Improving Efficiency and Consistency of Student Learning Assessments: A New Framework Using LaTeX

Ira Harkness; Justin Watson

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Computer-Supported Pedagogy and Assessment
Tagged Division: Computers in Education Division (COED)
Page Count: 7
DOI: 10.18260/1-2--47590
Permanent URL: https://peer.asee.org/47590
Download Count: 69

Paper Authors

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Ira Harkness University of Florida

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Ira Harkness is an Instructional Assistant Professor in the Department of Materials Science and Engineering. He has two decades experience in higher education, including directing information technology and facilities efforts at UF, and working with non-profits and community organizations to address K-12 education. His expertise is in computational nuclear engineering and nuclear engineering education.

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Justin Watson

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Abstract

Instructors often rely on What-You-See-Is-What-You-Get (WYSIWYG) word processor applications like Microsoft Word to create student learning assessments such as homework assignments and exams. The shortcomings in this traditional method led to the authors’ motivation to develop a better method. This project focuses on the development, usage, evaluation, and dissemination of an assessment preparation system based on LaTeX, a document preparation system commonly used for scientific documents. With this system, educators can streamline and standardize the process of creating student learning assessments using a library of individual problems with corresponding solutions. The system outputs a high-quality PDF file with optimum hyphenations, line breaks, and page breaks. Any equations, tables, and figures are consistently formatted. Features of the current version of the system include the ability to maintain a library of individual problems and corresponding solutions in separate files that can easily be added to a learning assessment. This avoids the frequent copy/paste strategy used when modifying problems in traditionally created assignments. An additional feature is the ability to assign point values to problems and subparts of a problem. The system provides warning in an output log if the point values are not internally consistent (i.e., problem 1 is worth 10 points but the subparts of the problem do not add up to 10 points). An important advantage of this system is the ability to readily provide typed solutions to assessments that are contained within the same file as the original problem. Another feature of the system is the ability to format the document according to a style template and allowing the time savings to be spent on the quality of the content. Traditionally, instructors often begin by modifying a previous assessment as a starting point. However, this approach has limitations because WYSIWYG word processors combine content and style, resulting in inconsistent document formatting. Issues like varying font types and sizes, indentations, and image sizes can persist throughout the document. Time spent fixing style-related problems could instead be spent improving the actual content (i.e., problems and solutions). Informal feedback from students indicates a preference for assessments created using this preparation system over traditionally created assessments. Instructors with programming backgrounds can readily adapt the system to their specific needs. For those less familiar with programming, online LaTeX editors like Overleaf can ease the transition. The provided documentation is also expected to further streamline the integration of this system into instructor workflows. All .tex files, documentation, and sample PDF output files are accessible via GitHub. Future enhancements may include the ability to create problems with unique values per student, facilitating collaborative learning without increasing the risk of plagiarism. The unique values would encourage students to focus on the underlying concepts rather than simply sharing answers (e.g., “What was your answer to problem 3?”).

Citation
Format

Harkness, I., & Watson, J. (2024, June), Improving Efficiency and Consistency of Student Learning Assessments: A New Framework Using LaTeX Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47590

TY - CPAPER
AB - Instructors often rely on What-You-See-Is-What-You-Get (WYSIWYG) word processor applications like Microsoft Word to create student learning assessments such as homework assignments and exams. The shortcomings in this traditional method led to the authors’ motivation to develop a better method. This project focuses on the development, usage, evaluation, and dissemination of an assessment preparation system based on LaTeX, a document preparation system commonly used for scientific documents. With this system, educators can streamline and standardize the process of creating student learning assessments using a library of individual problems with corresponding solutions. The system outputs a high-quality PDF file with optimum hyphenations, line breaks, and page breaks. Any equations, tables, and figures are consistently formatted.
Features of the current version of the system include the ability to maintain a library of individual problems and corresponding solutions in separate files that can easily be added to a learning assessment. This avoids the frequent copy/paste strategy used when modifying problems in traditionally created assignments. An additional feature is the ability to assign point values to problems and subparts of a problem. The system provides warning in an output log if the point values are not internally consistent (i.e., problem 1 is worth 10 points but the subparts of the problem do not add up to 10 points). An important advantage of this system is the ability to readily provide typed solutions to assessments that are contained within the same file as the original problem.
Another feature of the system is the ability to format the document according to a style template and allowing the time savings to be spent on the quality of the content. Traditionally, instructors often begin by modifying a previous assessment as a starting point. However, this approach has limitations because WYSIWYG word processors combine content and style, resulting in inconsistent document formatting. Issues like varying font types and sizes, indentations, and image sizes can persist throughout the document. Time spent fixing style-related problems could instead be spent improving the actual content (i.e., problems and solutions).
Informal feedback from students indicates a preference for assessments created using this preparation system over traditionally created assessments. Instructors with programming backgrounds can readily adapt the system to their specific needs. For those less familiar with programming, online LaTeX editors like Overleaf can ease the transition. The provided documentation is also expected to further streamline the integration of this system into instructor workflows. All .tex files, documentation, and sample PDF output files are accessible via GitHub.
Future enhancements may include the ability to create problems with unique values per student, facilitating collaborative learning without increasing the risk of plagiarism. The unique values would encourage students to focus on the underlying concepts rather than simply sharing answers (e.g., “What was your answer to problem 3?”).
AU - Ira Harkness
AU - Justin Watson
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Improving Efficiency and Consistency of Student Learning Assessments: A New Framework Using LaTeX
UR - https://peer.asee.org/47590
DO - 10.18260/1-2--47590
ER -