Quiz


quiz-00The Quiz activity allows you to design and build quizzes with a large variety of questions. The questions are kept in the Question Bank and can be re-used.

Quizzes can be attempted multiple times with the questions shuffled or randomly selected from the question bank. A time limit may be set. Each attempt is graded automatically, with the exception of essay questions, and the grade is recorded in the grade book. Hints, feedback and correct answers are shown to students.

Due to their versatility, quizzes are optimal for course exams, mini tests, and exam practice using questions from past exams, to deliver immediate feedback about performance and for self-assessment.

We highly recommend starting with the question bank.

Quiz Settings

› General
› Timing
› Grade
› Layout
› Question Behavior
› Review Options
› Appearance
› Extra Restrictions on Attempts
› Overall Feedback
› Common Module Settings
› Restrict Access
› Activity Completion

Quiz Overrides

› Give Students Extra Time or Attempts on a Quiz

Quiz Module

› Add Questions
› Categorize and Import/Export Questions With the Questions Bank
› Add Questions from the Question Bank to Your Quiz
› Edit, Reorder and Delete Questions
› Preview and Test Individual Questions
› Using Quick Quiz Entry for Multiple Choice Questions
› Preview and Test Quiz
› View Quiz Results

Question Types and Answer Settings

› Calculated
› Calculated multichoice
› Calculated simple
› Embedded answers (Cloze)
› Essay
› Matching
› Multiple choice
› Numerical
› Short answer
› True/False
› Description


General

  1. Type a name for the quiz into the “Name” text box.
  2. Type a description and/or instructions for the quiz into the “Description” content manager.
  3. Check the “Display description on course page” box if you want the description for the quiz to show on your course page.

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Timing

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  1. Check the “Enable” box and use the “Open the quiz” dropdown lists to determine when students can begin taking the quiz.
  2. Check the “Enable” box and use the “Close the quiz” dropdown lists to determine when students are no longer allowed to take the quiz.
  3. Check the “Enable” box and use the “Time limit” text box and dropdown list to require the students to complete the quiz within a given amount of time. A count-down clock will be displayed while students take the quiz.
  4. Use the “When time expires” dropdown list to determine what happens if a student doesn’t complete the quiz within the given time limit.
  5. If you selected “There is a grace period when open attempts can be submitted, but no more questions answered” from the “When time expires” dropdown list, check the “Enable” box and use the “Submission grace period” text box and dropdown list to determine the grace period.

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Grade

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  1. Use the “Grade category” dropdown list to determine which category in the grade book is used for the quiz.
  2. Use the “Attempts allowed” dropdown list to choose how many times students are allowed to take the quiz.
  3. Use the “Grading method” dropdown list to choose how to grade which attempts. You can record either the highest grade, an average of all the grades, or the grade of the student’s first attempt.

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Layout

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  1. If you want the quiz questions to appear in a random order, select “Shuffled randomly” from the “Question order” dropdown list.
  2. If you want more than one quiz question to appear on the screen at the time, select how often you want a page break to be automatically inserted using the “New page” dropdown list. You will be able to manually move the page breaks while editing the quiz.
  3. Click on the “Show more…” link.
  4. By default, students are allowed to skip ahead or return to previous questions in the quiz. If you want to disable these options so students must take the quiz in sequential order, select “Sequential” from the Navigation method dropdown list.

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Question Behavior

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  1. If you select “Yes” from the “Shuffle within questions” dropdown list, answers to questions with multiple parts (such as multiple choice and matching questions) will be shown in a random order each time they appear.
  2. Select a behavior from “How questions behave” dropdown list. The behaviors are described below:

    Adaptive mode – Students have multiple attempts at answering one question before moving on to the next question. Their grade will be penalized for each attempt.

    Adaptive mode (no penalties) – Students have multiple attempts at answering one question before moving on to the next question without their grade being penalized.

    Deferred feedback – Students must finish the entire quiz before anything is graded or they get any feedback.

    Deferred feedback with CBM – Students must finish the entire quiz before anything is graded or they get any feedback. Students not only answer each question, but indicate how sure they are they got the question right. The grading is adjusted by the choice of certainty, so that students have to reflect honestly on their own level of knowledge in order to get the best grade.

    Immediate feedback – As soon as a student submits an answer to a question, they receives immediate feedback on whether or not they got it right. They can only submit one response to each question.

    Immediate feedback with CBM – Students not only answer each question, but indicate how sure they are they got the question right. The grading is adjusted by the choice of certainty, so that students have to reflect honestly on their own level of knowledge in order to get the best grade. As soon as a student submits an answer to a question, they receives immediate feedback on whether or not they got it right. They can only submit one response to each question.

