Teagle Psychology Research Methods and Statistics: Faculty Guide

ContentsParticipating as a Pilot Tester.......................................................................................................................................1

IRB Approval............................................................................................................................................................1

Giving Us Your Feedback..........................................................................................................................................1

Inviting Your Students to Give Feedback..................................................................................................................1

(Optional) Giving Students Extra Credit for Feedback..........................................................................................2

Administering the Online Pre and Post-Test............................................................................................................2

Step 1. Request a Customized Pre/Post-Test.......................................................................................................2

Step 2. Assign Study IDs and Inform Students......................................................................................................3

Timing the Pre-Test..............................................................................................................................................3

Timing the Post-Test............................................................................................................................................3

(Optional) Giving Students Extra Credit for Taking Tests......................................................................................3

About the Instructional Materials............................................................................................................................3

Previewing the Instructional Materials....................................................................................................................4

Setting Up a MyOpenMath Account.....................................................................................................................4

Enrolling in the Development Courses as a Student.............................................................................................5

Adopting the Modules for Your Course........................................................................................................................5

Create Your Course..................................................................................................................................................5

Copy Modules from the Teagle Development Course into Your Course..................................................................6

Hiding or Deleting Modules.....................................................................................................................................7

Hiding or Deleting Sub-Topics Within Modules....................................................................................................8

Setting Due Dates.....................................................................................................................................................8

Extensions and Late Passes......................................................................................................................................9

Teaching with the Materials......................................................................................................................................10

Adding Teachers and TAs to Your Course...............................................................................................................10

Enrolling Students..................................................................................................................................................11

Practice vs. Did I Get This? (Post-Test) Assessments..............................................................................................12

Practice Assessments.........................................................................................................................................12

Did I Get This? (Post-Test) Assessments.............................................................................................................12

About the Project

In 2014, psychology faculty from eight institutions (Albright College, Bryn Mawr College, College of St. Benedict and St. John’s University, Santa Rosa Junior College, Swarthmore College, St. Mary’s College of California, Wesleyan University) received a grant from the Teagle Foundation’s Hybrid Learning and the Residential Liberal Arts Experience initiative to develop a set of online instructional materials that can be used to develop a hybrid (or “blended”) approach to teaching psychology research methods and statistics (Psych RMS). These faculty were drawn to blended learning for its potential to improve learning outcomes and differentiate learning. Students in these courses tend to have a wide range of prior experience with research methods and statistics and math skills and confidence. Incorporating online, interactive materials into a course would enable students to practice, self-assess, and get feedback on concepts and skill.

This project arose out of a shared dissatisfaction with available online, interactive materials. Although there are a wide range of commercial and OER materials available for teaching basic statistics, most were designed for teaching statistics as a mathematics course and differences in terminology and focus limit their transferability to a psychology context. Several individuals had experimented with developing their own tailored resources, developing enough for comprehensive coverage for entire course proved prohibitively time-consuming. However, since this a course that instructors in psychology departments across the country taught, would it be possible for them to collaboratively develop and share resources they could share?

Over the past two years, faculty developers have worked with educational technologists and student interns to develop the online, instructional materials and test them in the course. This has been and continues to be an iterative process of development. First drafts of materials were piloted in the fall 2015, those materials were revised based on faculty and student feedback over winter break and the revised materials piloted in spring 2016, and then revised again over the summer in preparation for testing in AY2016-2017.

About the Instructional Materials

We have developed the online, interactive materials for psychology research methods and statistics in a free, open-source math homework and quizzing platform called MyOpenMath. The materials are organized into topic-based modules. Below is a snapshot of the modules currently available for use in courses, as well as those planned or still in development:

Research Questions Descriptive Statistics (includes Z-Scores, this

will be separate module in AY2017-18) Hypothesis Testing Correlation T-Tests One-Way ANOVA Two-Way ANOVA Chi Square Tests Simple Linear Regression Which Test Should I Use? Reliability and Validity (lacks assessments) Survey Methodology (lacks assessments)

Quasi-Experimental Methodology (lacks post-test)

Experimental Methodology Generating Research Questions (not

designed to assessment

Planned/In Development: Observation Methodology, Which Method Should I Use? Effect Sizes

The last module or “block” in the Teagle course is a Glossary. Terms that students often forget or confuse are highlighted throughout the module text and linked to definitions in this Glossary block.

