Online writing tests, using an OS image that prevents access to any site other than Sakai.

1. Ken Romeo
Language Center
Mike Queisser
Academic Computing Services
Stanford University
June 10-15, 2012
Growing Community;
Growing Possibilities

2.  Background: Why did we do this?
 Pieces: Where, what, and how?
◦ Hardware
◦ Test settings
◦ OS image
◦ Preparation
◦ Administration
 Results: How well did it work?
 Lessons learned: What should/can we fix?
 The biggest victory: Collaborations
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3.  CourseWork = Sakai
 ACTFL = American Council on the Teaching
of Foreign Languages
 WPA = Writing Proficiency Assessment
 IME = Input Method Editor
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4.  Language
Requirement
 Accountability
 Speaking & Writing
 ACTFL Proficiency
guidelines
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7. More secure
Better organization
Typing produces more language
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16.  Lightweight, simple system
 Security
 Privacy
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17.  Minimize running services and applications
 Sophos A/V, Python 2.6, and CopSSH
 Automatic login
 XML file >> IME settings
 CMD.exe and Notepad.exe
 Windows updates disabled
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18.  Active directory
 Domain and local group policies
 Proxy server to allow access to only certain
sites
 Script read from imaging management server
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20.  function FindProxyForURL(url, host)
 {
 //strings to return
 var allow = "DIRECT";
 var block = "PROXY localhost:80";
 if
(shExpMatch(url, "https://coursework.stanford.edu/*"))
 { return allow; }
 if (shExpMatch(url, "https://cw-tests.stanford.edu/*"))
 { return allow; }
 if (shExpMatch(url, "https://weblogin.stanford.edu/*"))
 { return allow; }
 if (shExpMatch(url, "*.microsoft.com/*"))
 { return allow; }
 if (shExpMatch(url, "*.windowsupdate.com/*"))
 { return allow; }
 if (shExpMatch(url, "*.microsoftupdates.com/*"))
 { return allow; }
 if (shExpMatch(url, "*.sophos.com/*"))
 { return allow; }
 return block;
 }
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21.  Clear temporary files at logout
 Reset user account completely at login
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22.  Typing: PC – IE8 (NOT a Mac, MSWord)
 Instructions
◦ Language bar
◦ Don’t click the back button
◦ Save after every sentence
◦ Mistakes: ctrl-z / close browser
◦ Submit when complete
◦ Can re-open unsubmitted work
◦ Can re-submit new work
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23.  Coordinator group and 1-on-1 meetings
 Multiple emails to instructors
 Coordinator meetings with instructors
 Consulting on preparation activities
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24.  Overview / schedule
 Preparation: steps and samigo export file
 Orientation
◦ Typing instructions: US
International, Chinese, Japanese, Korean
◦ Test taking instructions
 Testing day instructions for administration
◦ Setup
◦ Test start to finish
◦ Error handling
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25.  Introduction: Honor code and instructions
 2 items: text prompt, short answer responses
 Settings:
◦ No release, due, retract dates
◦ No time limit
◦ Allow multiple submissions
◦ Allow late submissions
◦ High security: UserID and password
 Concept: security through physical location
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26.  Previously observed
 Virtual server to avoid load balancer
 Certificate
 Vanilla Sakai
 In the end …
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27.  2011: pilot 155 tests in Western languages
 2012: 493 on samigo / 238 on paper,
◦ 31 Chinese, Japanese, and Korean pilot tests
◦ No major data loss: 11 students lost 1-2 sentences
◦ One test fell back to paper (10 students)
 2013: expand CJK
 Remaining languages: Russian and Arabic
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28.  Students don’t read paper instructions
 Logistics are never, ever trivial
 Something was sketchy: load balancer?
 Overcautious instructions worked, sort of
 Non-soft controls (physical presence) worked
 OS image totally worked (except notepad)
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29.  Block Notepad and CMD
 IE >> Firefox ESR
 Point out language bar
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30.  Desktop (not web) app
 Enrollment from Sakai
 Results to Sakai
 Cache results until
completely uploaded
SOPI
application
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31.  The end of the blue book
 Mid-terms, finals: like paper, but online
 Instructional technology for the 80%
 The beginning of learning analytics
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32. CourseWork
Team
Imaging
(Mike’s cube)
Language Lab
(Ken’s office)
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33.  Cannot do instructional technology *at scale*
in isolation
 Collaborations across units work!
 Face-to-face meetings
 Professional cooperation to improve
instruction = incentive
 n.b. My explicit role is to facilitate these
collaborations for the Language Center
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34.  Proactively address needs
 Address problems
systematically, institutionally
 Cross institutional boundaries
 Generalize to contribute to the field
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35. Ken Romeo – kenro@stanford.edu
Language Center
Mike Queisser – squeezer@stanford.edu
Academic Computing Services
Stanford University
June 10-15, 2012
Growing Community;
Growing Possibilities