Typing in the blanks allows for an open ended question.
When grading this question the teacher will be shown all of the answers that the students provided. This allows the teacher to analyze the common errors and provide instruction that will remedy the problem.
Students enter values in the context of the program. This reinforces the step-by-step nature of the process.
This problem is created by drawing the problem (or capturing it from some other source) and then adding type in boxes to the problem.
In this example the units have been provided by the teacher. The units could be omitted and the students could then enter the units themselves, making the question more open-ended.
This is more like a multi-valued multiple-choice question except that it is easier for the students to evaluate their answer than in a multiple-choice form.
A drag and drop technique can be used to assess Spanish vocabulary. Adding other “distractor” words that do not work or have conjugated the verb improperly can add to the challenge of the question.
Automatically grading programs is hard. However, breaking a program into fragments and asking the student to reassemble the fragments into a correct program is quite easy to grade.
This allows us to assess a student’s fundamental language skills before launching them into actual programming problems.
The question provides three regions with an anchor painting in each region. The student can the drag other paintings into the correct region. This is easy to grade and much more engaging than multiple choice.
Grading arbitrary prose is hard. Recognizing handwritten Kanji is also hard. Providing a set of Kanji and then asking students to assemble a meaningful sentence is quite easy to grade and the questions are easy to create.
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.