The modules are designed to review key concepts and skills and provide students with a chance to practice them. Each contains two types of assessments: several Practices, or formative assessments with extensive feedback, and a summative Post-Test designed for students to show mastery of the concepts and skills covered in the module.

The faculty designing the modules envisioned them as a supplement to their lectures, textbooks and in-class activities and a way to differentiate instruction to meet the diversity of needs among student in typical introductory class. Students who are confident about their understanding Students with solid math preparation may be able to complete DIY problems with little or no math review, whereas others may need to review in some or all areas. If you plan to give students credit or extra credit for work in the modules, see Grading and Monitoring Student Work for tips and feedback on how to give credit in a differentiated learning environment.

Previewing the Instructional Materials

We encourage faculty to preview the modules as a student before adopting them, in order to get familiar with the interface, the organization of the content, and the overall student experience.

Setting Up a MyOpenMath Account

To access the modules, you will need to create an account on MyOpenMath. You will eventually need an instructor to set up materials for your own course, but you can preview the materials with an instructor or a student account.

1. Go to https://www.myopenmath.com (NOTE: the ending is .com, not .org)2. Under Getting Started, choose register as a new student or request an instructor account as shown

below.

3. Enter your college e-mail address and set up a username and password.

It’s important to use your college e-mail address when setting up an instructor account as this is how your instructor status will be verified. All instructors on the same domain (e.g., @brynmawr.edu) will automatically be added to the same group and be able to share courses and materials. You should receive an e-mail confirmation when the account is approved.

Note: The SPAM-checkers used at many colleges may block emails sent from MyOpenMath.com. To prevent this, see if you can "whitelist" the sender do-not-reply@myopenmath.com for your account or ask your IT department if it can be whitelisted.

Enrolling in the Development Courses as a Student

If you chose to register as a student you can enroll in the course in the same dialog window.

1. Leave the default option (My teacher gave me a course ID) selected in the drop-down menu. 2. Enter the following in the appropriate blanks:

Course ID: 14010 Enrollment key: psychology

3. Click Sign Up.

If you chose to request an instructor account, go to your Home page, look for the Courses you’re taking box, and click Enroll in a Course, then follow steps 1-3 above.

Pilot Testing

We are offering a $1000 honorarium to faculty who are willing to 1) pilot the materials in a course, 2) give us feedback on them, and 3) invite their students to give feedback on them and to participate in a research study to determine their effectiveness by taking an online pre-test and post-test. We have created that instructors can use to give students extra credit for participating in the study by providing feedback and taking the pre- and post-test, but offering extra credit is completely at the instructor’s discretion. You do not need to offer students extra credit in order to receive an honorarium for participating in the project as a tester. Student participation rates have no impact on how instructors who participate as testers are rewarded; you will not be penalized if your students choose not to participate nor will you receive any extra compensation if participation rates are good.

IRB Approval

Bryn Mawr College’s Institutional Review Board has reviewed and approved the research we are conducting to determine the effectiveness of the modules as an expedited protocol. A copy of the approval letter is included in the User Guide for Faculty module at the top of the course. Many IRBs will also want to review and approve any human subject research conducted at their institution and/or involving their faculty or students. You are responsible for securing any necessary approvals. Please contact Jennifer Spohrer (jspohrer@brynmawr.edu) for any information you need to submit a proposal, and send her a copy of the approval letter for her records.

