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4 PROBLEM TYPES IN LON-CAPA

• Claire de Lune, Ballade (Debussy)

• The Pastoral Symphony, The Ninth Symphony (Beethoven)

• Sleeping Beauty Suite, The Dance of the Sugar Plum Fairies (Tchaikovsky)

• Slavonic Dances, New World Symphony (Dvorak)

You could then add the following options to the option list:

• Debussy

• Beethoven

• Schubert

• Tchaikovsky

• Dvorak

The same answers can be used more than once, or not at all, as you see ﬁt. It is conventional

to place such a warning in the Text Block describing the problem to the students.

4.4 String Response Problems

String Responseproblems allow the student tosubmit a stringof charactersfor theanswer.

Examples of String Response questions are vocabulary tests, short answers and chemical

formulas.

Note that it is easy to abuse String Response problems. For instance, consider the

question “Who wrote ’Huckleberry Finn’?” If you tell the system the answer is “Mark

Twain”, and a student answers “Twain”, the system will mark it wrong. If they answer

“Samuel Clemens”, then the student will deﬁnitely get it wrong. There is some room for

ﬂexibility in the string processing, but it can be diﬃcult to get it all correct. Before you use

aString Response problem, be sure you can easily characterize correct answers.

4.5 Numerical Response Problems

Numerical Response problems are answered by entering a number and (optionally) a unit,

such as 2.5 m/sˆ2. Tolerance and required signiﬁcant digits can be speciﬁed as well.

4.6 Formula Response Problems

Formula Response problems ask the student to type in a formula as an answer. If the

answer is 2x

+4, the student is allowed to type “2*x*x+4”, “x*x + x*x + 4”, “2*xˆ2 +

14 - 10”, or any other equivalent expression. Formula Response problems have many of the

same characteristics of Numerical Response problems, including the ability to run scripts,

dynamically generate answers, etc.

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5 AUTHORING CONTENT IN LON-CAPA

4.7 Math Response Problems

Math Response is a way to have a problem graded based on an algorithm that is executed

inside of a computer algebra system based on an algorithm written by the problem author.

It is extremely powerful, as it tests answers for conditions rather than agreement with a

particular correct answer. An unfortunate byproduct, however, is that it cannot be analyzed

by several of the LON-CAPA statistics tools.

4.8 Custom Response Problems

Custom Response is a way to have a problem graded based on an algorithm constructed in

the perl script. The use of this response type is generally discouraged, since the responses

will not be analyzable by the LON-CAPA statistics tools.

4.9 Function Plot Response Problems

AFunction Plot Response problem requires that the student create a plot that matches

speciﬁed criteria. Examples can be functions that have certain slopes, curvature, maxima

or minima at speciﬁed independent coordinate values. The students create their answer by

dragging the curves and adjusting the slopes.

5 Authoring Content in LON-CAPA

LON-CAPA internally recognizes the types of resources by the ﬁlename extension. Within

the authoring space, there are two methods to create a new resource:

• If you are using Inline Menus, you may use the dropdrown menu on the right of the

authoring screen to indicate the type of resource you want to create as shown in the

ﬁgure 5. The ﬁlename extension will be speciﬁed when you select the resource type.

This method is best for new authors.

• Or, you may type the full url of the new resource in URL bar of your browser. You

must use a valid ﬁle extension. LON-CAPA will recognize the new resource type by

the ﬁlename extension and present you the appropriate menus to create your resource.

This method is appropriate for advanced authoring.

5.1 Authoring and Editing Content Pages

Many users use stand-alone editing programs such as Dreamweaver to create HTML ﬁles.

To upload HTML ﬁles generated with such tools, you can use the Browse... button in

the Authoring Space, locate your HTML ﬁle, and use the Upload File button to upload

aHTML ﬁle in LON-CAPA. Remember to upload any local graphics your generated web

pages may have referenced using similar procedures. The links to graphics in your html page

must match the relative locations for the uploaded ﬁles.

