CAPP Project

PART I
Overview
 Overview of the Project

• The Chegg Assessment and Proficiency Platform (CAPP) is a place where students can
practice for their course exams. There are two different parts to CAPP: exam sets and
topic sets.

• Topic Sets: Consist of questions that are all on the same topic.

• Practice exam sets: Practice exams are meant to be a comprehensive assessment of a

course

• More information about these sets is given on the specific guidelines documents.
 Scope of the Project

• Experts supposed to create MCQ questions from the given list of topics shared by the
client (Topic Sets and Practice Exam Sets Excel sheet)

• Then have to write a step by step answer for the created question as per the guidelines.

• The whole process should be done on the third party platform, i.e., Varafy.

• The details about the Varafy platform will be given during the time training.

• The purpose of creating these assessments for the students to assess their
preparedness for a test/exam/quiz.
PART II
 Solution Format- Overview

• Keywords

• Concepts and reason

• Fundamentals

• Starting Hint

• Step(s)
 Keywords in ECC

• Keywords in solution are:

 ‘General guidance’

‘Concepts and reason’

‘Fundamentals’

• The purpose of giving this information is to guide the student to

understand the question before solving it.
 General Guidance

The first section of the solution (in Varafy Platform) should begin with
‘General guidance’. General guidance includes ‘Concepts and reason’
and ‘Fundamentals’ related to the question. The purpose of giving this
information is to guide the student to understand the question before
solving it.
 Concepts and Reason

• Expert should provide concepts related to the question and the

approach to follow to guide the student in the right path of solving.

• The concepts include related statements, theorems, etc. The expert

should also mention the reason for following certain concepts to solve
the question.
 Fundamentals
In this section, the expert should include the following points:
Basic definitions or key points that are necessary to understand the
concept(s).
Rules with their description.

Necessary formulae.

Explanation of variables in the formula.

The first section should be separated by a delimiter.

 Starting Hint

• In this section, expert should provide a necessary hint to initiate the

first step of the solution in one or two sentences.
• Expert should also discuss the end-result of the first step.

Example: “To calculate the end values of variables, first take the partial
derivatives of the function.”
 Step(s)

• This is the beginning of the solution.

• Every solution having following sections:

Explanation

Common mistakes

Hint for next step

• There should be minimum 2 steps in the solution.

 Explanation

• Explanation is mandatory for every step.

• A step without explanation in an solution is not acceptable or will be rejected.

• Here, the expert should give detailed explanation pertaining to the step. If a
formula is used in the step, the expert should give all the necessary explanation
related to it.
 Common Mistakes

• In this section, experts have mention the mistake (with proper

reason) which students can commit while solving the question.

Example: Do not use the relation V = i /R to calculate the voltage.

It is a mistake because the correct formula is V = iR

• The expert should also provide key points to remember while doing
the step
 Hint for Next Step

• In the section of the solution, expert should have to provide a

necessary hint about the general idea in the next step or outcome of
the next step in one or two sentences
Example: Use Ohm’s law to find the resistance R.

General idea: Using Ohm’s Law

Outcome of the next step: Calculating Resistance R

PART III
Content Creation Process for Authoring
 Solution ID Details

The topic will be combination of following:

Subject_Course_DL_QT_ST_ITEMID_SOURCE.
• Subject: Name of the subject for which a specified course
name is given.
• Course: The name of the course given for the subject.
• DL: The difficulty level of the question (Example:
01/02/03/04/05) to be created.
• QT: Question type (MC or T/F or Blank(s)) (Currently, use
MC type only)
• ST: Scoring type (It is a numerical number going to
provide during assessment) (Currently, use 03).
• ITEMID: It is the name of the item (It is a numerical
number starting from 1).
• SOURCE: Source is SPI.
•Item Data: Let’s take an example for filling the “Title”
Subject: Math
Course: High School Algebra
Difficulty Level (DL): 3
Question Type (QT): MC
Scoring type (ST): 3 (Currently 3 by default)
ITEMID (numerical serial number of the question): Lets take it as a 116
SOURCE: SPi (as a partner we are creating the assessment, so SPi will the source

•Thus, the “Title” will be “Math_High School

Algebra_3_MC_3_116_SPi”
 PART IV
Difficulty Level
 Difficulty Level of the Questions
• Currently, there are no specific guidelines to defined the difficulty level.