    Interactive with multiple tries – After submitting an incorrect answer, the student clicks a “Try again” button to attempt to answer the question again. They can receive multiple hints and feedback with each attempt. If a student gets the question wrong too many times, they can no longer attempt to answer and their grade is penalized.

  3. If you have allowed students to take the quiz multiple times, use the “Each attempt builds on the last” dropdown list to determine whether or not new attempts at the quiz contain the results of previous attempts.

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Review Options

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Use the Review Options check boxes to control what information students can see during the quiz, after they finish an attempt at the quiz and when they look at the quiz reports. The separate controls are described below.

The attempt – Determines whether the student can review the attempt at all.

Whether correct – Allows students to see whether they were ‘Correct’, ‘Partially correct’ or ‘Incorrect’ in answering a question.

Points – Allows students to see the number of points for each question and the overall score of the attempt.

Specific feedback – Allows students to see feedback that depends on their answers.

General feedback – Allows students to see feedback that is shown after they have completed the question. The same general feedback text is shown to all students, regardless of their answers.

Right answer – Allows students to see an automatically generated summary of the correct answer.

Overall feedback – Allows students to see feedback given at the end of the attempt. The feedback depends on the student’s total score.

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Appearance

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  1. Use the “Show the user’s picture” dropdown list to determine whether the student’s name and image is displayed in small or large format (if at all) during the quiz. This makes it easier to check that students are logged in as themselves during a proctored exam.
  2. Use the “Decimal places in grades” dropdown list to specify the number of digits shown after the decimal point when displaying grades.
  3. This setting only affects the display of grades, not the grades stored in the database.
  4. Use the “Decimal places in question grades” dropdown list to specify the number of digits shown after the decimal point when displaying the grades for individual questions.
  5. Click the “Show more” button and use the “Show blocks during quiz attempts” dropdown list to determine whether normal blocks will be shown during quiz attempts.

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Extra Restrictions on Attempts

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  1. If you want students to have to enter a password in order to take the quiz, type the password into the “Require password” text box.
  2. If you only want to allow students using certain IP addresses, type the IP addresses, separated by commas, into the “Require network address” text box.
  3. To prevent a student from re-taking a quiz until a certain amount of time has passed, check the “Enable” box, type a number into the “Enforced delay between 1st and 2nd attempts” box, and choose a unit of time from the dropdown list. You can set different periods of delay for first and second attempts and all other subsequent attempts using “Enforced delay between later attempts”.

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Overall Feedback

  1. Under “Overall Feedback” you will see several boxes for “Grade boundary” and “Feedback”. These boxes allow you to display customized messages based on the overall quiz grade the student receives. The highest grade boundary is 100%. You have the option of creating other score boundaries and typing in feedback messages for each boundary. In the example below, students who score between 100% and 50% will see the “Well done” message, and those who score between 49.99% and 0% will see “Please study this week’s work again”.
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  2. If you need more grade boundaries than are available, click the “Add 3 more feedback fields” button at the bottom.
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Common Module Settings

  1. moduleChoose whether or not to hide or show the Assignment module using the “Visible” dropdown box.
  2. If desired, type a number into the “ID number” text box. Setting an ID number provides a way of identifying the activity for grade calculation purposes.
  3. Choose a group mode for the activity. The different group modes are described below:
    No groups – Students will not be separated into groups for the activity. In interactive activities, students will see the contributions of every class member.
    Separate groups – Students will be separated into groups for the activity. In interactive activities, students can only contribute to their group and only view their group’s contributions.
    Visible groups – Students will be separated into groups for the activity. In interactive activities, students will see the contributions of every class member, but they can only contribute to their group.
  4. Use the “Grouping” dropdown list to determine the grouping for the activity. See Groups and Groupings for more information.
  5. To only make the activity available to students assigned to groups within the selected grouping, check the “Available for group members only” box. See Groups and Groupings for more information.

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Restrict Access

Use the restrict Access settings to control when and how students can use the activity. See Restricting Access to Content for more information.

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Activity Completion

Use the Activity Completion settings to track the completion of the activity. For more information, see Activity Completion.

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Give Students Extra Time or Attempts on a Quiz

Adding student overrides can be useful for instructors who need to provide individual students with different permissions within a quiz. For example, some students may require extra time or may need additional attempts.

