Sue M’s UBC MET E-Portfolio

Quizzes

I have designed and developed a quiz in Moodle for the online course I am developing for ETEC565A, as per Assignment #4 criteria.

• I have defined my process, the documentation consulted, and included notes to self for areas I need to revisit to ensure I have followed best practices for their implementation within the Moodle course and have adhered to sound pedagogical instructional design!

Location of Quiz in Moodle Course

The Assignment #4 quiz is located in Week 3, under the Mod 3 Wrap – for XP section and is labeled:
Module 3: Graded Quiz – for XP. Note: Selective release date has been set to “immediately” so students can access the quiz. All other quizzes in this course have selective release open and close dates.

Questions & Question Sets used for Assignment #4

• Embedded Answer / Cloze (2)
• Matching (3 randomly selected from 4 possible questions of this type)
• Multiple-Choice: Multiple-Answers (3 randomly selected from 6 possibly questions of this type)
• Short Answer – Text (2)
• Short Answer – with Graphics (3)
• Short Essay (2)

Link to my: Reflection on Building a Quiz Assessment Instrument in Moodle

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Process

To create this quiz in Moodle, I followed the following steps:

1. Added an activity – and selected Quiz, which placed a link in the location within the course where I plan to implement the assessment:
   • Entered an title for the quiz link
   • Provided a description of the quiz
   • Specified the Quiz Settings (details in Quiz Settings below)
2. In the Activities Block, accessed Quizzes:
   • Elected to Edit Questions
   • Selected Category tab and created a category for each quiz I plan to implement in the course (details in Categories below)
   • Selected Question tab to create a question bank within the category set up for Windows XP
3. Created each new question by:
   • Selecting from a variety of question formats (details in Question Types/Formats below)
   • Assigned a title, entering question text, and assigning a default question grade/ma
   • Authored general feedback for the entire question (details in Feedback Options below)
   • Identified the correct answer, incorrect distracters, partially-correct or acceptable alternative responses, and assigned a grade/mark for each (that accumulates to calculate a total question grade/mark)
   • Authored response feedback for each possible answer – correct, partially correct, and incorrect (details in Feedback Options below)
   • Authored overall feedback for the multiple-correct answer multiple-choice questions (details in Feedback Options below)
4. Built the quiz, by:
   • Adding individual questions and randomized question set
   • Updated the grade/mark per question
   • Assigned a maximum grade (weighting) to the overall quiz

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Quiz Settings: http://docs.moodle.org/en/Adding/updating_a_quiz

• General Description
• Timing
  Open the quiz date and time
  Close the quiz date and time
  Time limit (minutes)
  Time delay between first and second attempt
  Time delay between later attempts
• Display
  Questions per page
  Shuffle questions y/n
  Shuffle within questions y/n
• Attempts
  Number of attempts allowed – 1-unlimited
  Each attempt builds on the last y/n
  Adaptive mode y/n
• Grades
  Grading method: Highest grade, Average grade, First attempt, Last attempt
  Apply penalties y/n
  Decimal digits in grades
• Review Options
  Immediately after the attempt
  Later, while the quiz is still open
  Responses,
  after the quiz is closed
  – for Responses, Answer feedback, General feedback, Scores, Overall feedback
• Security
  Show quiz in a “secure” window y/n
  Require password
  Require network address
• Group mode
  No groups, Separate groups, Visible groups
• Hide/Show quiz
• Overall Grading Feedback (details in Feedback Options below)

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Question Categories: http://docs.moodle.org/en/Question_categories

You can create a hierarchy of categories and sub-categories to hold questions that will be added to quizzes:

Moodle documentation claims: “Creating question categories and sub categories is a good practice. It is better than keeping all your questions in one big list in the quiz module…”

• I used a categorization scheme of one-category per module/quiz, i.e., Windows XP
• I then created sub-categories for each type for question format, i.e., Multiple-Choice: Multiple Answers.

Note to self: Won’t use this level of sub-categories in all quizzes, simply used for this Assignment #4, so I could track the number of each question format used

Question Sets

Categories and sub categories are very powerful when combined with random questions – as the LMS can select a set of questions to include in a quiz at time of quiz delivery (a precise number of questions from a specific category or any of its sub-categories).

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Question Types / Formats: http://docs.moodle.org/en/Category:Question_types

Moodle provides a variety of question formats (all may include images) for different types of assessment:

• Description
  Simply prints some text and/or graphics within the quiz, without requiring an answer. Can be used to provide background information, i.e., a case study that will be followed by a list of related questions.
• Calculated
  Provides a way to create randomized numerical questions using wildcards in formulas and a range of values that will be substituted for the wildcards at the time of quiz delivery.
• Embedded Answers (Cloze)
  Learners select from a drop-down list or type words, to fill in blanks within a passage of text.
• Essay
  In response to instructions, learners type a response in essay format. Obviously cannot be auto graded by computer, must be manually reviewed and a mark assigned.
• Matching
  A list of sub questions is provided, along with a list of answers. Learners must “match” the correct answers with each question.
• Multiple Choice – Multiple-Correct Answers
  In response to a question, learner chooses all answers that apply, from a list of multiple correct response and several distracters.
• Multiple Choice – Single Answer
  In response to a question, learner chooses from multiple answers – from a list that includes the correct response and several distracters.
• Numerical
  In response to a question (usually a formula), learners enter a number. Accepted errors can be specified to allow for a range of acceptable answers.
• Random
  Within a quiz, if a question is designated as a random question, it will be replaced at the time of quiz delivery, by a randomly-chosen question from the specified category.
• Random Short-Answer Matching A type of matching question, where sub-questions are drawn randomly from a list of short-answer questions in a specific category. Therefore, instead of simply matching a predefined term to a definition (a type of multiple-multiple choice), learners type answers for each sub-question in this matching exercise.
• Short Answer
  In response to a question, learner types a word or short phrase. There may be several possible correct answers and partially-correct answers, each with different grades. Answers may or may not be case-sensitive.
• True/False
  In response to a question, learners select from two options: True or False

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Feedback Options

If developer has completed all feedback areas, when learner submits a quiz for marking, he/she will see:

• Quiz-Level
  • Grading Feedback – related to the mark achieved for the entire quiz: http://docs.moodle.org/en/Adding/updating_a_quiz#Overall_feedback
    

    For each grade boundary identified, provide feedback related to the quiz mark achieved.

  Note: Used to provide motivational (congratulatory) feedback on mark achieved (for 80%-100%).
  Used to remind learner that 60% was required for a pass, however, if he/she scored less than 80% need to review and try this quiz again – before proceeding to a new module. (for < 80%)

• Per Question

• Answer Specific Feedback – response-level targeted feedback next to each response: http://docs.moodle.org/en/Short-Answer_question_type#Feedback_for_wrong_answers
  

  Note: Used this functionality to provide remedial feedback on identifiable errors, i.e., if learner selects a specific distracter it may mean there is confusion, for example among terms, so can target the feedback to that specific misunderstanding and provide clarification and direct learner to further reference material.

  Note to self: Very powerful feature, however, will take a lot of time to identify for each possible response the most beneficial remedial feedback for learners. I need to revisit this for each question, prior to course delivery, to ensure appropriate level of feedback is provided at this level.

• Overall Feedback – question-level feedback displayed in a box below the answer-specific feedback: http://docs.moodle.org/en/Multiple_Choice_question_type#Overall_feedback
  

  Note: Used this functionality to provide question-level feedback for multiple-correct answer multiple-choice question. The feedback displayed will be based on total of all answers selected, for correct (if learner selects all possible correct answers), partially correct (if learner selects some but not all correct answers) and incorrect responses (if learner selects no correct answers).

  Note to self: Very powerful feature, however, will take a lot of time to identify for each possibility (all correct/partially correct/all incorrect) how best to use this functionality (for remedial feedback, as well as challenging feedback). I need to revisit this for each question, prior to course delivery, to ensure appropriate level of feedback is provided at this level.

• General Feedback – question-level feedback displayed below both of the above: http://docs.moodle.org/en/Essay_question_type
  

  Each question’s general feedback is shown to all learners after they attempt the question, regardless of their responses.

  Note: Used this functionality to provide high-level information to help deepen understanding of the concept tested (whether or not they answer the question correctly or not).

  Note to self: I need to revisit this for each question, prior to course delivery, to ensure I’ve provided the most beneficial feedback at this level (for both remediation and to challenge learners who want to know more).

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Moodle Documentation

• Quiz Module documentation available at: http://docs.moodle.org/en/Quizzes
• Effective Quiz Practices guidelines available at: http://docs.moodle.org/en/Effective_quiz_practices

References

• Abbey, B. (2000). Instructional & Cognitive Impacts of Web-Based Education. Idea Group Publishing. Hershey, PA.
• Heide, A. & Stilborne L. (2004). The Teacher’s Internet Companion. Fitzhenry & Whiteside, Markham, ON.
• Making the Transition to E-Learning: Strategies and Issues. Bullen M. & Janes, D. P. Eds. (2007). Information Science Publishing, Hershey, PA.
• Kirschner, P., Sweller, J. & Clark R. (2005). “Why Minimally Guided Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential and Inquiry-Based Teaching." Educational Psychologist, January 2006, 41(1). Available from: Open University of the Netherlands.
• Gibbs, G. and Simpson, C. (2005). “Conditions Under Which Assessment Supports Students’ Learning.” Learning and Teaching in Higher Education. Available at: http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf
• Jenkins, M. (2004). “Unfulfilled Promise: Formative Assessment Using Computer-Aided Assessment.” Learning and Teaching in Higher Education, i, 67-80. Available at: http://resources.glos.ac.uk/tli/lets/journals/lathe/issue1/index.cfm
• The TLT Group. “Seven Principles” Collection of Ideas for Teaching and Learning with Technology”. TLT Ideas for Giving Prompt, Better Feedback to Students. Available at: http://www.tltgroup.org/Seven/4_Feedback.htm