# User interface - Wiris Quizzes Studio

## Correct answer

In this tab you control the answer field for the student, and you also set the correct answer here inside a formula editor.

Below the editor is the *Input method*, with the following options:

**MathType embedded**: Select this for the student to use an embedded editor (default).**MathType in popup**: Select this for the student to use a small input box, with a button to insert formulas with our editor.**Plain text input field**: Select this for the student to use a small input box with no formula editor.

One of the above three is always selected. The further optional boxes are:

**Compound answer**: In Short answer questions, you can ask for more than one answer in a single question. For more details see this page: Compound answers.**Include CalcMe**: You can supply your the student with our online calculator while answering the question, and set initial content for the calculator if desired. Keep in mind that the calculator can do a lot more than numerical computations!

## Validation

Here you select what kind of input is expected from the student. For example, choose between general mathematical expressions or quantities that involve units. Along with this, you can decide how the correct answer is validated against the student answer. The main function of many of the options is to decide how syntax checking works on the student side. For example [0,1) is normally highlighted as incorrect syntax, unless we choose the *Intervals* option. The tab is divided into three sections, explained below.

### Allowed input

Choose the desired answer type. These can be:

**General**: Any mathematical expression. This is the default option, and it is probably the type you need in the majority of cases.**Quantity**: The most important use of this is for answers with*units*or*currencies*. This option would also be appropriate for numerical answers, fractions, ratios, etc. The*General*option will work for these cases, but you have a few more options with*Quantity*.**Text**: For pure text answers with no mathematical content. This option is rarely used. More details here.

The first two also have a series of options.

#### Options for General

Option | Description | Default |
---|---|---|

Constants | Which symbols are recognized as mathematical constants (e.g. if i is enabled then i² will be understood as –1). | All selected |

Functions | Which function names are recognized by their usual meaning. (e.g. if exp/log is enabled then "ln(2)" will be understood and calculated as 0.6931... | All selected |

User Functions | Define your own function names to add to the above list. They won't be calculated as anything, but sometimes this option is useful. See this page for an example: user functions | Empty |

List | Allow lists as answers. Options for list separators are shown below. | Selected |

Lists always need curly brackets "{}" | Require that lists be enclosed in curly brackets to be recognized as a list (e.g. if selected "4,7,88,9" would not be understood as a list - in fact it would be highlighted as syntactically incorrect). | Selected |

Intervals | Recognizes interval notation as valid syntax. Expressions like [0,1] are already valid without this, but now we may have for instance ]0,1] or (0,1]. More details here. | Unselected |

Separators | Decide which symbols act as decimal, digit, and list separators. | Point "." : decimal digits |

Comma "," : list items | ||

Space " " : Nothing |

#### Options for Quantity

Option | Description | Default |
---|---|---|

Constants | Which symbols are recognized as mathematical constants (e.g. if i is enabled then i² will be understood as –1). | π, i, j |

Units | Which units are recognized. It's important to note that "all" includes more units than the other 6 shown - it includes all S.I. basic and derived units. | all |

Unit prefixes | Which unit prefixes are recognized. Again, "all" includes more prefixes than the ones shown. | M,k,c,m |

Mixed fractions | Allow mixed fractions to be recognized. Without this option, a number next to a fraction is understood to be multiplying it. | Unselected |

List | Allow lists as answers. | Selected |

Separators | Decide which symbols act as a decimal, digit, and list separators. Additionally, you can use apostrophe `'` for decimal mark. You must choose Quantity, and in Options > Units uncheck all, and then uncheck `º'"` . | Point "." : decimal digits |

Comma "," : list items | ||

Space " " : Nothing |

### Comparison with student answer

Once we've decided what format we expect the student answer to be in, we have a few options for how their answer should be compared to the correct answer.

