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    • Summative – How much do they know nowSummarizes the development of learners at a particular time. Eg – After a unit of workGood for identifying weaknesses or knowledge gaps so that concepts can be revisitedBasic concept is “did the learners learn what they were supposed to learn after using completing the instruction or unit(Wikipediat.org) Formative assessment is a self-reflective process that intends to promote student attainment Black and Wiliam [3] consider an assessment ‘formative’ when the feedback from learning activities is actually used to adapt the teaching to meet the learner's needs. Nicol and Macfarlane-Dick[4] have re-interpreted research on formative assessment and feedback and shown how these processes can help students take control of their own learning (self-regulated learning).
    • Turn editing on
    • Add a quiz activity
    • Include a quiz name and description
    • Timing section is good for securityYou can set the quiz to open at the beginning of the lesson and disable it at the end of the lesson.
    • Timer is obscuring the question – secure window modeTimer can be distracting – and I am yet to work out a way of getting the timer out of the way in secure mode quizzes.Good for people taking quizzes outside of the classroom (eg self running courses; overseas students; distance ed studentsGood if you are trying to build up repetitive skills quickly – eg times tables; spelling.I prefer to run assessable tasks under exam conditions and invigilate myself – I keep the time
    • Just a note that setting a time limit of 60 minutes and opening the quiz for one hour has the same effect with the timer
    • The problem with the timer only seems to affect quizzes displayed in a secure window.
    • Display settingsThis will be determined by the reason for your quizSummative  Formative  Drill and Practice Assessment
    • One question per page - harder to cheat – students will all be looking at different questionsVery irritating to print
    • Note that the shuffle within question can be set at the question level for questions like This oneThat oneAnother oneNone of the aboveWhere you don’t want the D answer appearing as option A, B, or C
    • Again, this setting will be determined by its reason for existence.For a time limited assessment task, I would give them 2 attempts – in case they accidently hit the submit button part way through, they can just start again.
    • Students select answer and move on to the next question.Feedback available only after entire exam is submitted
    • Submit button now available on a per question basis
    • Question is marked instantly and feedback given right there and then – perfect for self reflective activities.
    • Again, think about your reasons for setting up the quiz
    • In a formal exam (assessment), you just want them to get on with the test. It can add additional stress if students are getting poor scores and many wrong answers.
    • Secure window removes browser buttons and makes it harder for them to copy questions and move between applications.But it is not foolproof.You will need to show the students how to disable the pop-up blocker prior to the exam
    • Save and display
    • You have now created a quiz shell – the next step is to add questions to the ‘shell’The questions come from Moodle’s question bank.
    • Authoring questions is time-consuming. To maximise the useability of every question you make, get organised from the beginning.Think carefully of what categories are going to work for you and your subject area.Normally, categories would be set up according to topic area.
    • Here, the categories are very straight forward. These questions are copies of questions from the NSW Stage 5 (Year 10) ICT exams, from 2006 and 2007 (all multiple choice).If we look at one category – the databases for example
    • Random questions are an alternative to shuffling questions; only the shuffling happens within a subset of the questions, rather than the entire quiz.
    • Having 2 categories, one for the ‘07 questions and one for the ‘06 questions, gives me the greatest flexibility for recombining questions for practice tests prior to their exam in NovemberNext year, the ‘08 categories will be available if the Board of Studies makes the 2007 ICT exam available.
    • And we end up with a test of 20 random questions This is one section of a 5 section examination – In one hour, the students attempt 5 quizzes, each one hour in durationWe include the scores on their academic report at the end of term (they do this three times a year) – it is purely formative; the marks do not contribute towards final grades.
    • An alternative way to set up this quiz is to use the parent category – databasesGoing back to that question hierarchy – the 2006 question category and the 2007 category are subcategories of databases.
