When should I use the Maths essay task type?
This task type can be used by authors when:
You want learners to use a combination of text and maths in their response,
oryou want to allow some flexibility in how learners input maths characters or equations, and
a facilitator or coach is able to manually mark the task.
In the example below, the maths essay task requires a written explanation that includes referencing some formulae:
The next example requires no written element but allows the learner to use the inbuilt maths editor to input maths characters, and to create equations:
How do I create a Maths essay task?
Watch the video below to see the process in action. If you need more, then follow our simple step by step written instructions.
Written instructions
All tasks load with an example task to give an idea of what each field is for. To add your own task details, you can type over the existing content in the fields or select Clear task content, to start completely fresh.
Standard fields
This task has the standard fields/options that all tasks have.
At the top:
Question - Where you set the main question/task which tells learners what to answer or do.
And at the bottom:
Hint - Add a hint to give pointers or clues to give learners extra guidance to complete the task. Learners can choose to See hint so it allows them to get this help “on demand”.
Feedback - Add feedback to give learners an automated response when they submit the task. See Writing feedback for tasks for pointers and ideas.
In between the top and bottom standard fields we have the following areas and fields.
Setting keyboard options for learners
This part of the task set up area lets you customise the keyboard shown to learners.
For most purposes, a floating keyboard with keypad hints enabled will suit. You can choose, add and remove symbols (groups that learners get to choose from).
Other options
Choose a word limit, and whether or not you want to show the word count.
Automatic feedback and individual feedback
Authors can add automatic feedback so that learners can compare their answer to the automatic feedback given (as opposed to having the answer auto-marked). Automatic feedback should be helpful so that learners can figure out whether or not they are on the right track, such as worked-steps or a quick list of alternative solutions.
Authors should then select a marking template that requires a facilitator to add feedback, such as complete/incomplete with feedback. This option allows the facilitator to mark and provide feedback in a text box. For more information see the article on marking templates.
Other articles you may be interested in:
Task types - See the variety of tasks available for course authors to engage and assess learners.
Adding a task to your course - Course authors can add assessed and non-assessed tasks to their courses.
Automarked tasks - Understanding how automarked tasks work for authors, learners and facilitators.
Adding a quiz using tasks - Course authors can create assessed or non-assessed quizzes to add to their courses.
Using the tasks math editor as an author - Course authors can format mathematical equations and chemical formulas in tasks.