大学数学系引入AI题库:练习测验与期中考试同源

Dr. Kun Zhang explained that the question banks are built around the core concepts and assessment objectives of the modules. Within the scope of the In-Semester examination, the teaching teams designed more than 50 base question templates and generated a large number of parallel variants from them. These variants assess the same underlying concepts and methods while varying numerical values, wording and other details. The question banks now contain more than 15,000 questions.

The practice quizzes and the In-Semester examination draw from the same question banks. Through practice, students can encounter different question types and variants covered by the modules. Given the size of the question banks, however, the aim is not to memorise or complete every question, but to understand the underlying concepts and develop methods for solving a broader class of problems.

Throughout the semester, both modules offer multiple practice quizzes in different teaching weeks. Students complete the quizzes in designated computer labs during scheduled sessions and can make multiple attempts. After each attempt, they can review feedback, identify their mistakes and use this information to guide their subsequent revision.

To encourage students to become familiar with the computer-based assessment environment and engage actively with the practice, the modules also provide a participation incentive. Students who attend their designated lab session and complete the relevant practice requirements can receive a three-point coursework bonus. The aim is to encourage students to use the practice to become familiar with the assessment environment, identify gaps in their understanding and strengthen their understanding of the relevant concepts.

The In-Semester examination will take place in designated computer labs under invigilation and with camera monitoring. Safe Exam Browser (SEB) will also be used to restrict access to resources outside the examination environment. These arrangements complement the academic integrity education provided at the beginning of the academic year and are intended to ensure that all students complete the assessment under consistent rules and conditions.

The final examination will remain a traditional paper-based assessment, requiring students to present complete written solutions. Although the assessment format is different, the core concepts and methods covered by the question banks are also an important part of preparation for the final examination.

Dr. Kun Zhang also discussed the considerations behind introducing the AI question banks. Compared with a limited number of fixed exercises, large-scale question banks can provide students with a wider range of practice opportunities and allow them to test whether they genuinely understand the relevant concepts through different variants.

Because a single base question template can generate many variants, simply memorising the answer or a fixed procedure for one particular question is not sufficient for tackling subsequent problems effectively. Students need to understand the mathematical expressions, consider which relevant results may apply, check the conditions under which those results can be used, explore different approaches, and justify their reasoning.

Dr. Kun Zhang encouraged students not to focus only on whether their final answer is correct, but also on whether their reasoning is clear and whether they have developed a coherent framework of understanding. Although different variants may look different on the surface, they often assess the same underlying concepts. Truly understanding the mathematics behind one problem can therefore help students develop the ability to tackle a wider range of related problems.

In addition to receiving feedback through practice, the modules have introduced a “Bug Hunter” mechanism, encouraging students to identify and report possible problems in the question banks. For each bug verified by the teaching team, the first student to submit a valid report will be recognised on the Bug Hunter leader board..

Through this mechanism, students are not only users of the question banks but also contribute to their ongoing quality assurance. The teaching teams can also use feedback collected during the practice process to further verify and refine the question banks.

The event concluded with a Q&A session by Dr. Kun Zhang and Dr. Yi Wang, module leaders of MTH026 and 028. They responded to students’ questions about the practice arrangements, assessment format and use of the question banks. The session also introduced the basic arrangements for the examination system and practice quizzes, with detailed instructions and further information to be released through the module platforms.

By Qinru Liu