  1. Click on the quiz, then select “User overrides” from the “Quiz administration” menu on the left.
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  2. Click the “Add user override” button.
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  3. Use the “Search” text box to search for the student who requires an override, or select the student from the list.
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  4. If you want the student to enter a password before attempting the quiz, type it into the “Require password” text box.
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  5. Check the “Enable” box and use the “Open the quiz” dropdown lists to determine when students can begin taking the quiz.
  6. Check the “Enable” box and use the “Close the quiz” dropdown lists to determine when students are no longer allowed to take the quiz.
  7. Check the “Enable” box and use the “Time limit” text box and dropdown list to require the students to complete the quiz within a given amount of time. A count-down clock will be displayed while students take the quiz.
  8. Use the “Attempts allowed” dropdown list to choose how many times the student is allowed to take the quiz.
    To end or cancel student overrides, click the “Revert to quiz defaults” button.
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  9. If you want to continue adding overrides for more students, click the “Save and enter another override” button. Otherwise, click “Save”.
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  10. You will be taken to a list of users who have overrides and the details associated with each override will be displayed. To edit an override, click the “gear” icon in the “Action” column. To copy an override, click the “pages” icon, and to delete an override, click the “X” icon.
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Add Questions

  1. Select “Edit Quiz” from the “Quiz administration” menu on the left.
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  2. Click the “Add” menu in the upper right and select “a new question”.
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  3. Choose a type of question to add and click “Add”. For more information on question types, see Question Types and Answer Settings.
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  4. Choose a question category from the “Save in category” dropdown list. For more information on categories, see Categorize and Import/Export Questions With the Questions Bank.
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  5. Type the question name in the “Question name” text box. This name will be used to identify the question on reports and elsewhere.
  6. Type the question into the “Question text” content manager.
  7. Type the default number of points that the question is worth into the “Default points” text box.
  8. If you want to give the student some feedback after they answer the question, type it into the “General feedback” content manager. General feedback will always be displayed after the question is answered, regardless of how the student responded.
  9. The “Answers” settings will be specific to the type of question you chose. For more information on question settings, see “Question Types and Answer Settings”.
  10. If students are allowed multiple attempts to answer a question correctly, you can determine what the penalty for each incorrect try will be (if any). Use the “Penalty for each incorrect try” dropdown list to set the penalty. You can also provide the students with hints for each attempt they make using the “Hint…” content manager. If you want to provide the student with more than 2 hints, click the “Add another hint” button at the bottom.
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  11. Choose Official tags from the “Tags” box for your question, or add other tags, separated by commas, in the “Other tags” text box. See “Tags” for more information.
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Categorize and Import/Export Questions With the Questions Bank

The question bank is a database of saved questions that can be assigned different categories and re-used on multiple quizzes.

  1. Select “Question bank” from the “Quiz administration” menu on the left. A list of questions in your current quiz will be displayed. They will all have a default category.
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  2. To create a new category, select “Categories” under “Question bank” from the “Quiz administration” menu on the left. Select a parent category from the “Parent category” dropdown list. Categories you create must exist within either the default category for your course site or another parent category. Type a name for your category into the “Name” text box and a category description into the “Category info” content manager.
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  3. To delete a category, click the “X” icon. To edit a category, click the gear icon. Use the arrow icons to move the categories. The right and left pointing arrows will change the sub-category status of a category. The up and down arrows will change the order in which the categories are displayed. To move questions between categories, check boxes next to the questions you want to move. Select the category you want to move them to from the dropdown list on the lower right and click the “Move to >>” button.
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  4. To add a question, select “Questions” under “Question bank” from the “Quiz administration” menu on the left. Use the “Select a category dropdown list” to pick the category you want to create the question in. Click the “Create a new question…” button and follow the instructions for Add Questions.
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  5. To import questions from a file on your computer, select “Import” under “Question bank” from the “Quiz administration” menu on the left. Under “File Format”, select the file format your questions are in. Click the “?” icon next to each file format for more information on that format. Then, upload your file using the file upload manager and click the “Import” button.
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  6. To export questions to a file on your computer, select “Export” under “Question bank” from the “Quiz administration” menu on the left. You can export questions to Gift, Moodle XML or XHTML formats. Click the “?” icon next to each file format for more information. Then, select the category where the questions you want to export are located from the “Export category” dropdown list. Click the “Export questions to file” button.
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Add Questions from the Question Bank to Your Quiz

  1. Select “Edit Quiz” from the “Quiz administration” menu on the left.
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  2. Click the “Add” menu in the upper right and select “from question bank”.
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  3. Use the “Select a category” dropdown list to determine which category your questions will come from. The questions in that category will be displayed below the dropdown list.
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  4. To sort the list of questions by question type, click the blue “T” link at the top. Likewise, you can sort them by question name by clicking the “Question” link.
  5. Click the boxes next to the questions you want to add to the quiz, then click the “Add to quiz” button below the list.
  6. To add random questions from the chosen category, choose the number of random questions to add from the dropdown list at the bottom, then click the “Add to quiz” button.