    • I can add 20 random questions from the parent category, and Moodle will determine whether to get them from the 2006 category or the 2007 categoryIn the previous quiz, I could make sure that half the questions came from 2006, and half the questions from 2007.But you can see how the question bank can be used over and over again to make a variety of quizzes from the same questions.Next year, I am going to use the new category features of 1.9 and make the questions available to other year 10 courses.
    • And we end up with this
    • This is a Year 11 IPT course and shows the question categories for Topic 1 – Introduction to Information Systems. It represents about 20% of the course.Questions are not only categorised according to topic or course section – to make sure I get a good spread of questions from across the content; but also by question type.
    • This shows how the categories have been used to assign questions in a section-by-section ‘fashion’ to make up an examination.
    • So I can go through and make up a multiple choice section and make sure I get an even spread of questions from different parts of the course.The categories were not set up ‘all in one block’, but as the course progressed – but I always new I wanted to ‘recombine’ the questions into a formal test.
    • Then next part of the test is made up of three (short) matching questions
    • After the matching questions come some short answer questions
    • The final part of the test includes some extended response questions (essay questions in Moodle speak. These need to be marked manually.
    • Description questions don’t have any marks associated with them – they are a way of inserting a piece of HTML into appropriate places – like a label resource.Use them to break your quiz into sections.
    • After adding 60 questions or more, it is a very long exam. Written exams will be split up into Multiple choice (Section 1), Short answer (Section 2) and extended response (Section 3).
    • A special category called descriptions. Description questions are not graded – they are used to add labels or information to the test.They are in their own category so they don’t get randomly allocated to tests.,
    • If we look at this example
    • You can see that the ‘description question’ is just a coversheet for an exam
    • Another example
    • If we look at this example
    • Descriptions allow you to add stimulus material to a number of randomly selected questions.
    • If we look at this example
    • This screenshot won’t scroll. I also provide written copies of this question and allow students to write their answers. However, this would not be possible for students off-site (distance ed students) unless you provided them with a printable version (pdf file)
    • A short note regarding question naming. – Get systematic – when your question banks get ‘big’ it is not obvious from within a quiz which category the question comes from, let alone, which question has an error.Depending on your quiz settings, it could be like finding a needle in a haystack. Also, think collaboration – if you are teaching a subject with many classes, you could be maintaining your question banks with colleagues. Other’s besides you, may need to track down mistakes or modify questions for some reason.
    • I choose an inconspicuous colour snf include the question name in the text of the quiz.If I make any mistakes during the authoring, they can very easily be corrected.(next slide zooms in)
    • Back to MoodleYou can access your question bank through the administration block.
    • Choose a category and create a new question.
    • Authoring within Moodle is easyish, but it can be very time consuming.
    • The windows package includes an apache server
    • A test site allows you teach yourself more about Moodle’s inner workings and gives you a platform for creating your quizzes.
    • You can use the backup facility of Moodle to ‘move quizzes’ from one course to another or from one site to another.
    • You don’t need any user data, and also select NONE on the left hand side to initially DESELECT everything.
    • Nothing selected
    • Select the quiz you want to backup.
    • Unfortunately, all course files are included, not just the ones in the quiz.
    • Follow the ‘wizard’ through ...
    • If you are moving the quiz from one course to another, just save to the desktop; if you want to take it to school and upload it there, then memory-stick it.
    • In the new course or site, select restore from the Administration Block.
    • You will need to upload the file from memory stick or desktop
    • If you are not the administrator of your Moodle site, you will need to contact him/her and ask them to increas; to upload file limit; backup files can get big.
    • Then restore the file into the other course.
    • Into an existing course
    • All the questions and categories for that quiz were also imported.
    • Lets look at the GIFT format.
    • From Moodle HelpLook’s easy enough, but it gets complicated when feedback and other options are included.
    • ‘People’ in the Moodle community have ‘invented’ Excel based and Word based ‘GIFT makers.
