On-line Testing of Intermediate Algebra and Calculus

Mihaela Teodora Matache

Janice Rech

University of Nebraska at Omaha

In this paper we report on the usage of online testing at the University of Nebraska at Omaha (UNO) to enhance the teaching effectiveness of lower level courses, such as Intermediate Algebra and Calculus. Intermediate algebra is the basic requirement for all UNO students. Many students who must take this course are math anxious and have been unsuccessful in their attempts in an algebra course previously. As a result, many are ready to withdraw from the course as soon as they face even a mild challenge. The mathematics department at UNO has attempted to offer these students an opportunity to be successful in their algebra course through a special trial program called “Pathways to Success”. Students who enroll in this option must agree to the following requirements of the program: 1)Attend a small group class at least 150 minutes each week, 2)Attend quiet study at least 50 minutes per week, 3)Take each chapter test twice, and 4)Pick up their tests within 24 hours of taking them. (Students unable to meet any of the attendance requirements may be excused from it by submitting all completed homework assignments.) If, after completion of the two chapter tests, the student’s test score is less than a C and all other requirements have been fulfilled, they are permitted to take the online tests.

For this testing program, faculty members and a graduate student worked during Summer/Fall 2002 preparing 5 online tests for intermediate algebra, covering all the topics of this course. (the topics include: linear equations, linear inequalities, graphs, polynomial division, factoring, performing operations, simplifications, complex numbers, word problems, exponents and logarithms etc.) The online testing system used is called EDU, and is available through the Wiley editors. The intermediate algebra tests consist each of 10 questions randomly selected from a testbank with 10 different topics and approximately 18 problems in each topic. The problems are similar to those on the written tests. For all practical purposes, no two online tests are alike. To pass, a student must receive a score of 70%. The number of points per problem is weighted based on the topics. The students are allowed to take an unlimited number of practice tests and become familiar with the testbank before taking the test for credit under the supervision of a proctor. The advantage of practicing is that the system provides immediate feedback on each test, so the students may find where their difficulties lie and address them prior to taking the test for credit. They are allowed an unlimited number of trials for credit, but only prior to the deadline date established for each test. If all tests are passed with at least a 70%, the student is guaranteed a C in the course, regardless of their performance on the final exam. This option is very attractive to students who have attempted the course unsuccessfully in the past or who are extremely anxious about a mathematics course, in general. The tests can be checked out at the following web address

http://ebruno.unomaha.edu:8080/classes/math1310/ .

Two online Gateway tests have been generated for Calculus I and II. These aim at testing only the basic skills of differentiation and integration. The passing policy is 8 out of 10, the questions being selected from testbanks of 200 problems organized in 10 different topics. The test administration is similar to the Intermediate Algebra. Once the students pass the test they get a certain number of points toward their grade. If they do not pass, they get 0 points. The Calculus Gateway tests can be checked out at the following web addresses http://ebruno.unomaha.edu:8080/classes/math1950fall02/ (Calculus I) and http://ebruno.unomaha.edu:8080/classes/math1960fall02/ (Calculus II).

In the paper we provide more details on how these tests are implemented, including the test design, administration, and the assessment of the effectiveness of the system based on student evaluations. These evaluations are collected at the end of semester and contain the students’ opinion on the tests, as well as the online system. We will also report on future plans to create similar tests for higher level courses, such as differential equations, probability and statistics etc.