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Edit, Reorder and Delete Questions

  1. Select “Edit Quiz” from the “Quiz administration” menu on the left.
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  2. To edit a question, click the question name or the gear icon to the left of it.
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  3. To reorder a question, click on the up or down arrow icon to the right of the question name.
  4. To delete a question, click the “X” icon to the right of the question name.

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Preview and Test Individual Questions

  1. Select “Edit Quiz” from the “Quiz administration” menu on the left.
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  2. Click on the magnifying glass icon next to the question you want to preview. The question will open in a pop-up window.
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  3. To test the question, fill in or select answers, or click the “Fill in correct responses” button to automatically answer the question correctly. Click the “save” button.
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  4. Click the “Technical information” link to see what information the system is collecting about the attempt you made on the question.
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  5. Click the “Submit and finish” button to see more technical information in relation to grading and feedback.
  6. Scroll down and notice the “Attempt Options” and “Display Options”. You can manipulate these settings to see how they will affect your question as you preview it.
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Using Quick Quiz Entry for Multiple Choice Questions

Quick Quiz Entry allows you to quickly add multiple choice questions by following a specific format.

  1. Select “Edit Quiz” from the “Quiz administration” menu on the left.
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  2. Click the “Quick Quiz Entry” button on the right where you want to add the multiple choice questions. A pop-up window will appear.
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  3. The “Quiz Text” box on the left will provide examples for formatting multiple choice questions. Type your questions into this box using the formatting provided.
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  4. The “Live Preview” box on the right will show you what your questions will look like as you type.
  5. When finished, click the “Add These Questions to Current Quiz” button at the bottom.

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Preview and Test Quiz

  1. Select “Preview” from the “Quiz administration” menu on the left.
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  2. The quiz will be displayed. Fill in the answers and click the “Next” button at the bottom.
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  3. Once completed, you will see a summary of which questions have and haven’t been answered. Click the “Return to attempt” button at the bottom to change any answers, or the “Submit all and finish” button.
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  4. Once submitted, grades and feedback will be displayed.
  5. To flag a questions so you remember to come back to it, click the “Flag question” link to the left of a question. Click the “Edition question” link to edit it.
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  6. To start a new preview attempt, click the “Start a new preview button” in the left menu.
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View Quiz Results

  1. Select “Results” from the “Quiz administration” menu on the left and choose which kind of results you’d like to view.
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  2. For grades or responses, select which kind of users you want to see grades from in the “Attempts from” dropdown list.
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  3. Check or uncheck boxes for “In progress”, “Overdue”, “Finished”, and “Never submitted” to further filter your results. Use the remaining check boxes to determine whether you want to see results for each user’s highest grade, or attempts that have been regraded. Type the number of questions to appear on each page in the “Page size” text box. Use the “Points for each question” dropdown list to determine whether the points for each question are displayed. Click the “Show report” button.
  4. For statistics, use the “Calculate statistics from” dropdown list to determine which quiz attempts are used to generate statistics and click the “Show report” button. You can also download the report as a spreadsheet by choosing the type of spreadsheet you want to download from the “Download full report as” dropdown list and clicking the “Download” button.
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Calculated

Calculated questions test students on mathematical formulas by generating problems with random values based on a formula they are expected to know. For example, if you want students to calculate the area of a rectangle, you would create a question with two wildcards: {width} and {length}, like this:

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The correct answer for the question would use the formula “{width}*{length}”, like this:

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The quiz would then generate a question that look like this:

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  1. Type a possible answer formula into the “Answer 1 formula =” text box. Replace the variables with wildcards enclosed in curly brackets {}.
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  2. Use the “Grade” dropdown list to select the maximum possible grade given for this answer. If this answer corresponds with the correct formula to use for this question, the Grade should be 100%.
  3. If you want to tolerate answers that are slightly wrong (such as those that are off by a decimal place) type the amount of tolerance into the “Tolerance” text box, then select the type of tolerance from the “Type” dropdown list. As an example, if the correct answer is calculated to 200 and the tolerance is set to 0.5 then the different tolerance types work like this:
    Relative – A tolerance interval is calculated by multiplying the correct answer with 0.5. So in this example, the correct response must be between 100 and 300. This is useful if the magnitude of the correct answer can differ greatly between different wildcard values.
    Nominal – The correct response must be between 199.5 and 200.5. This tolerance type can be useful if the differences between different correct answers are small.
    Geometric – The upper limit of the tolerance interval is calculated as 200 + 0.5*200 and is the same as for the relative case. The lower limit is calculated as 200/(1 + 0.5). The correct response must then be between 133.33 and 300. This is useful for complex calculation that must have great tolerances where relative tolerances of 1 or more would be used for the upper limit but clearly not acceptable for the lower limit as it would make zero a correct answer for all cases.
  4. Use the “Answer display” dropdown lists to choose the number of decimals or significant figures for displaying the answer.
  5. If you are allowing feedback customized to individual answers, type the feedback given if this answer is selected into the “Feedback” content manager.
  6. If you want to predict other formulas the student might use when answering the question and apply grades to those answers, click the “Blanks for 1 more answers” button at the bottom.
  7. Use the “Unit Handling” dropdown list to determine whether or not students will be required to use a unit of measurement in their answers.
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  8. If use of units will be graded, type the penalty for using an incorrect (or no) unit in the “Unit penalty” text box and use the dropdown list to check which grade (response grade or question grade) will be penalized.
  9. Use the “Units are input using” dropdown list to select whether students will type in the units, pick them from a multiple choice selection, or choose them from a dropdown menu.
    Use the “Units go” dropdown list to determine which side of the answer units should be placed.
    Type an acceptable unit into the “Unit 1” text box. By default, the first unit will have a multiplier of 1.
  10. Type the next acceptable unit into the “Unit 2” text box. Type the factor by which the correct numerical response will be multiplied in the “Multiplier” text box. See below:
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  11. If more than one unit is acceptable, click the “Blanks for 2 more units” button.
  12. Click the “Save changes” button.
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  13. If there is anything in the question text that looks like a wildcard, but does not appear in any of the answer formulae, you can specify whether or not this is meant to be a wildcard. If it is, you can choose whether it should use a private or shared dataset.
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  15. If you want wildcards used in different questions to hold the same values across those questions, you can do this by synchronizing data from shared datasets. For example, if you want to use the same radius in a question asking for the perimeter of a circle and a second question asking for the surface of a circle, you would select “Synchronize” to make this happen. You can also select “Synchronize and display the shared datasets name as prefix of the question name” in order to keep track of which questions are using synchronized datasets.
  16. Click the “Next page” button.
  17. The “Edit the wildcards datasets” page will allow you to set parameters on the numbers that are generated for your wildcards. Type in minimum and maximum ranges for each wildcard dataset and specify decimal places and statistical distribution.
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  19. Scroll down to the “Add” section. Next to “Add item”, select the number of values you want your dataset to include from the dropdown list. Then, click the “Add” button.
  20. Click the “Save changes” button
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Calculated multichoice

Calculated multichoice questions function similarly to calculated questions, only rather than having the student type in the correct answer, they must choose from a list of possible answers that are randomly generated according to the formula you provide.

  1. If you would like students to be able to select more than one answer to the question, choose “Multiple answers allowed” from the “One or multiple answers?” dropdown list.
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  2. By default, choices will appear in random order. To preserve the order you type them in, uncheck the “Shuffle the choices?” checkbox.
  3. Use the “Number the choices?” dropdown list to select a numbering scheme for the choices.
  4. Type a possible answer formula into the “Choice 1” text box. Replace the variables with wildcards enclosed in curly brackets {} and enclose the formula with {= }.
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  5. Use the “Grade” dropdown list to select the maximum possible grade given for this answer. If this answer corresponds with the correct formula to use for this question, the Grade should be 100%.
  6. Use the “Answer display” dropdown lists to choose the number of decimals or significant figures for displaying the answer.
  7. If you are allowing feedback customized to individual answers, type the feedback given if this choice is selected into the “Feedback” content manager.
  8. Repeat steps 5-8 for as many choices as you want to provide. If you want to provide more choices than are available, click the “Blanks for 3 more choices” button at the bottom.
  9. Click the “Save Changes” button.
  10. If there is anything in the question text that looks like a wildcard, but does not appear in any of the answer formulae, you can specify whether or not this is meant to be a wildcard. If it is, you can choose whether it should use a private or shared dataset.
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  12. If you want wildcards used in different questions to hold the same values across those questions, you can do this by synchronizing data from shared datasets. For example, if you want to use the same radius in a question asking for the perimeter of a circle and a second question asking for the surface of a circle, you would select “Synchronize” to make this happen. You can also select “Synchronize and display the shared datasets name as prefix of the question name” in order to keep track of which questions are using synchronized datasets.
  13. Click the “Next page” button.
  14. The “Edit the wildcards datasets” page will allow you to set parameters on the numbers that are generated for your wildcards. Type in minimum and maximum ranges for each wildcard dataset and specify decimal places and statistical distribution.
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  16. Scroll down to the “Add” section. Next to “Add item”, select the number of values you want your dataset to include from the dropdown list. Then, click the “Add” button.
  17. Click the “Save changes” button.