    • AEAS (Aust Education Assessment Services)Our ELICOS dept currently uses a written test from the AEAS to assess English Language levels of incoming students.As a ‘proof-of-concept’ I want to demonstrate that the same test could be conducted online and save a great deal of time at the beginning of Term 1 and Term 3 when most of the testing takes place.So I ‘pinched’ a test and Moodled it.This can not be used as a placement test as the content is copyrighted, however, it will be used as a demonstration test and a trial test to see if the concept of on-line placement tests is sound.
    • Using the Gift Maker, I can easily enter many questions quite quickly.
    • Once finished the data entry, click on the MAKE button
    • Questions are quickly imported
    • Next, descriptions are created
    • Hot Potatoes can also be used as an ‘authoring tool.’ I use JCloze to author ‘gap’ questions
    • This is a drag and drop
    • This could have also been set up as a numerical question
    • This matching question is too long. A shorter, drag and drop question would work better.
    • Multiple choice spelling test
    • Dictation – difficult – you would need to mark this manually
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      Quiz Module (Moodle Moot Au 2008)

      From stpaulsic, 1 month ago Add as contact

      A presentation given at All Hallows, October 2008

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      1. Slide 1: Beyond Multi-choice St Paul’s International College Debra Bourne Moodle Moot AU 08
      2. Slide 2: Slide 2 Debra Bourne Manage IT resources at St Paul’s International College Moss Vale, NSW a senior International College in NSW it@spic.nsw.edu.au Teaching areas include Computing Studies and TESOL Moodle Convert St Paul’s International College Debra Bourne Moodle Moot AU 08
      3. Slide 3: St Paul’s International College Debra Bourne Moodle Moot AU 08
      4. Slide 4: St Paul’s International College Debra Bourne Moodle Moot AU 08
      5. Slide 5: St Paul’s International College Debra Bourne Moodle Moot AU 08
      6. Slide 6: St Paul’s International College Debra Bourne Moodle Moot AU 08
      7. Slide 7: SUMMATIVE DRILL & Summarises the development of learners at a PRACTICE particular time Practice a particular skill or procedure Eg Spelling, Vocab, Maths FORMAL FORMATIVE Self reflective; Direct and ASSESSMENT immediate Feedback is important; Part of an assessment program; Supporting students in taking marks contribute towards final control of their own learning grades St Paul’s International College Debra Bourne Moodle Moot AU 08
      8. Slide 8: St Paul’s International College Debra Bourne Moodle Moot AU 08
      9. Slide 9: St Paul’s International College Debra Bourne Moodle Moot AU 08
      10. Slide 10: Name the Quiz and Give it a Description
      11. Slide 11: Useful For Security St Paul’s International College Debra Bourne Moodle Moot AU 08
      12. Slide 12: St Paul’s International College Debra Bourne Moodle Moot AU 08
      13. Slide 14: St Paul’s International College Debra Bourne Moodle Moot AU 08
      14. Slide 16: St Paul’s International College Debra Bourne Moodle Moot AU 08
      15. Slide 18: St Paul’s International College Debra Bourne Moodle Moot AU 08
      16. Slide 19: St Paul’s International College Debra Bourne Moodle Moot AU 08
      17. Slide 20: St Paul’s International College Debra Bourne Moodle Moot AU 08
      18. Slide 22: St Paul’s International College Debra Bourne Moodle Moot AU 08
      19. Slide 24: St Paul’s International College Debra Bourne Moodle Moot AU 08
      20. Slide 25: or Formal Assessment You will need to have a close date or the users will never get results or feedback
      21. Slide 26: What happens is that: Javascript is made a requirement. The quiz appears in a new fullscreen window. Some mouse actions on the text are prevented. Some keyboard commands are prevented. But Pop-Up Blockers may become problematic St Paul’s International College Debra Bourne Moodle Moot AU 08
      22. Slide 27: St Paul’s International College Debra Bourne Moodle Moot AU 08
      23. Slide 28: Your Quiz Shell is now ready to populate with questions from the Question Bank. St Paul’s International College Debra Bourne Moodle Moot AU 08