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5 AUTHORING CONTENT IN LON-CAPA

Figure 7: Plain Text HTML Editor

To create a new html page using the Inline Menus, browse to the desired folder using the

folder navigation links in the lower part of the authoring screen. Then select ’HTML ﬁle’

from the new content dropdown menu on the right of the authoring space page as shown in

the dropdown menu of the ﬁgure 5.

When you edit a web page, you will be presented with a plain text editor as shown in

the ﬁgure 7. Clicking the link for the Rich Formatting displays the HTML WYSIWYG

editor with buttons to help you create html entities with correct tags as shown in the ﬁgure

8. If the rich layout is not as you expect, look for the button to view/edit the source, and

then manually make adjustments to the html tags. Note that buttons are available to select

graphics to include in the HTML ﬁle. Buttons are also provided to create/edit links.

To create equations, you can use the ’Edit Math’ button in the plain text editor, or you

can type LaTeX equations directly in the <m></m> tags in the plain text editor. The ’Edit

Math’ button launches a pop-up window containing the DragMath equation editor (Java

plugin supprt in user’s browser required). The pop-up includes a “Render LaTeX” button

which can be clicked to insert the math expression composed in Drag Math as LaTeX within

<m>$ $</m> in the ﬁle editor in the original window.

Note that convenient help links for Greek Symbols, Other Symbols, and Output

Tags immediately above the editor in the ﬁgures. Also note the link to check spelling below

the editor.

The URL of the page in the root of your space would look something like

http://(your library server)/priv/domain/username/new

resource.html .

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5 AUTHORING CONTENT IN LON-CAPA

Figure 8: Rich Text HTML Editor

5.1.1 How to Edit Existing Content Pages

You may edit any Content Pages that have been created.

To edit Content Pages:

1. Navigate to the folder with the HTML ﬁle.

2. Click on the link for the name of the HTML ﬁle to edit.

5.2 Authoring Problems Using LON-CAPA

When you create a new problem as in the ﬁgure 5, LON-CAPA will oﬀer to you example

templates that are highly recommended for beginners. A subset of the problem templates

is illustrated by the multiple choice selections shown in the ﬁgure 9. Click the Example

link next to menu item to see an example problem. Once you make a selection, you can

use the template and edit the content to convert the template into your own problem. By

default, the template problem will be displayed in the problem testing mode with a header

shown in the ﬁgure 10. The problem statement (not shown here) appears below the testing

menu. The menu will be described later. Click the Edit button in the lower left to open the

colorful editor. The EditXML button is for advanced users.

The menu for the colorful editor is shown in the ﬁgure 11. The button functions are:

• Discard Edits and View - return to the testing menu without saving

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5 AUTHORING CONTENT IN LON-CAPA

Figure 9: Multiple Choice Problem Menu

• EditXML - switch to the XML Editor

• Undo - forget last edits

• Save and Edit - Save and continue editing in the colorful editor

• Save and View - Save and return to the testing menu

An example of the colorful editor is shown in Figure 13. Each box in the colorful editor has

apurpose, and the boxes are colored by their purpose. Note that the current editor includes

more space between the blocks than shown in many of the ﬁgures in this manual. Also, the

newer editor has an ’Insert’ dropdown box between blocks so that you can insert content

easily.

While several problem types are covered in this manual, in LON-CAPA all problems

involve similar XML elements. The menu for the XML editor is shown in the ﬁgure 12. Note

that the editor includes help links at the top. The Edit button starts the colorful editor.

The Edit Math button adds latex math. The other buttons are the same as the colorful

editor buttons. If you ﬁnd yourself uncertain about the name or function of an LON-CAPA

xml tag, consult the reference in section 15.

The problem editor gives you a testing area where you can try your problems out, with

several diﬀerent randomizations by varying the Random Seed. If you answer a problem

correctly and can no longer enter new answers, you can get the answer ﬁeld back by hitting

the Reset Submissions button.