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Calculated Simple

Calculated Simple questions function the same way as Calculated questions but use a simpler interface that doesn’t offer options for sharing or synchronizing. Calculated questions test students on mathematical formulas by generating problems with random values based on a formula they are expected to know. For example, if you want students to calculate the area of a rectangle, you would create a question with two wildcards: {width} and {length}, like this:

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The correct answer for the question would use the formula “{width}*{length}”, like this:

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The quiz would then generate a question that look like this:

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  1. Type a possible answer formula into the “Answer 1 formula =” text box. Replace the variables with wildcards enclosed in curly brackets {}.
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  2. Use the “Grade” dropdown list to select the maximum possible grade given for this answer. If this answer corresponds with the correct formula to use for this question, the Grade should be 100%.
  3. If you want to tolerate answers that are slightly wrong (such as those that are off by a decimal place) type the amount of tolerance into the “Tolerance” text box, then select the type of tolerance from the “Type” dropdown list. As an example, if the correct answer is calculated to 200 and the tolerance is set to 0.5 then the different tolerance types work like this:
    Relative – A tolerance interval is calculated by multiplying the correct answer with 0.5. So in this example, the correct response must be between 100 and 300. This is useful if the magnitude of the correct answer can differ greatly between different wildcard values.
    Nominal – The correct response must be between 199.5 and 200.5. This tolerance type can be useful if the differences between different correct answers are small.
    Geometric – The upper limit of the tolerance interval is calculated as 200 + 0.5*200 and is the same as for the relative case. The lower limit is calculated as 200/(1 + 0.5). The correct response must then be between 133.33 and 300. This is useful for complex calculation that must have great tolerances where relative tolerances of 1 or more would be used for the upper limit but clearly not acceptable for the lower limit as it would make zero a correct answer for all cases.
  4. Use the “Answer display” dropdown lists to choose the number of decimals or significant figures for displaying the answer.
  5. If you are allowing feedback customized to individual answers, type the feedback given if this answer is selected into the “Feedback” content manager.
  6. If you want to predict other formulas the student might use when answering the question and apply grades to those answers, click the “Blanks for 1 more answers” button at the bottom.
  7. Use the “Unit Handling” dropdown list to determine whether or not students will be required to use a unit of measurement in their answers.
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  8. If use of units will be graded, type the penalty for using an incorrect (or no) unit in the “Unit penalty” text box and use the dropdown list to check which grade (response grade or question grade) will be penalized.
  9. Use the “Units are input using” dropdown list to select whether students will type in the units, pick them from a multiple choice selection, or choose them from a dropdown menu.
    Use the “Units go” dropdown list to determine which side of the answer units should be placed.
    Type an acceptable unit into the “Unit 1” text box. By default, the first unit will have a multiplier of 1.
  10. Type the next acceptable unit into the “Unit 2” text box. Type the factor by which the correct numerical response will be multiplied in the “Multiplier” text box. See below:
    quiz-53
  11. If more than one unit is acceptable, click the “Blanks for 2 more units” button.
  12. Scroll down to the bottom and open the “Wild Cards Parameters Used to Generate the Values” section. This section will allow you to set parameters on the numbers that are generated for your wildcards. Type in minimum and maximum ranges for each wildcard dataset and specify decimal places.
  13. Next to “Generate button”, select the number of values you want your dataset to include from the dropdown list. Then, click the “Generate” button.
  14. If you want to view the dataset(s) you generated, scroll down to the bottom, select the number of dataset(s) you want to display and click the “Display” button.
  15. Scroll down to the bottom and open the “Wild Card(s) Values” section to display your dataset(s). You can make changes to the values by typing in the text boxes clicking the “Update the wild card(s) values” button.
  16. Click the “Save changes” button.
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Embedded answers (Cloze)

Embedded answers questions are made of passages of text that contain “blanks” where the student must fill in an answer. The “blanks”, i.e. embedded answers, can come in various forms such as text boxes and dropdown lists. Embedded answers are added in the “Question text” content editor using special code. For example, question text that is encoded, like this:

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Will create a question in the quiz that looks like this:

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  1. Type your question into the “Question text” box using Cloze format.
  2. Scroll down and click the “Decode and verify the question text” button.
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  3. A section will be created for each embedded answer. Open each section to verify that the information for the embedded answers is correct.
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  4. If everything looks right, click the “Save Changes” button.
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Essay

    Essay questions allow students to respond with a passage of text.

    Essay questions must be graded manually.
  1. Use the “Response format” dropdown list to determine how students can enter the text for their essay answers. The different formats are described below:
    HTML editor – a standard content editor
    HTML editor with File Picker – a content editor that also allow students to submit a file for their answer
    Plain text – a text box with no special features
    Plain text with monospaced font – This is helpful in situations where you would want your students to use plain text but still have the ability to add some visual formatting with the spacebar, such as script indentations and ASCII diagrams.
    quiz-67
  2. Use the “Input box size” dropdown list to determine the size of the box where students type their answer.
  3. Use the “Allow attachments” dropdown list to determine how many files students can submit as their answer, if any.
  4. If you want students to craft their essay according to a particular structure or template, you can create one using the “Response template” content manager. For example, if this response template is entered:

    quiz-68

    Students will see this when they attempt to answer the question:

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  6. If someone else is grading the essay question, you can include notes for them in the “Information for graders” content manager.
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  7. Click the “Save changes” button.
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Matching

Matching questions allow you to set up a list of words or phrases which must be matched correctly against another list.