      24. Slide 29: St Paul’s International College Debra Bourne Moodle Moot AU 08
      25. Slide 31: I can add 10 random questions from the 2007 paper and …….
      26. Slide 32: 10 random questions from the 2006 exam.
      27. Slide 33: St Paul’s International College Debra Bourne Moodle Moot AU 08
      28. Slide 34: Going back to that question hierarchy.. St Paul’s International College Debra Bourne Moodle Moot AU 08
      29. Slide 35: St Paul’s International College Debra Bourne Moodle Moot AU 08
      30. Slide 36: St Paul’s International College Debra Bourne Moodle Moot AU 08
      31. Slide 37: St Paul’s International College Debra Bourne Moodle Moot AU 08
      32. Slide 39: 8 randomly selected questions from Intro mchoice category St Paul’s International College Debra Bourne Moodle Moot AU 08
      33. Slide 40: Another 8 from the data category St Paul’s International College Debra Bourne Moodle Moot AU 08
      34. Slide 41: Another 8 from the processing category St Paul’s International College Debra Bourne Moodle Moot AU 08
      35. Slide 42: In section 2, I have some matching questions
      36. Slide 43: Then some short response St Paul’s International College Debra Bourne Moodle Moot AU 08
      37. Slide 44: Then it finishes with some extended response questions. St Paul’s International College Debra Bourne Moodle Moot AU 08
      38. Slide 45: St Paul’s International College Debra Bourne Moodle Moot AU 08
      39. Slide 46: St Paul’s International College Debra Bourne Moodle Moot AU 08
      40. Slide 47: St Paul’s International College Debra Bourne Moodle Moot AU 08
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      42. Slide 49: St Paul’s International College Debra Bourne Moodle Moot AU 08
      43. Slide 50: St Paul’s International College Debra Bourne Moodle Moot AU 08
      44. Slide 51: St Paul’s International College Debra Bourne Moodle Moot AU 08
      45. Slide 52: St Paul’s International College Debra Bourne Moodle Moot AU 08
      46. Slide 53: St Paul’s International College Debra Bourne Moodle Moot AU 08
      47. Slide 54: St Paul’s International College Debra Bourne Moodle Moot AU 08
      48. Slide 55: St Paul’s International College Debra Bourne Moodle Moot AU 08
      49. Slide 56: This is an ‘Essay Question’ type that can be used to elicit extended responses This reading stimulus was St Paul’s International College followed by 5 essay questions. Debra Bourne Moodle Moot AU 08
      50. Slide 58: St Paul’s International College Debra Bourne Moodle Moot AU 08
      51. Slide 59: St Paul’s International College Debra Bourne Moodle Moot AU 08
      52. Slide 60: St Paul’s International College Debra Bourne Moodle Moot AU 08
      53. Slide 61: St Paul’s International College Debra Bourne Moodle Moot AU 08
      54. Slide 62: St Paul’s International College Debra Bourne Moodle Moot AU 08
      55. Slide 63: Can be time consuming, especially if your Moodle is hosted off-site St Paul’s International College Debra Bourne Moodle Moot AU 08
      56. Slide 64: Download the Windows version from moodle.org St Paul’s International College Debra Bourne Moodle Moot AU 08
      57. Slide 65: St Paul’s International College Debra Bourne Moodle Moot AU 08
      58. Slide 66: St Paul’s International College Debra Bourne Moodle Moot AU 08
      59. Slide 67: Administration Block BACKUP St Paul’s International College Debra Bourne Moodle Moot AU 08
      60. Slide 68: select NONE select No User data
      61. Slide 69: St Paul’s International College Debra Bourne Moodle Moot AU 08
      62. Slide 70: Select the quiz you want to ‘transfer’ St Paul’s International College Debra Bourne Moodle Moot AU 08
      63. Slide 71: If you have images or other media in your quiz questions, you need to include COURSE FILES St Paul’s International College Debra Bourne Moodle Moot AU 08
