[LON-CAPA-users] The Way Sequences Work(?)

Mills, Douglas G dmills at illinois.edu
Mon Sep 12 13:34:30 EDT 2011

HI All,

So last week we figured out (with help from the list!) how to set up a sequence of three quizzes (each a single multipart problem) so that students have three attempts at a quiz with a decreasing value each time (so 100% on attempt 1 is 100%, 100% on quiz 2 is worth only 90% of total points, and 80% on attempt 3). Why use a sequence? Because otherwise it doesn’t take long for students to decide to attempt attempt 3 FIRST so the instructor has to look at which attempt came first in order to decrease the total point values as above.  With a sequence, the students cannot see a subsequent version until they’ve started the current iteration and answered at least one question so that the clock is ticking (they have 30 minutes per problem).

NOW as we implement this, we find we have two challenges we had not counted on:

(1) We had thought that a sequence is like a folder in terms of the course hierarchy, so setting a time limit of 30 minutes at the sequence level shows a time limit of 30 minutes at the resource level for each of the three separate problems in the sequence. That seems right. HOWEVER, once you start a problem, it turns out that all THREE problems appear to have been started and the clock is ticking on all three. That was not our intent. The intent was that the time limit for each of the three problems in the sequence would be independent of the other problems. Is this because we set the time limit at the sequence level and would that be fixed by setting the time limit at the individual resourc levels?

(2) We had counted on there being a separate point total for each of the three problems in the spreadsheet, but in fact it turns out that the sequence has an entry in the gradebook consisting of the total of the three quizzes, rather than each of the three quizzes being considered separately.  Any way to get the points of each of the quizzes separately rather than a lump sum for the sequence?

Thanks as always for advice and help!


Douglas Mills
Director of Instructional Technologies
Department of Chemistry
University of Illinois
dmills at illinois.edu
(217) 244-5739

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