Problems also may appear diﬀerently after the answer date, or on an exam. The editor

provides dropdown selectors to view problems with such conditions set.

5.3 General Problem Editing

The following capabilities are available in all problem types:

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5 AUTHORING CONTENT IN LON-CAPA

Figure 10: Problem Testing Menu

Figure 11: Colorful Problem Editor Menu

Figure 12: XML Problem Editor Menu

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5 AUTHORING CONTENT IN LON-CAPA

5.3.1 Authoring Surveys

Surveys are created by authoring a conventional problem, such as a Radio button or Option

problem. During the authoring process, you will need to select one of the foils as “correct”.

Which foil is set to “correct” will not matter, however; that setting will be ignored when

you implement the survey.

Within the course environment, to add a survey to the course, insert the “problem”,

and then set the parameter for “Question Type” to “Survey”, “Survey with Credit”, or

“Anonymous Survey”. To evaluate the survey, you will perform analysis using Reports ->

Survey Results or Statistics and Analysis -> Detailed Problem Analysis.

The results examined with either tool will be displayed sorted by foil name, so take

some care while authoring to name the foils. For example “Foil10” appears before “Foil2”

alphabetically, so your survey may easier to interpret if you insert a zero before single digits,

such as “Foil02” and “Foil10” which will sort as expected.

5.3.2 Adding Picture

To add a picture to a problem, the picture must ﬁrst be uploaded to your authoring space,

then published. Then, in the text area of your problem, add the following:

where DOMAIN is the domain the picture is in, AUTHOR is the person who published

the picture, and the rest is the standard path to the picture.

It is also possible for advanced users to use a script variable in the place of the picture

URL, like this:

and use the string variable $picture in the script of the problem to select from several

possible pictures. If you do this, you will need to Edit XML for the problem and add the

various graphics used in the problem to the ¡allow¿ tags on the bottom.

When print resources with pictures, LON-CAPA will automatically convert graphics in

EPS ﬁles. (EPS is a graphics format designed for printing.)

The automatic conversion of a web graphic to an EPS ﬁle will sometimes look blocky,

because paper has a much higher resolution then the web. If you would like to provide LON-

CAPA with an EPS ﬁle to use while printing for a given graphic ﬁle, upload your EPS ﬁle

into your authoring space with the same name as the .gif, .jpg, or other web graphic, except

ending with the extension “.eps”. When you publish the ﬁle, LON-CAPA will automatically

use it in place of the web image ﬁle when printing.

For instance, if you have a graphics ﬁle my.image.gif, you can upload an EPS ﬁle named

my.image.eps.

5.3.3 Dynamic Plots

Dynamic Plots can be generated from calculations based on random numbers. The student

can be asked to respond to the plot. Another option is to use student input to display a

graphical result to students based on an input that they provide.

5 AUTHORING CONTENT IN LON-CAPA

5.3.4 Importing Testbanks

The following requirements must be met to ensure that you will succeed in building LON-

CAPA problem ﬁles from a ﬁle containing testbank questions.

1. The uploaded testbank ﬁle containing questions and answers must be either plain text,

rich text format (RTF), or a web page (i.e., HTML format). Testbank ﬁles in RTF

and HTML formats may contain images. If conversion to LON-CAPA fails for RTF

or HTML formats, re-saving the testbank ﬁle from the application originally used to

generate it in plain text, and re-uploadingthe ﬁleto LON-CAPAmaysolvethe problem

(albeit with the loss of formatting information).

2. All questions must occur before any of the answers. Each question should begin on a

new line starting with a number followed immediately by a space, a period, or enclosed

in parentheses, i.e., 1 , 1., (1), 1), or (1 . If you use a word processor to create the

testbank questions you must disable auto-formatting of lists, otherwise the formatting

will not conform to the new line requirement.

3. One or more correct answers need to be provided for all questions (although the answer

text may be blank for essay questions). Each answer should begin on a new line using

the same numbering scheme as used for the questions, and all answers must occur after

all the questions.