Giving Us Your Feedback

We’ve put links to two anonymous surveys in the User Guide for Faculty block at the top of the course:

Bug report form. If you or your students discover “bugs” while working in the modules – i.e., broken links, wrong answers marked correct, typos, etc. – please report them here.

Faculty Assessment Review Form. Questions in the practice and post-test assessments are among the newest elements in most modules, and we are particularly interested in hearing what you think of them: whether the difficulty level is appropriate, how well they align with the types of questions asked in exams, etc. (There is one form that will ask you to indicate which assessment you are reviewing; we would appreciate it if you could review as many of the ones that you use as you can.)

By default, the User Guide for Faculty block is set to be visible always. Feel free to hide or delete the copy in your course, and log into the master Teagle Development course (which is listed under Courses you’re taking box on your MyOpenMath home page) to provide feedback instead.

Inviting Students to Give Feedback

The last block or section of each module contains a link to a survey aimed at getting student feedback on that module. (Instructors and TAs are welcome to use it too, though). The student feedback we have gathered so far has been extremely helpful as we revise the modules, and we would love it if you would point the links out to students and encourage them to reply.

(Optional) Giving Students Extra Credit for Feedback

By default, the survey link visible to students is for Anonymous Feedback on [Module Name]. We have created an alternative version of the survey for faculty who want to give students extra credit for providing feedback. This version gives students to the option of entering their name and the name of their instructor when filling out the survey (they are not required to do so). Instructors who make it available to students can then email Jennifer Spohrer (jspohrer@brynmawr.edu) for a list of names and the surveys they took at whatever point in semester the extra credit is to be awarded.

The extra credit survey links are hidden by default. If you wish to give students extra credit for providing feedback, you will need to make them visible and hide the links to the anonymous surveys. To do this:

1. Click the Quick Rearrange button at the top of the course on the right. 2. Expand a module by clicking the yellow icon in front of its title. 3. Find What did you think? Give us Feedback on [Module Title] and expand it. 4. Click Modify next to Feedback on Research Questions for Extra Credit and set Show to Show Always.5. Click Modify next to Anonymous Feedback on Research Questions and set Show to Hide from Students.6. Repeat for all modules.

Inviting Students to Take an Online Pre and Post-Test

We have designed a pre-/post-test for students to take before and after using modules as a means of assessing their effectiveness. Since the topics covered in psychology research methods and statistics courses vary, we have made the test modular so it can be customized to include only the topics covered in the modules that were used in a given course. To protect student anonymity, we are asking instructors to assign their students unique three-digit study IDs to use when taking the online tests. Students will need to enter these ID numbers when taking each test, and we will use them to match pre-and post-test results. If you would like to give students extra credit for participating in the study by taking these tests, we can provide you with a list of study IDs that your students entered when taking them. (Providing extra credit is completely optional.)

You can preview the tests using these links:

Pre-Test: https://brynmawr.qualtrics.com/jfe3/preview/SV_4NJgD2mWcYXirCl Post-Test: https://brynmawr.qualtrics.com/jfe/preview/SV_bvfn8Z1XMV82Isd

Step 1. Request a Customized Pre/Post-Test

Prior to the start of the semester in which you will pilot the modules, please fill out a pre/post-test request form here: https://brynmawr.qualtrics.com/jfe/preview/SV_eQnU3HikcTKBUnH

Jennifer Spohrer will use the information you provide to customize the consent form that students see at the beginning of each test and to customize the tests themselves, so they include only the topics you need. She will then email you the URLs for the customized pre- and post-tests so you can share them with students. Neither test will have a start or end date to give you the greatest flexibility in assigning start and end dates for students. However, any test that a student starts, but does not complete will close automatically after two weeks of inactivity.

Step 2. Assign Study IDs and Inform Students

Timing the Pre-Test

Ideally, your students will take it before doing any work in the modules. If there tends to be considerable turnover in enrollment during the first few week of class, however, we recommend waiting until after the “last add” date to invite students to take the pre-test.

