is placed in each input, the possible dashboard markers are:
- If a student completes only the first question and does so correctly, the dashboard will show an dot
- If a student completes only the first question and does so incorrectly, the dashboard will show an “X”
- If a student completes both problems, but at least one is incorrect, the dashboard will show an “X”
- If a student completes both problems and they are both correct, the dashboard will show a check.
If one of the inputs is marked as readOnly and both correctness markers are put into the second input:
- If a student completes only the first question the screen will indicate that the student has done no work on the screen at all. This is because the input they are working in is a “read only” component.
- Once the student completes the second input, the correctness indicator will appear.
You can copy and edit this activity to see the dashboard preview: Dashboard Symbols - Two Inputs (copy and edit to see) • Activity Builder by Desmos
countNumberUsage, are 3 and 3.0 unique?
Nope! and also - 3 and + -3 are both counted as 3!
Thanks. I knew you could only enter positive as a parameter and negatives would be counted.
Using hidden components works well, but using coverText also works and might be less work if you have lots of components to hide.