4. Multiple choice and multiple answer correct questions should consist of (i) the question

number followed by (ii) a question stem beginning on the same line and (iii) two or

more foils, with each foil beginning on a new line and preﬁxed by a unique letter, or

Roman numeral, listed in alphabetic or numeric order, beginning at a (alphabetic) or

i(Roman numeral), followed by a period, or enclosed in parentheses, i.e., a., (a), i., or

(i)

5. If ﬁll-in-the-blank or multiple answer questions have more than one correct answer,

each answer should appear in a comma-, tab-, space-, or new line-delimited list. For

aranking/ordering question, the ”answer” should contain the foil identiﬁers correctly

ordered in a similarly delimited list. If two or more foils have the same ranking,

they should occur together, with an equals sign separating equally ranked foils [e.g.,

(b),(e)=(a),(d),(c)]

5.3.5 Answer Display Overview

Several xml tags are available to provide student guidance during problem display and also

after the answer date. These include <notsolved>, <preduedate>, which are useful when

the students are working a problem, and <solved>, <postanswerdate>, which are helpful

in providing feedback. The content in the xml tag <postanswerdate> is suppressed until

after the answer date.

Answers are typically not displayed to the student when they submit an answer to a

problem, unless their answer is correct. When the problem is assigned in a course, a param-

eter for the ‘answer date’ must be set such that students will see answers displayed when

5 AUTHORING CONTENT IN LON-CAPA

they revisit the problem after that date. The answer date is distinct from the due date which

can also be set when a problem is assigned.

Supposeyou want the answer displayed as soon as the student ﬁnishes the problem rather

than waiting until the answer date. For example, this may occur in a multipoint problem

where you want the students to see the correct answer for one part before proceding to the

next part. If you would like the computer answer to be displayed after the student answer is

correct, or the maximumnumber of tries hasbeen reached, thiscan beachieved by settingthe

parameter problemstatus = answer. Usingthecolorful editor, the parameter can beinserted

WITHIN the problem part, but BEFORE the response tag (e.g. numericalresponse). For

example:

<parameter name="problemstatus" id="11" type="string_problemstatus"

default="answer" description="Show Problem Status" />

</numericalresponse>

</part>

The options for the problemstatus are: “yes” - shows correct or incorrect only; “answer”

-shows computer answer as described above; “no” - don’t show correct/incorrect feedback;

“no

feedback

ever”- supresses all feedback.

If you want to provide additional explanation in addition to the answer as soon as the

maximum tries allowed for the part have been reached, include a conditional block in the

problem part, and set the condition for the part to evaluate to true when the problem is

either correct, no tries remain, or it is post-answer date.

To achieve this behavior, add a call to the LON-CAPA function &check

status(‘partid’)

for each part to the script block, and set a scalar to the value returned for each part, then

use that scalar in the conditional block, e.g.,

# for part: a

$status_a = &check_status(’a’);

# other computations

</script>

<br />

Some explanation text about the answer, $answer

</block>

</part>

6 AUTHORING RADIO, OPTION, STRING RESPONSE PROBLEMS

Figure 13: Radio Response Creation Form

6 Authoring Radio, Option, String Response Prob-

lems

6.1 Authoring Radio Response Problems

To create a Radio Response problem, create a new resource as described in section 5. This

is a “problem” resource so the URL must end in “.problem”. You should see a screen as in

ﬁgure 5. You will need to specify the question text and foil statements.

1. Select a radio response template from the menu. You will be presented a form such as

in the ﬁgure 13.

2. In the Text Block at the top of the problem, remove the sample text and type the

question for your problem. Ex: “What is two plus two?”

3. Locate the Response: One of N statements element. In the Max Number of

Shown Foils text box, place the number of foils you wish to display to the student.

4. Locate Foil 1. Remove the text that is in the text box and put the correct answer for

the problem in the Text Block. For example, “Four.” Make sure this is set to true

in the Correct Option ﬁeld.

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