Page - 235 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

through parts 1 and 2 of such a question is to obtain the correct answer (listed here as “b”) to part 1, then follow that up by obtaining the correct answer to part 2. This correct path through the question is marked in red in Figure 6. However, another possibility is that the student makes an anticipated “common mistake” in part 1, but obtains an answer to part 2 which is entirely consistent to his/her answer to part 1. This is indicated as path 2a in Figure 6. The student should get feedback (and partial credit) indicating what he/she had done correctly, and what incorrectly, here. Another, but more surprising, possibility is that the student gets the correct solution to part 2, despite getting part 1 incorrect. This could be after the student spotting that he/she had made an error in part 1 after submitting his/her answer to it, or could be due to luck. This is marked as “2b” on Figure 6, and again requires specific feedback. The final possibility is that the student gets both parts of the question completely incorrect. Again, this requires appropriate feedback to the student. Not surprisingly, the QTI-XML code generated by our system for a compound question can be very complicated. Figure 4. Example of use of the editor for a simple question. M.Davis etal. /Developing“Smart”TutorialTools toAssist StudentsLearnCalculus 235