If you would like to see anonymized, aggregate results for your class to use as a diagnostic, please e-mail Jennifer after your pre-test deadline to request them.

Timing the Post-Test

You can ask students to take the post-test at any point after work in the modules is complete. There is no need to wait until the end of classes if you’ve covered the topics addressed in the modules sooner – in fact, scheduling the post-test before the last week of classes can help with participation rates if it’s possible, since students get busy.

To provide students with an incentive for taking the post-test, we have set it up so that students have the option of using it as a study guide. At of the test they will see all of the questions with their answers and the correct answers marked, and they can print this out to use as a study guide.

Students will need two things to take the pre- and post-tests:

The URLs for the test, which Jennifer Spohrer will send to you after setting them up in Step 1. The three-digit study IDs that you generate and assign to them, which we will use to match pre- and post-

test responses. (Since custom tests are created for each course piloting the materials, the study IDs only need to be unique within the course, rather than across courses.)

Many instructors post the links to the tests on their course’s LMS page (i.e., Blackboard, Moodle, Canvas), along with a roster of study ID numbers.

(Optional) Giving Students Extra Credit for Taking Tests

Adopting the Modules for Your Course

To adopt the modules for your course, you will need to create your own course in MyOpenMath and then copy the contents from the Teagle Development into it. Finally, you may want to adjust due dates to align the materials with your course curriculum.

Creating Your Course

You will need an instructor account to create courses in MyOpenMath. If you don’t have one already, see the instructions under Setting Up a MyOpenMath Account, above.

1. Log into MyOpenMath and navigate to your Home page.

2. In the Courses You’re Teaching Box, click Admin Page.

3. On the MyOpenMath Administration page, click Add New Course.

4. On the Course Settings page, type in a Course name and an Enrollment key.

5. For now, you can leave the other settings on their defaults and click Submit.

Note: To revisit the Course Settings page later, click the Course Settings link in the sidebar menu. Settings options are described here: https://www.myopenmath.com/help.php?section=administration#coursecreationsettings

Copying Modules from Teagle Psych RMS Fall 2016 into Your Course

Once you’ve created a course, you will need to copy the modules from the Teagle Course into it.

1. Under Course Items, click Copy (or click the Course Items: Copy link in the welcome message).

2. You will see a collapsed, hierarchical list of courses you can copy from. Expand Other’s Courses (you may have to wait a minute for loading) > Bryn Mawr College > Jennifer Spohrer and choose Teagle Psych RMS Fall 2016.

3. Scroll down to the bottom of the page and enter psychology in the Enrollment key box.

4. Leave the What to copy setting on the default (Copy whole course), and click Copy Items.

IMPORTANT: Copy the entire course, even if you only plan to use a few modules from it in your course. Terms within the module text are linked to their glossary definitions. These links will be get broken if you only copy a few modules initially, but once you’ve copied them to your course you delete or hide the modules you don’t need without affecting the link structure.

Hiding or Deleting Modules You Don’t Need

It’s important to copy the entire Teagle Development course into yours initially, so that the linkages between highlighted terms and the Glossary module at the end of the course materials remain intact. However, the materials were designed to be modular, since research methods and statistics courses are organized differently at different college. You can hide or delete modules on topics that aren’t covered in your course, and you can reorder the remaining ones to better match your syllabus.

To hide modules that aren’t relevant to your course:

1. Make sure you are in Instructor view.2. Navigate to a module you wish to hide, hover over the title, and click Modify.3. Set the Show: setting to Hide.4. Set the When not available: setting to Hide from students.

5. Scroll down to the bottom of the page and click Save Changes.

WARNING: We recommend hiding, rather than deleting modules, until you are absolutely certain you don’t need them. You can always restore a deleted module by re-copying it from the Teagle Development Course, but the links between any glossary terms in that module and their definitions in the Glossary module will no longer work.

To delete a module, hover over its title while in Instructor view, and click Delete in the menu that appears.