Comparison with student answer criteria | ||
---|---|---|

Tolerance | This specifies the tolerance criteria used for the comparison between the student's answer and the correct answer. This setting applies globally (to the entire question). The default value is 0.1% percent error. | More details |

Literally equal | This removes all mathematical interpretation from the comparison. The student's answer is only correct if it matches the correct answer exactly. For example, if the correct answer is 4 but the student writes 4.0, it will not be counted. This criterion is rarely recommended. | |

Mathematically equal | This is the default comparison. It will detect if what the student has written is mathematically equal to the correct answer. For example, we don't need to worry if the student writes a + b or b + a. | More details |

Equivalent equations | This comparison is very similar to the above, but it is for the special case where the answer is an equation (e.g. the student could write y = 2x – 5, or , or any equivalent form). | More details |

Any answer | Anything that the student answers will be counted as correct. This is useful in some cases. | More details |

Grading function | Define your own function to decide which answers are accepted, and how to grade them. This is an advanced feature. | More details |

Compare as sets | This is a checkbox that is independent of the above options. When checked, order and repetition are ignored from lists. So, if the correct answer is the set {1,5,2}, then {5,5,5,2,1} (for example) would be accepted. | More details |

### Additional properties

Sometimes it's not just the *value* of the answer that's important, but also its *form*. This usually happens when you are teaching basic algebraic manipulation, and you want the answer in a very specific form. For example, if you’re teaching how to reduce a fraction, you probably want to accept only the reduced fraction as the correct answer. If so, all other equivalent fractions are wrong, despite having the same value. In this case, we need to select *is simplified* from the list of **Additional properties**.

Structure | Examples | ||
---|---|---|---|

Correct | Wrong | ||

has integer form | It checks whether the answer is a single integer | ||

has fraction form | It checks whether the answer is a single fraction or integer | ||

has polynomial form | It checks whether the answer is syntactically a polynomial with real or complex coefficients | ||

has rational function form | It checks whether the answer has the form of a rational function | ||

is a combination of elementary functions | It checks whether the answer is a combination of elemental functions | ||

is expressed in scientific notation | It checks whether the answer is in scientific notation |

Specific property | Examples | ||
---|---|---|---|

Correct | Wrong | ||

is simplified | It checks whether the expression cannot be simplified | ||

is expanded | It checks whether the expression is in its fully expanded form | ||

is factorized | It checks whether an integer or a polynomial is factorized | ||

is rationalized | It checks whether the expression does not have square (or higher) roots in the denominator. It also checks whether the expression has a pure real denominator (in the case of complex numbers) | ||

doesn't have common factors | It checks whether the summands of the answer have no common factors | ||

has minimal radicands | It checks whether any present radicands are minimal | ||

is divisible by | It checks whether the answer is divisible by the given value | , given | , given |

has a single common denominator | It checks whether the answer has a single common denominator | ||

has unit equivalent to | It checks whether the unit of measurement in the student's answer is equivalent to the given one. Multiples are not equivalent | , given | , given |

has unit literally equal to | It checks whether the unit of the answer is literally equal to the given one | , given | , given |

has precision | It check that the response is expressed within a given precision range | , between 3 and 4 significant figures | , between 3 and 4 decimal places |

For a complete and advanced description of all the properties, see assertions.

## Variables

This tab is at the core of many of Wiris Quizzes' capabilities. We define variables here in a computer algebra system (CAS), and these are used in various parts of the question definition, mainly in the question's statement and correct answer. If you're familiar with CalcMe or Wiris CAS then you have a head start. If not, it's easy to get started. You can think of it as a big scientific calculator, but which can also manipulate symbolic equations. You can always check CalcMe basic guide (or CAS basic guide).

### Declaring variables

Variables are defined by writing a name for a variable, an equals sign and an expression on the right-hand side. For example:

Wiris CAS | CalcMe |
---|---|

There are two details to note:

#### Declaring variables

- The left-hand side can be any letter or word without spaces, excluding reserved words (e.g.
`sin`

,`cos`

) - The right-hand side can be any reasonable mathematical expression, be it numerical (as in the first variable above) or algebraic (as in the second).

Within this field, variables can be manipulated and acted on, and new variables can be defined from old ones, just as on paper. For instance:

Wiris CAS | CalcMe |
---|---|

**Only for Wiris CAS**: We're using the space *outside* the yellow variables box to test the value of `new_variable`

. This is what it is intended for. None of what is written outside of the box is used in the question at all; the space is just for testing variables and instructions whenever it might be necessary.

#### Algorithm language

The algorithm field is available in multiple languages. By default, the language of the CAS will be the same as the Moodle, or English as the fallback. But you can choose another one of the available languages.

If you change the CalcMe language then any existing algorithm in it will be automatically translated. This is very useful if you have algorithms in other languages, like the ones in STEM collection.

