This question tests a students understanding of a word in the context of actual Welsh prose. The concept “sing” or “song” actually has several unique forms, not all of which start with the same letter. Answer this question in context requires the student to understand many of them in a realistic setting.
This question tests whether students understand the relationship between noisy raw data and the linear approximation of that data. Drawing with digital ink allows for open-ended student answers.
This digital ink question requires a student to work in the context of real French prose. This question is easy to create. The teacher simply copies, scans, screen captures or takes a picture of a fragment of French text and then asks the student to underline specific issues. Spelling is not the only question that could be asked.
The graph axes shown with the problem provide a concrete context for the student’s answer. The graph shape and location is open-ended requiring the student to know the actual answer. The digital ink provides a simple mechanism for the student to express their answer.
When specifying the grading, the teacher can highlight key points on the graph and specify how exact or loose a correct answer should be.
Given the context of a map, a student traces out the route of Magellan and his crew.
When grading this question the teacher can highlight the key points on the route such as leaving Spain, Cape Horn and the Cape of Good Hope.
Placing electronic components in the problem provides context for the student’s answer. The student can then draw the necessary connections that will implement the desired logic circuit.
QuizTeq only sees this as a picture but can automatically grade the proper connections.
The student is presented with a diagram of a chemical compound and then asked to identify particular parts of the compound using digital ink. By not explicitly identifying the parts as in multiple choice the student must not only find the peptide by exactly identify all of the component atoms and bonds.
Given a pattern of stars the student draws over the top. This requires the student to actually know the shape of the constellation rather than guess from a list.