      64. Slide 72: St Paul’s International College Debra Bourne Moodle Moot AU 08
      65. Slide 73: Save it to your memory stick or desktop St Paul’s International College Debra Bourne Moodle Moot AU 08
      66. Slide 74: St Paul’s International College Debra Bourne Moodle Moot AU 08
      67. Slide 75: St Paul’s International College Debra Bourne Moodle Moot AU 08
      68. Slide 76: Note that you need a generous file upload level to upload restore files (check course settings and site settings) St Paul’s International College Debra Bourne Moodle Moot AU 08
      69. Slide 77: St Paul’s International College Debra Bourne Moodle Moot AU 08
      70. Slide 78: Restore into an existing course St Paul’s International College Debra Bourne Moodle Moot AU 08
      71. Slide 79: St Paul’s International College Debra Bourne Moodle Moot AU 08
      72. Slide 80: St Paul’s International College Debra Bourne Moodle Moot AU 08
      73. Slide 81: Importing GIFT files St Paul’s International College Debra Bourne Moodle Moot AU 08
      74. Slide 82: Check out Moodle Help for more info on import formats St Paul’s International College Debra Bourne Moodle Moot AU 08
      75. Slide 83: A plain text format – Files are typed into a text editor (eg Notepad) and saved as *.txt Who's buried in Grant's tomb?{~Grant ~Jefferson =no one} multiple Choice Grant is {~buried =entombed ~living} in Grant's tomb. missing word Grant is buried in Grant's tomb.{FALSE} True/False Who's buried in Grant's tomb?{=no one =nobody} When was Ulysses S. Grant born?{#1822} Sh answer numerical St Paul’s International College Debra Bourne Moodle Moot AU 08
      76. Slide 84: Make sure macros are enabled St Paul’s International College Debra Bourne Moodle Moot AU 08
      77. Slide 85: © Copyright 2004 AEAS St Paul’s International College Debra Bourne Moodle Moot AU 08
      78. Slide 86: HTML is OK St Paul’s International College Debra Bourne Moodle Moot AU 08
      79. Slide 87: St Paul’s International College Debra Bourne Moodle Moot AU 08
      80. Slide 88: St Paul’s International College Debra Bourne Moodle Moot AU 08
      81. Slide 89: St Paul’s International College Debra Bourne Moodle Moot AU 08
      82. Slide 90: St Paul’s International College Debra Bourne Moodle Moot AU 08
      83. Slide 91: http://127.0.0.1/mod/quiz/attempt.php?q=51&page=2
      84. Slide 94: St Paul’s International College Debra Bourne Moodle Moot AU 08
      85. Slide 95: St Paul’s International College Debra Bourne Moodle Moot AU 08
      86. Slide 96: St Paul’s International College Debra Bourne Moodle Moot AU 08
      87. Slide 97: This is a Hot Pot Drag and Drop question, but there is a D&D question type now available on the plugins site at moodle.org
      88. Slide 98: St Paul’s International College Debra Bourne Moodle Moot AU 08
      89. Slide 99: St Paul’s International College Debra Bourne Moodle Moot AU 08
      90. Slide 100: How? St Paul’s International College Debra Bourne Moodle Moot AU 08
      91. Slide 101: Insert image (temporarily) in an unused HTML editor section (eg feedback) St Paul’s International College Debra Bourne Moodle Moot AU 08
      92. Slide 102: Cut and Paste the HTML into an Answer text box. Include an extra line break after the image to improve readability of the question answers. St Paul’s International College Debra Bourne Moodle Moot AU 08
      93. Slide 103: St Paul’s International College Debra Bourne Moodle Moot AU 08
      94. Slide 104: St Paul’s International College Debra Bourne Moodle Moot AU 08
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      101. Slide 111: St Paul’s International College Debra Bourne Moodle Moot AU 08
      102. Slide 112: $$ 5\\frac{1}{4} \\times 25$$cm $$\\approx$$ St Paul’s International College Debra Bourne Moodle Moot AU 08
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