  1. Matching lists are automatically shuffled in random order. To prevent this from happening, uncheck the “shuffle” box.
    quiz-72
  2. Type a word or phrase into the “Question 1” content manager. Alternatively, you can use an image.
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  3. Type the corresponding question or phrase in the “Answer” text box.
  4. Repeat steps 2-4 for all matches in the remaining question and answer boxes. If you need more question and answer boxes, click the “Blanks for 3 more questions” button.
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  5. Open the “Combined Feedback” section.
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  6. Use the content managers to provide different feedback messages for when the student completes all matches correctly, completes only some of the matches correctly, and completes none of the matches correctly.
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  7. By default, the student will be shown the number of matches they got right after they submit their answer. To prevent this, uncheck the “Show the number of correct responses once the question has finished” box.
  8. Click the “Save changes” button.
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Multiple choice

Multiple choice questions allow the students to select one or more answers from a list.

  1. If you would like students to be able to select more than one answer to the question, choose “Multiple answers allowed” from the “One or multiple answers?” dropdown list.
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  2. By default, choices will appear in random order. To preserve the order you type them in, uncheck the “Shuffle the chocies?” checkbox.
  3. Use the “Number the choices?” dropdown list to select a numbering scheme for the choices.
  4. Type a choice into the “Choice1” content manager.
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  5. Use the “Grade” dropdown list to select the maximum possible grade given for this answer. If this answer is correct, the Grade should be 100%.
  6. If you are allowing feedback customized to individual answers, type the feedback given if this choice is selected into the “Feedback” content manager.
  7. Repeat steps 4-6 for as many choices as you want to provide. If you want to provide more choices than are available, click the “Blanks for 3 more choices” button at the bottom.
    quiz-78
  8. Click the “Save Changes” button.
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Numerical

Numerical questions require a number as a response and can include a unit of measurement.

  1. Type a possible answer into the “Answer 1” text box.
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  2. If you want to allow errors, type an error number into the “Error” text box. This number indicates a range above or below the correct answer that will be accepted. For example, if the correct answer is 5, but you will accept 4 or 6 as answers, your error is 1.
  3. Use the “Grade” dropdown list to select the maximum possible grade given for this answer. If this answer is correct, the Grade should be 100%.
  4. If you are allowing feedback customized to individual answers, type the feedback given if this choice is selected into the “Feedback” content manager.
  5. Repeat steps 1-4 for as many answers as you want to provide scoring or feedback for. If you want to provide more answers than are available, click the “Blanks for 3 more choices” button at the bottom.
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  6. Use the “Unit Handling” dropdown list to determine whether or not students will be required to use a unit of measurement in their answers.
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  7. If use of units will be graded, type the penalty for using an incorrect (or no) unit in the “Unit penalty” text box and use the dropdown list to check which grade (response grade or question grade) will be penalized.
  8. Use the “Units are input using” dropdown list to select whether students will type in the units, pick them from a multiple choice selection, or choose them from a dropdown menu.
  9. Use the “Units go” dropdown list to determine which side of the answer units should be placed.
  10. Type an acceptable unit into the “Unit 1” text box. By default, the first unit will have a multiplier of 1.
    quiz-82
  11. If more than one unit is acceptable, click the “Blanks for 2 more units” button.
  12. Type the next acceptable unit into the “Unit 2” text box. Type the factor by which the correct numerical response will be multiplied in the “Multiplier” text box.
  13. Click the “Save Changes” button.
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Short Answer

Short answer questions allow the student to type in a word or phrase in response to a question.

  1. Use the “Case sensitivity” dropdown list to determine whether capitalized and uncapitalized letters must match in order for the student to answer correctly.
    quiz-83
  2. Type a possible answer into the “Answer 1” text box. If you want to make sure students use certain words in their answer but aren’t concerned with how they phrase their answer overall, use asterisks (*) as wildcards. The asterisk represents any number of characters, including no characters at all. For example, typing in “long*” will provide a correct response for “longer” and “longest”. However, it will also allow “longing”, “longitude” etc.
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  3. Use the “Grade” dropdown list to select the maximum possible grade given for this answer. If this answer is correct, the Grade should be 100%.
  4. If you are allowing feedback customized to individual answers, type the feedback given if this choice is selected into the “Feedback” content manager.
  5. Repeat steps 2-4 for as many choices as you want to provide. If you want to provide more answers than are available, click the “Blanks for 3 more answers” button at the bottom.
    quiz-85
  6. Click the “Save Changes” button.
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True/False

True/False questions are a simplified version of multiple choice questions with only two choices: “True” or “False”.