• The difficulty level of the question can vary from scale 1 (minimum) to 5 (maximum).

• The questions are for the US undergraduate students, so difficulty level defined keep this
factor in mind.

• Defining difficulty level is completely depends on the expert’s understanding of the subject or
topic.

• Each question has its level of difficulty and the expert has to create the questions of different
difficulty level based on the concepts, comprehension, calculation, and information in
involved.
 Difficulty Level 1

• Easiest difficulty level question with simple concept and understanding.

• Normally this type of question involves single concept and simple calculations.
Example (Chemistry): Calculate the number of moles of 25g of water.
The above question falls under difficulty level 1. Since it involves the concept mole and the
calculation involves direct substitution in the formula.

• Expert supposed to create 5% questions of difficulty level 1 (of a complete batch).

 Difficulty Level 2

• This type of question involves a minimum of two concepts but this depends on
the nature of the subject and the expert.

Example (Chemistry): Calculate the mass of acetic acid in which the molarity of acetic acid is
0.05M in 250 ML of solution.
The above question falls under the difficulty level 2 since it involves two concepts, i.e., molarity and mass
calculation.
It also involves unit conversion from mL to L (which is makes the question more challenging and tricky).
Without converting the unit student may end up with the wrong answer option.

• Expert supposed to create 10% questions of difficulty level 2 (of a complete batch).
 Difficulty Level 3
• The question under this category should have a moderate level of concepts. Also, the question
should be tricky and challenging.
Example (Chemistry): “The final product that can be formed when propene reacts with HCl is”

Following are the reasons due to which the question can be categorized under difficulty level 3:

 First, the structure of propene (nomenclature) should be known since there is a possibility of taking the wrong structure
due to which student may end up with the wrong answer option.

 The type of addition reaction should be identified (since we have two types of addition reaction).

 The major product formed should be identified (since there is a possibility of forming two products).

• Expert supposed to create 70% questions of difficulty level 3 (of a complete batch).
 Difficulty Level 4

• The question which falls under this difficulty level should be tricky, challenging and
it should involve multiple concepts.
Example (Chemistry): The number of reagents given below. Identify the correct order of
reagents that can be used to convert 1-butene to butanoic acid.
Difficulty Level 4………………………continued
• Following are the reasons due to which the question can be categorized under difficulty level 4:

The structure (Nomenclature concept) of the given reactant and product should be identified.

 The role of each reagent listed in the image should be known.

 Elimination of unwanted reagents should be known.

 The reaction sequence of the conversion between butane to butanoic acid should be known

 Placing the correct order of reagents and the reaction sequence is important to get the correct
answer.

• Expert supposed to create 10% questions of difficulty level 3 (of a complete batch).
 Difficulty Level 5
• The question which falls under this difficulty level should be tricky, challenging, and it
should involve multiple concepts.
Example (Chemistry):

Following are the reasons due to which the question can be categorized under difficulty level 4:
No direct hint given except the constant values.
 The student has to identify the complete reaction
Difficulty Level 5………………………continued

 The half-reaction occurs at cathode and anode should be identified correctly (usually, mistakes will
happen while identifying the reactions that occur at cathode and anode).

 The value of E^0 cell should be calculated using the correct formula or it will end up in an incorrect
solution at the end

 By using the Ecell value the concentration of copper should be identified using the Nernst equation.

 The concentration of H+ ion is 1 since it is given as a standard hydrogen electrode (a trick) which is
to be used directly in the equation.

 Usage of units and its conversion should be done properly to get the correct final answer.
• Expert supposed to create 5% questions of difficulty level 5 (of a complete batch).
PART V
Do’s and Don’t
Lesson Learned
 Do’s and Don’ts of Creating Questions

While creating questions we have to keep following points in the mind.

• The question should not be plagiarized.

• Every question should be unique in all the aspects.

• Guidelines should be followed.

• There should be no direct questions.

• The question should be tricky and challenging.

• Should have well-defined MCQ options.

• The questions should Application Oriented and Situational Based.

• Expert should cover all the difficulty levels while creating the questions.
 Lesson Learned from the previous Experience

• One SME should work on one topic to maintain the uniqueness of the
questions.

• Created question must fall under the given topic.

• The questions should equally divided among the given L2 or L3 topic.

• Wherever possible try to make the question Dynamic.