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Students missing test questions due to computer interface issues

I’ve had a series where I’ve been looking at Common Core exams delivered by computer looking for issues. Mathematical issues did crop up, but the more subtle and universal ones were about the interface.

Part 1: Observations on the PARCC sample Algebra I exam
Part 2: Observations on the PARCC sample Algebra II exam
Part 3: Observations on the PARCC sample Geometry exam
Part 4: Observations on the SAGE sample exam

While the above observations were from my experience with design and education, I haven’t had a chance to experience actual students trying the problems.

Now that I have, I want to focus on one problem in particular which is on the AIR samples for Arizona, Utah, and Florida. First, here is the blank version of the question:


Here is the intended correct answer:


Student Issue #1:


In this case, it appears a student didn’t follow the “Drag D to the grid to label this vertex” instruction.

However, at least one student did see the instruction but was baffled how to carry it out (the “D” can be easy to miss the way it is on the top of a large white-space). Even given a student who missed that particular instruction, is the lack of dragging a letter really the reason you want students to miss the points?

Also, students who are used to labeling points do so directly next to the point; dragging to label is an entirely different reflex. Even a student used to Geogebra would get this problem wrong, as points in Geogebra are labeled automatically. I do not know of any automated graphical interface other than this test which require the user to add a label separately.

Student Issue #2:


Again, it appears possible the full directions were not read, but a fair number of students were unaware line connection was even possible, because they missed the existence of the “connect line” tool.

In problems where the primary activity was to create a line this was not an issue, but since the primary mathematical step here involves figuring out the correct place to add a point, students became blind to the line interface.

In truth I would prefer it if the lines were added automatically; clearly their presence is not what is really being tested here.

Student Issue #3:


This one’s in the department of “I wouldn’t have predicted it” problems, but it looks like the student just tried their best at making a parallelogram and felt like it was fine to add another point as long as it was close to “C”. The freedom of being allowed to add extra points suggests this. If the quadrilateral was formed automatically with the addition of point “D” (as I already suggested) this problem would be avoided. Another possibility would be to have the D “attached” the point as it gets dragged to the location, and to disallow having more than one point being present.


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