Hiding or Deleting Sub-Topics Within Modules

Each module covers several subtopics. The explanatory information, links to videos or simulations, and practice assessment for each subtopic are organized into what MyOpenMath calls a block. These subtopic blocks can be hidden or deleted just like module blocks, using the instructions above.

Note: Deleting a sup-topic block within a module will NOT delete any questions related to that block from the Did I Get This (Post-Test) at the end of the module. You can remove them manually if you would like: hover over the assessment title and click Questions to see a list, then Preview each question to see whether you need it, and click Remove if not. (Copies of the questions are deleted from your assessment, but the originals and any copies in other instructors’ courses are not affected.)

Setting Due Dates

For simplicity’s sake, all of the modules and assessments in the Teagle Development Course have been set to be visible and accessible to students “Always.” Most instructors who have used the materials have scheduled work in the modules so students are completing them while or after the same topics are covered in class, and our preliminary research suggests that doing so greatly helps students engage with and get more out of the modules. At minimum, we recommend providing due dates for the Did I Get This (post-test) assessments.

Instructors have used two methods for setting due dates for assessments:

Conventional, not technical: List due dates for assigned modules on your syllabus and/or your LMS course page (e.g. Moodle, Canvas Blackboard, etc.), but leave the default settings in the software untouched.

o Pros: Easier to set up. No technical cut off to a student’s access, so no need for extensions. Students can work ahead and explore non-required modules.

o Cons: Harder to enforce/monitor. Students may get confused and complete assessments that aren’t required. Harder to stop cramming, and cognitive science research shows that learners retain things better if they space learning out over time.

Technical, as well as conventional: List due dates on the syllabus/course page and set deadlines for key assessments in MyOpenMath.

o Pros: Easier to enforce/monitor. Students are forced to space their learning over time. o Cons: You will have to deal with extensions, but MyOpenMath has a few features that can help

automate this.

To set due dates for assessments in MyOpenMath:

1. Make sure you are in Instructor view.2. Under Mass Changes in the sidebar menu, click Dates.3. By default, the Mass Change Dates page shows everything in the course; choose Assessments from the

Filter by: drop-down menu to see only the assessments. 4. For each assessment, click in the Start Date column to add the date and time at which the assessment

becomes available and students can start entering answers.

Tip: If you want all assessments to be visible from the beginning of the course, set the first one to Start on the first day of classes, and then select the Copy Down Start date & time option from the drop-down menu in the Send Date Chg / Copy Down List column to copy that setting to all of the other assessments.

5. For each assessment, click in the End Date column and add the date and time at which the assessment is closed and students can no longer enter answers.

Tip: To avoid confusion, use 11:59pm rather than midnight (which changes the date) as a deadline. Or, since midnight isn’t “late” for most students, try an early morning deadline on the following day.

6. We recommend changing the settings in the Review Mode column to Always, so that assessments remain available for review, rather than being closed after the due date. In review mode, students can view all questions and answers, but no recorded responses or scores are changed.

7. Scroll down to the bottom of the page and click Save Changes.

Note: We do not recommend setting due dates for Practice (PR) assessments, as these are designed to be used as much or as little as a student needs.

Extensions and Late Passes

MyOpenMath offers two mechanisms for granting extensions. The first is the LatePass, which is most useful for giving all students a set number of automated “late passes” to “spend” throughout the semester. Students redeem their late passes by clicking "Use LatePass" option that will appear next to any eligible assessment as shown below. The second is a standard Exceptions mechanism that allows you to grant extensions to particular individuals. In both cases, extensions can be penalized or penalty-free and can be set in advance.

To use the LatePass feature, first set up the number and duration of the LatePasses granted to all students:

1. From your Course page, click Roster under Tools in the sidebar. 2. Click Manage LatePasses. 3. Enter the number of hours by which each LatePass will extend the deadline (the default is 24) and the

number of LatePasses each student receives by default.

