{"content":[{"text":"How CML Works","bbox":{"left":0.151329,"top":0.085807,"width":0.17659200000000003,"height":0.018629000000000007}},{"text":"Computer managed learning (CML) systems are software packages with \n several common functions, including generating tests from banks of \n questions, marking the tests generated, analyzing the results and keeping \n records of students’ marks and progress. They have a template or a course- \n map where the parameters used to generate any test are stored. The tests \n generated using the CML system provide feedback relating both to student \n performance and the effectiveness of individual questions in the bank, hence \n the information can be used for either formative or summative purposes. Most \n systems are able to generate tests that use multiple-choice, true-false, short \n answer, matching, calculation and assignment questions. They usually have \n the ability to mark all except the assignment questions, although the short \n answer questions are often quite restrictive.","bbox":{"left":0.151329,"top":0.123915,"width":0.692866,"height":0.19620700000000002}},{"text":"Use of CML at Curtin University of Technology","bbox":{"left":0.151329,"top":0.337066,"width":0.484729,"height":0.018629000000000007}},{"text":"The computer managed learning system in use at Curtin University of \n Technology is a mainframe-based computer testing system run through a \n central testing laboratory. Each year approximately 30,000 student tests are \n generated and marked by the system. While the system is capable of \n supporting a variety of question types, multiple-choice questions are used \n almost exclusively. Questions are held in testbanks and students draw \n randomly generated tests according to parameters set by the lecturers but \n held within the CML system.","bbox":{"left":0.151329,"top":0.375174,"width":0.6760489999999999,"height":0.130648}},{"text":"Lecturers use the CML system in a variety of ways. Some use it to encourage \n a self-directed learning approach by students while others prescribe \n mandatory time frames for each test. Most use the CML tests as one \n component of the total unit assessment with marks typically contributing about \n 20% towards the final unit mark. The number of assessed tests generated by \n the CML system for a particular unit varies between one and five. While some \n lecturers allow an optional practice test before the first assessed test, very few \n make this compulsory and most lecturers do not implement a practice test at \n all. Where the practice test facility is used it is only made available by \n lecturers before the first assessed test.","bbox":{"left":0.151329,"top":0.52268,"width":0.697503,"height":0.163427}},{"text":"Features which make CML a formative assessment tool","bbox":{"left":0.151329,"top":0.703052,"width":0.5797920000000001,"height":0.018629000000000007}},{"text":"Practice tests, which do not contribute marks to final assessment, are one \n use of the CML system as a formative tool. These practice tests can be \n generated using the same parameters and with questions drawn from the \n same test banks as those used for the summative assessment.","bbox":{"left":0.151329,"top":0.741302,"width":0.6638580000000001,"height":0.06509100000000001}},{"text":"The CML system also has the option to give students immediate feedback \n about their performance, which is the basis of its use for formative \n assessment. When the practice test and feedback facilities of CML are used, \n students can test their knowledge about the topic and be shown where they \n need to improve.","bbox":{"left":0.151329,"top":0.82325,"width":0.6841219999999999,"height":0.08148}}],"images_bbox":[],"images_bbox_not_text_overlap":[]}