### Inserting variables

Those are the basics of how variables function inside of Wiris Quizzes Studio. What's very important though, is to know how to use these variables *outside* of Studio. The answer is simple:

**#**followed by the name of the variable (e.g.

`#a`

)So we could include the above polynomial in a question just like this:

This would appear to the student as:

### Random variables

Perhaps the most important use of variables is to introduce randomness in a question. There is a simple instruction in CalcMe that generates random numbers, `random()`

. For example,

Wiris CAS | CalcMe |
---|---|

generates a random number between -10 and 10. This could then be used in the question text as we have seen. The result is that each time the question is opened, a random value for `a`

is used. So, students viewing the same question will see potentially different values.

### Output options

Different countries, education levels, or textbooks, use different notations. You can configure this section to better match the notation you use.

These options apply only to the values generated in the *Algorithm* field, i.e. the variables. All generated values will be in the same notation; you can not generate values in different notations.

#### Precision

*Precision* must be an integer between 1 and 15 included, and its meaning depends on *Notation*. By default it is `Precision = 4 significant figures`

.

All notations usually imply a rounding. When rounding, the rule used for tie-breaking is half-up.

#### Notation

These notations apply only to decimal numbers. Numbers and expressions without a decimal point in them are exact, and so these notations don't apply to them. You can always convert an exact expression to decimal by multiplying by `1.0`

for instance.

#### Decimal

Choose the symbol for the decimal mark. Available options depend on the symbols in *Validation* tab, in *Options... > Separators* marked as *Decimal digits*. Trailing decimal points of integer numbers are never shown.

#### Thousands

Choose the symbol for the digit groups separator, that is, thousands separator.
Available options depend on the symbols in *Validation* tab, in *Options... > Separators* marked as *Digit groups*.

#### Times operator

Choose between middle dot `·`

and cross `x`

.
Set *Invisible* to hide all non necessary products, that is, implicit products.

#### Imaginary unit

Choose between `i`

and `j`

(often used in electrical engineering).

## Preview

In this tab you can simulate the question quickly, without having to save, exit the question editor, etc. Specifically you can test evaluation criteria, automatic feedback, and variables. The preview interface looks like this:

We will now examine the separate elements of the Preview pane.

### Answer

This is a formula editor exactly as the student will have, where you can write a test answer.

**Note:**It's easy to see the toolbar in the editor window presented to the student is different from the MathType toolbar you normally see. This simpler toolbar is easier to navigate, and contains all the symbols and templates the student will likely need when answering quizzes. For full toolbar documentation, see the Toolbar and icons page in the MathType Web docs.

### Test

Click the Test button to see if the answer that you have written is correct. You may also want to use this to check that *incorrect* answers are, in fact, incorrect.

### Correct answer

The correct answer, as defined in the Correct answer tab, will be shown in the blank on the left. Click the arrow button to automatically input the correct answer into the answer blank above. If any variables are defined in the variable tab, there will also be a refresh icon . When clicked, all algorithms in the Variables tab are executed again. In particular any random elements will be newly generated.

## Import and Export

You can *Export* and *Import* the contents of Wiris Quizzes Studio.

The *Export* button will immediately download an XML file containing all settings of all tabs of the studio. Your browser will automatically save this file or will ask you where to put it, like any other download.

If you are using Studio inside an LMS (Moodle, Canvas,…), then be aware you are not exporting the question; you are exporting only the studio settings.

The *Import* button is the reverse action of *Export*.

You can use *Export* and *Import* to help you to:

- Move algorithms between questions.
- Change the type of a question; for instance, from
*shortanswer*into*multichoice*. - Move questions between LMS; for instance, from Moodle to Canvas.
- Provide detailed bug reports to
*support at wiris.com*

## Languages

Wiris Quizzes is multilingual and it is today available in the following languages:

Language | Original name | Configuration code |
---|---|---|

Catalan | català | ca |

Danish | dansk | da |

English | English | en |

French | français | fr |

German | Deutsch | de |

Greek | ελληνικά | el |

Italian | italiano | it |

Norwegian bokmal | norsk bokmål | nb |

Norwegian nynorsk | norsk nynorsk | nn |

Portuguese | português | pt |

Portuguese Brazilian | português brasileiro | pt_br |

Spanish | español | es |