1. How To Write Distance Learning
In-Text Questions (ITQs) and
Self-Assessment Questions
(SAQs)
A guide for Distance Learning Authors
Schulportals Technologies Ltd.

2. Self-Assessment
 Distance learning modules include two
types of ‘self tests’ (questions and
answers):
 These are ITQs and SAQs
 Students check their own learning by
answering correctly.
 Incorrect answers alert them about
what to study again.

3. In-Text Questions (ITQs)
 Can occur at any point in the ‘main text’
of the study session (not at the end)
 The answer always follows directly after
the question
 Answers say what a good student could
really write, based on material in current
or previous study sessions
 Never introduce new teaching points in an
ITQ answer

4. The role of ITQs is to:
1. Engage students in active thinking – wake them up!
2. Give them a brief mental ‘break’ from passive
reading
3. Focus their attention on a key point in the study
session
4. Remind them of a key point from a previous session
5. Create the feeling that you are talking directly to
them
6. Break up large blocks of text that may look
intimidating

5. ITQs can focus attention on a key point
Q. Look at Figure 8.2 on newborn resuscitation.
Which of the three drawings shows the correct size
and position of the mask on the baby’s face? What
is wrong in the other two drawings?
A. (a) is correct. It shows the mask covering the
baby’s mouth, nose and chin, but not the eyes. In
(b) the mask is too large; it covers the edges of
the eyes and extends below the chin. In (c) the
mask is too small; it does not cover the baby’s
nose and mouth completely.

6. ITQs can recall an earlier key point
Q. In Study Session X you learned why you should
strongly discourage HIV-positive mothers from
giving mixed feeding before their baby is 6
months old. How could mixed feeding increase
the risk of HIV transmission from mother to
baby?
A. Porridge, cows or goats milk, and other foods
given to young babies, may irritate the baby’s
intestine and make it more susceptible to HIV
in breast milk getting into the baby’s blood
circulation.

7. ITQs can also create the feeling that you
are ‘talking’ to students
Q. Suggest three ways you could begin to
establish trust when you arrive at a house for
the first postnatal visit.
A. These are probable few ways out of many.
 Smile and greet people using the local terms
 Explain to everyone why you have come
 Give time for general conversation first
 Ask about the well being of the mother and
baby respectfully

8. Self-Assessment Questions (SAQs)
 Appear at the end of the study session.
 The model answers are ‘hidden’ at the end of the
Module
 Every Learning Outcome must have at least one
SAQ that tests it
 Good SAQs often test more than one Learning
Outcome simultaneously, integrating topics from
across the session
 Answering SAQs enables students to check their
own progress in achieving the Learning Outcomes

9. Variety in styles of SAQs supports learning
 Setting different SAQ styles is more interesting
to students than just asking them to ‘recall
facts’
 Interested students are more motivated to
attempt the SAQs genuinely
 Motivated students are more successful learners
 If they get an SAQ wrong, they are more likely
to study the material again to find the correct
answer
 Answering SAQs correctly builds confidence

10. The Case Study SAQ style
 Begin with a realistic ‘short story’ of a case:
 Followed by a series of short questions: e.g.
 What could you say to reassure Mrs X?
 What dose of misoprostol should Mrs Z be given?
 Why was Mrs B given iron tablets?
 Identify the danger signs in Baby A’s case.
 What is the first thing you would do to help
Baby P?
 Is 40 breaths per minute fast breathing for Child
D?

11. False statements SAQ style
Which of the following statements is false? In
each case explain why it is incorrect.
(a)Postpartum haemorrhage (PPH) is the single
most important cause of maternal mortality
(b)Infection is not a major cause of PPH
(c)PPH can progress from hypertension even if no
protein in the urine and no swelling of the hands,
feet or face
(d)Women with a previous caesarean section
have the same risk of PPH as other multigravidas.

12. SAQs can be based on diagrams
Look at the partograph in Figure 4.2. Describe the progress
of this labour in terms of (a) The dilatation of the cervix,
and (b) the fetal heart rate. (c) Would you refer this
woman to the nearest health facility? Say why, or why not.
OR
Figure 9.3 is a diagram of the respiratory tract with the
labels removed. Write the name of the anatomical
structure beside each of the arrows.
OR
Is the mother in Figure 11.5 holding her baby in a good
position for successful breastfeeding? Say why or why not.

13. SAQs can ask for diagrams
Draw a flow chart showing the points at which HIV may
be transmitted from mother to baby. Add arrows at
the points where you could intervene to reduce the
risk of MTCT. Label each arrow to show what you
would do.
OR
Draw a flow chart showing the steps you should take in
making a referral.
OR
Draw and label a diagram of the fetal skull, showing
the main sutures.

14. Make ‘recall facts’ SAQs interesting!
DULL ... What does placenta praevia mean?
INTERESTING ... How could placenta praevia cause
prolonged or obstructed labour? What should you do if
you suspect that a woman has placenta praevia?
DULL ... List the key signs of postnatal depression.
INTERESTING ... Write a short case study (no more than 60
words) describing Mrs X who shows all the key signs of
postnatal depression.
DULL ... Define low birth weight in a newborn at 32 weeks.
INTERESTING ... Baby X was born at 32 weeks gestational
age. He weighed 2000 gm. How do you classify his birth
weight?