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Mon Jun 24 19:51:30 2002 UTC (21 years, 10 months ago) by albertel
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CVS tags: version_2_9_X, version_2_9_99_0, version_2_9_1, version_2_9_0, version_2_8_X, version_2_8_99_1, version_2_8_99_0, version_2_8_2, version_2_8_1, version_2_8_0, version_2_7_X, version_2_7_99_1, version_2_7_99_0, version_2_7_1, version_2_7_0, version_2_6_X, version_2_6_99_1, version_2_6_99_0, version_2_6_3, version_2_6_2, version_2_6_1, version_2_6_0, version_2_5_X, version_2_5_99_1, version_2_5_99_0, version_2_5_2, version_2_5_1, version_2_5_0, version_2_4_X, version_2_4_99_0, version_2_4_2, version_2_4_1, version_2_4_0, version_2_3_X, version_2_3_99_0, version_2_3_2, version_2_3_1, version_2_3_0, version_2_2_X, version_2_2_99_1, version_2_2_99_0, version_2_2_2, version_2_2_1, version_2_2_0, version_2_1_X, version_2_1_99_3, version_2_1_99_2, version_2_1_99_1, version_2_1_99_0, version_2_1_3, version_2_1_2, version_2_1_1, version_2_1_0, version_2_12_X, version_2_11_X, version_2_11_4_uiuc, version_2_11_4_msu, version_2_11_4, version_2_11_3_uiuc, version_2_11_3_msu, version_2_11_3, version_2_11_2_uiuc, version_2_11_2_msu, version_2_11_2_educog, version_2_11_2, version_2_11_1, version_2_11_0_RC3, version_2_11_0_RC2, version_2_11_0_RC1, version_2_11_0, version_2_10_X, version_2_10_1, version_2_10_0_RC2, version_2_10_0_RC1, version_2_10_0, version_2_0_X, version_2_0_99_1, version_2_0_2, version_2_0_1, version_2_0_0, version_1_99_3, version_1_99_2, version_1_99_1_tmcc, version_1_99_1, version_1_99_0_tmcc, version_1_99_0, version_1_3_X, version_1_3_3, version_1_3_2, version_1_3_1, version_1_3_0, version_1_2_X, version_1_2_99_1, version_1_2_99_0, version_1_2_1, version_1_2_0, version_1_1_X, version_1_1_99_5, version_1_1_99_4, version_1_1_99_3, version_1_1_99_2, version_1_1_99_1, version_1_1_99_0, version_1_1_3, version_1_1_2, version_1_1_1, version_1_1_0, version_1_0_99_3, version_1_0_99_2, version_1_0_99_1, version_1_0_99, version_1_0_3, version_1_0_2, version_1_0_1, version_1_0_0, version_0_99_5, version_0_99_4, version_0_99_3, version_0_99_2, version_0_99_1, version_0_99_0, version_0_6_2, version_0_6, version_0_5_1, version_0_5, version_0_4, stable_2002_july, loncapaMITrelate_1, language_hyphenation_merge, language_hyphenation, conference_2003, bz6209-base, bz6209, STABLE, HEAD, GCI_3, GCI_2, GCI_1, BZ4492-merge, BZ4492-feature_horizontal_radioresponse, BZ4492-feature_Support_horizontal_radioresponse, BZ4492-Support_horizontal_radioresponse
- adding felicia demo course that teaches bout lon-capa

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Option Response problems
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<center><font size="+2">Option Response Problems</font></center>
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<p><b>Option Response</b> questions are similar to radio response questions, 
but instead of selecting one <b>foil</b> by clicking it's corresponding button,
you select an <b>option</b> from the foil's drop-down box.</p>
<p>Option response questions are usually used as a collection of <b>true and
false</b> foils or as a <b>matching</b> question.</p>
<p>There are two ways to create your option response question.  The first way
is called <b>simple option response</b> and the second way is <b>option 
response with concept groups</b>.  Simple option response is simply a collection
of foils with designated corresponding correct options.  Option response with
<b>concept groups</b> allows more specification for testing the conceptual
knowledge of your students.  You can group foils into different categories, or
<b>concept groups</b> and later analyze the data from your students submissions
to see if knowledge is lacking in a particular concept.  For example, the statement 
"a is less than b" and the statement "b is greater than a" represent the same
concept, but offer variety in the question such that students have to help each
other instead of merely share their common answers.</p>
<p>Click the right arrow to see examples of the two different option response
questions.</p>
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