Next, set which assessments will automatically accept LatePasses:

4. Under Mass Changes in the sidebar menu, click Assessments.5. By default, all assessments will be selected; uncheck the boxes next to any assessment that you don’t

want to include. 6. Scroll down beneath the list of assessments to the settings, and check the box next to Allow use of

LatePasses? then choose the maximum number of LatePasses a student may apply (out of his or her total allotment for the course) per assessment.

7. By default, a student has to click Use LatePass before a deadline passes in order to use it. This can be confusing, and we recommend checking Allow Late Passes after due date, within one LatePass period to allow students to allow the late pass after the deadline has passed, but within the extension windowed created by the pass. For example, if a student waited 10 hours after a deadline passed to apply a 24-hour LatePass, he or she would only have the remaining 14 hours to complete the assignment.

8. Check the box in front of Penalty for questions done while in exception/LatePass: if you wish to assign a penalty for assessments completed with a LatePass and enter a percentage in the box provided. (You can override this later for particular individuals if needed.)

9. Scroll down to the bottom of the page and click Apply Changes.

To give an individual an extension on one or more assessments:

1. From your Course page, click Roster under Tools in the sidebar. 2. Scroll down to the student’s name and click Exception. 3. Any existing exceptions for the student will be listed in the top box. To add an exception, scroll down to

the New Assessment Exception box, set a new end time and date, and check the boxes next to the assessments to which you want to apply the new deadline.

4. If you use LatePasses, you can optionally decrease this student’s quota of LatePasses (to offset the individual exception) by checking the Deduct __ LatePasses … option and entering a number in the box provided.

5. Scroll down to the bottom of the page and click Record Changes.

For more information on LatePasses and Exceptions, see this tutorial video: http://www.imathas.com/training/Mod6-exceptions/Mod6-exceptions.html

Teaching with the Materials

Adding Teachers and TAs to Your Course

You might want to give other instructors or teaching assistants access to your course. There are two types of roles you can give other MyOpenMath account holders: Teacher and Tutor. A Teacher must have an instructor account in MyOpenMath and will have the same viewing and editing permissions as the course owner. A Tutor can have either a student or an instructor account and will be able to view student responses and scores on the online assessments, and change scores on assessments if you give them permissions to do so. Tutors cannot edit the assessments or course materials themselves.

WARNING: If a Teacher or Tutor is already enrolled as a Student in the course, you will need to un-enroll them before they will have Teacher or Tutor privileges. Click Roster under Tools in the sidebar menu, check the names of the appropriate people, and click Unenroll.

To add a Teacher:

1. Go to the Home page (https://www.myopenmath.com/index.php)2. On the side bar, at the bottom of the "Courses I'm Teaching", click the button Admin Page

3. Under Courses, find the desired course and click Add/Remove under Teachers.

4. You will see a list of users who have instructor accounts on MyOpenMath using the same institutional domain (e.g. @brynmawr.edu, @grinnell.edu, etc.) that you used — click Add as Teacher next to the appropriate name.

Note: If you do not see the person you wish to add, it means they either do not have an instructor account or their account is tied to an email address with a different domain (e.g., @gmail.com). Have them request an instructor account with their college email address using the instructions above.

To add a Tutor:

1. Ask your tutors for the usernames they created when they set up their MyOpenMath accounts.2. Click Roster under Tools in the sidebar menu of your course. 3. Click Manage Tutors.4. In the text box, type in the usernames to add, separated by commas and click Update.

Enrolling Students

Although it is possible for an instructor to enroll students in a course once they have created an account on the My Open Math site, most faculty opt to have students create accounts and enroll themselves using the Course ID and an Enrollment key.

To get your Course ID and Enrollment key:

Go to your Home page and click the Admin Page button in the Courses I am teaching box.

Click Course Settings. Write down the Course ID and Enrollment key and include them in the instructions below when giving them to your students.