  1. Use the “Correct answer” dropdown list to designate the correct answer to the question.quiz-87
  2. Type the feedback the student will receive for answering “True” into the “Feedback for the response ‘True’.” content manager.
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  3. Type the feedback the student will receive for answering “False” into the “Feedback for the response ‘False’.” content manager.
  4. Click the “Save Changes” button.
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Description

Although it is listed under “Question Type”, descriptions are simply extra text that you can add to the quiz in order to provide additional instructions.

There are no extra settings for descriptions. For step by step instructions, see Add Questions.

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Working with Activities and Resources

› Add an Activity or Resource
› Move or Arrange an Activity or Resource
› Rename an Activity or Resource
› Edit the Settings of an Activity or Resource
› Hide or Show an Activity or Resource
› Copy an Activity or Resource
› Allow a Specific User Certain Permissions When Using an Activity or Resource
› Delete an Activity or Resource
› Change the Group Mode of an Activity or Resource


Add an Activity or Resource

  1. In the upper right, click on the green button that says “Turn editing on”.
    edit
  2. Locate the section where you want to add an activity or resource. At the bottom of the section, click on the button that says “Add an activity or resource”
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  3. A window will pop up with a list of activities and resources. When you click on one of the items in the left column, a description will appear in the right column. Choose the activity or resource you want and click the “Add” button.
    instructor-content-activities-03

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Move or Arrange an Activity or Resource

To rearrange the order of an activity or resource:

  1. Click on the compass arrows icon next to the title of the activity or resource you want to move and hold down the mouse button.
    compassarrow
  2. Drag the section up or down to move it to a new location.
  3. Release the mouse button.

To add or remove an indentation to an activity or resource:

  1. Click on the “Edit” button to the left of the activity or resource.
  2. From the drop-down list, choose “Move right” or “Move left” next to the arrow icons.
    instructor-content-activities-04

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Rename an Activity or Resource

  1. Click on the pen icon to the right of the activity or resource’s name.
    penicon
  2. Type in a new name for the activity or resource
    rename
  3. Press enter to save or escape to cancel.

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Edit the Settings of an Activity or Resource

  1. Click on the “Edit” button to the right of the activity or resource.
  2. From the dropdown list, choose “Edit settings” next to the gear icon to hide the activity or resource.
    settings

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Hide or Show an Activity or Resource

  1. Click on the “Edit” button to the right of the activity or resource.
  2. From the dropdown list, choose “Hide” next to the eye icon to hide the activity or resource.
    hide
  3. Once the activity or resource has been hidden, return to the “Edit” menu and choose “Show” to show it again.
    show

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Copy an Activity or Resource

  1. Click on the “Edit” button to the right of the activity or resource.
  2. From the dropdown list, choose “Duplicate” next to the pages icon.
    duplicate

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Allow a Specific User Certain Permissions When Using an Activity or Resource

  1. Click on the “Edit” button to the right of the activity or resource.
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  2. From the dropdown list, choose “Assign roles” next to the user icon.
    assignroles
  3. Choose the type of roll you want to assign to a specific user. The details of that role are listed in the “Description” column.
    description

  4. Choose the specific user from your list of potential users on the right. Click the arrow buttons to add or remove them to the “Existing Users” list on the left. You can also use the search boxes at the bottom to find a specific user.
    description
  5. The names in the “Existing Users” list will be assigned the role you chose on the previous page. When you’re finished, you can choose another roll to add from the drop-down list at the bottom, or you can return to the previous page by clicking on “Back to the list of all roles”.
    description

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Delete an Activity or Resource

  1. Click on the “Edit” button to the right of the activity or resource.
  2. From the dropdown list, choose “Delete” next to the X icon.
    delete

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Change the Group Mode of an Activity or Resource

  1. Click on the user icon next to the “Edit” button of the activity or resource.
    activities-12
  2. Every time you click, the icon will change. Each icon represents a different group mode. The different group modes are described below:

    nogroupNo groups – Students will not be separated into groups for the activity. In interactive activities, students will see the contributions of every class member.

    separategroupSeparate groups – Students will be separated into groups for the activity. In interactive activities, students can only contribute to their group and only view their group’s contributions.

    instructor-content-activities-14Visible groups – Students will be separated into groups for the activity. In interactive activities, students will see the contributions of every class member, but they can only contribute to their group.

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