Below are step-by-step instructions for logging in an enrolling in the course as a student. Feel free to copy these to your syllabus or LMS page.

Enrolling if you don’t have a MyOpenMath account:

1. Go to https://www.myopenmath.com (NOTE: the ending is .com, not .org)2. Under Getting Started, choose register as a new student.3. Enter an e-mail address and set up a username and password.

Tip: Use a username your instructor will recognize as you!

4. Leave the default option (My teacher gave me a course ID) selected in the drop down menu.5. Enter the following in the appropriate blanks:

Course ID:Enrollment key:

1. Click Sign Up.

Enrolling if you DO have a MyOpenMath account:

1. Go to https://www.myopenmath.com and log in.2. In the Courses You’re Taking box, click Enroll in a New Class.3. Leave the default option (My teacher gave me a course ID) selected in the drop down menu.4. Enter the following in the appropriate blanks:

Course ID:Enrollment key:

2. Click Sign Up.

Practice vs. Did I Get This? (Post-Test) Assessments

The Teagle psychology research methods and statistics course has two types of assessments, each with its own default settings. In this section we will explain the intended use of each assessment and key settings. We strongly recommend NOT altering assessment settings until you become more familiar with the materials and the MyOpenMath interface, as they can have complex interdependencies and unintended consequences.

Practice Assessments

These are formative assessments, designed to provide a supportive, low-stakes environment for students to review and practice on skills and concepts covered in the modules. The student and Teachers and Tutors in the course will be able to view scores and responses from his or her most recent attempt in the Gradebook, but those scores are not “counted” in Gradebook totals or averages.

Default settings for practice assessments:

Students can attempt each question an unlimited number of times, with no penalty for incorrect answers. Students receive immediate feedback on their answer to a question, which indicates not only whether the

answer was correct, but also why or why not.1 Learning science research and student feedback have indicated that this information is valuable not only for correcting student misunderstandings, but also for reinforcing correct answers that students may have guessed or been uncertain about.

A Show answer button will appear after a student’s first attempt. The Message instructor about this question option is enabled

Did I Get This? (Post-Test) Assessments

These are intended as summative assessments, in which students to demonstrate their mastery of topics covered in a module. If you want to give students credit for completing modules or grades on their work in the modules, we recommend basing this on primarily on their post-test results. Scores and responses on these assessments will be visible in the Gradebook and factored into any averages for the course.

Default settings for Did I Get This? (Post-Test) assessments:

Students can attempt each question three times, but there is a 25% penalty for each incorrect attempt.

1 Note: Practice assessments are still in development as of 9/1/2016, so not all will have this verbose feedback.

Students receive feedback immediately after submitting an answer, but only about whether it is correct or incorrect. There is no verbose, explanatory feedback.

The Show answer button is unavailable. The Message the instructor about this question option is disabled.

Viewing Student Progress

Student responses and scores for all assessments are recorded and displayed in the Gradebook. (Students see only their own responses and scores; Teachers and Tutors see responses or scores for all students.) Given the number of assessments in these materials, the Gradebook view can quickly become overwhelming if you are trying to monitor progress for multiple students on multiple assessments. This section suggests alternative methods for common monitoring and grading tasks.

Activity Reports

Activity Reports are efficient tool for getting an overview of student activity within a given timeframe. If you need a quick summary of student work in assessments for the purposes of giving credit or checking how a class is doing overall, use the Activity Report – Lab Style Courses:

1. On the course page, click Reports under Tools in the left sidebar. 2. Under Course Reports, click Activity Report – Lab Style Courses.3. By default, the report shows activity over the last 7 days. If you want to alter this interval, click Edit

Report Settings, and select the Time interval to display, and click Update.4. (Optional) Set a threshold criterion for students to receive “credit” for an assessment (by default, scoring

75% of possible points).

Note: If you’ve set credit/no credit criteria at the assessment level, those will be reported here instead. Report-level credit/no-credit distinctions are used only to give instructors and tutors a quick overview of student work. They are not recorded or “counted” in the Gradebook, nor are they visible to students.

The report is visible beneath the Edit Report Settings options. At the top is a brief summary of course activity during the period chosen. Beneath it are tables that break this activity down by student and by activity. Click on the rows in either table to see more details.

Gradebook: Analyzing Performance on a Particular Assessment

Use the Gradebook if you want to view responses and details about student work on a given assessment.

1. Under Tools on the left-hand toolbar, click Gradebook2. Expand the appropriate assessment category: DIY, Mastery, and Practice. 3. Locate the name of the assessment in the first row of the Gradebook grid and click [Isolate] to view only

that assessment. Students’ total scores for the assessment will be listed in the column beneath the title. 4. Click [Isolate] to view more details, including time students spent in the assessment and any feedback

tutors or teachers provided. a. To drill down to question-level responses and scores for an individual, click his or her grade.b. To see question-level data for all students, click View Item Analysis.

Gradebook: Monitoring Individual Students

You can also use the Gradebook to monitor how a particular student is doing across multiple assessments, including Practice Assessments. Knowing the extent to which a student has engaged with the practice assessments

can be useful for conversations about performance on the Mastery and DIY assessments that “count.”

1. Under Tools on the left-hand toolbar, click Gradebook.2. Locate and click on the student’s name in the first column of the Gradebook.3. Here you can see the breakdown of data collected for each assessment in the course. 4. To drill down to question-level responses and scores on a particular assessment click on the grade for that

assessment.

Exporting the Gradebook to Excel

1. Under Tools on the left-hand toolbar, click Gradebook.2. In the drop-down Export to... menu, select file.3. If you are planning to use the exported data to calculate grades or credit, we recommend changing the

Separate header line for points possible? setting to Yes. This place the title and possible points value for each assessment in separate cells, which makes it easier to use the latter in calculations.

4. Click Download Gradebook for Excel once you are satisfied with the export settings.

Note for Windows 10 Users: Windows 10 often blocks downloaded Excel files (including, in our experience, files exporting from the Gradebook from opening. To remove this block, locate the file in your downloads folder, right-click on it, and click Properties. At the bottom there will be a note: “Security: This file came from another computer and might be blocked to help protect this computer.” Check the Unblock box next to this note, then click Apply. You should be able to open the file as usual.

Troubleshooting FAQ

Below are common issues that instructors and students have encountered while using MyOpenMath, and how to solve them. Another resource is the MyOpenMath Support Course, which instructors are automatically enrolled in. You can search the forums in this course for information on issues that aren’t covered in this FAQ or post questions about any that haven’t already been discussed – the community is typically very responsive. To access the forums, go to your Home page and click Support Course in the "Courses you're taking" box. Click Forums in the sidebar menu to search across all forums.

Please also let us know of any problems or solutions you run across in your experience with MyOpenMath, so that we can add them to this document.

Math type looks weird, graphs aren't appearing.

This is usually caused by your Accessibility settings being set to something other than the default. Accessibility settings are set at log in, and it seems that sometimes they are reset to something other than the default when a person logs in after being logged out for inactivity (i.e., leaving MyOpenMath open in your browser for a long period, but not working in it). The solution is to log out, make sure the Accessibility drop down menu beneath your username and password is set to Use defaults, and then log back in.

Pages load strangely when I click the "back" button on my browser.

The page cache you are attempting to access may have expired. To avoid this, always use the "breadcrumbs," which represent where you are in the course, to navigate instead of your browser buttons (see image below). The right-most step represents the block, sub-block or assessment you are currently in, click the links to the left to move backward through the navigation to your Home page, which lists all of your courses.

I added someone to my course as a Teacher, but they can’t edit it.

They are probably enrolled in your class as a student as well. To remove them as a student, go to Tools > Roster, check their name and click Unenroll.