Moodle essay quiz question
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Essay questions allow for a response of a few sentences or paragraphs but must be graded manually. When creating an essay question in a quiz, there are several steps to follow including entering the question name and text, assigning a grade, adding general and specific feedback, and then adding the question to a quiz. Additional help resources are available for questions about essay questions.
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Moodle random short answer matching quiz question
This document describes the random short-answer matching question type for quizzes in Moodle. This question type randomly selects short-answer questions from a question bank category to create a matching question for students. To use it, the instructor must first create at least two short-answer questions in a category bank. The instructor then enters question details like name, text, grade, and feedback before selecting how many questions to include from the bank. Finally, the new question is added to the question bank and quiz.
Moodle matching quiz question
Matching questions in quizzes allow students to match questions with answer options from a drop-down list. The creator enters the question text, assigns a grade and penalty, can add general feedback, and shuffles the answer choices. At least two questions and three answers are required. Once completed, the question can be added to the question bank and included in a quiz. Further assistance is available on the website or by email.
Moodle calculated simple quiz question
This document provides instructions for creating a calculated simple question in Moodle. It is a 9 step process:
1) Enter the question name and text
2) Specify the grade, penalty factor, and general feedback
3) Fill in the correct answer formula and response-specific feedback
4) Enter unit information
5) Specify wildcard parameters
6) Add tags
7) Add the question to the question bank
8) Select the question and add it to a quiz
9) Provide additional resources for help
Moodle true/false quiz question
True/false questions are a simple multiple choice question type with only two answer options: True and False. There are 7 steps to creating a true/false question in a quiz: 1) Enter a question name, 2) Enter the question text, 3) Select a default grade, 4) Provide general feedback, 5) Select the correct answer, 6) Provide answer-specific feedback, and 7) Add tags. Once created, the question can be added to a quiz from the question bank. The document concludes by reminding the reader that more information about true/false questions is available on the website or by email.
Moodle numerical quiz question
Numerical questions in Moodle quizzes allow for numerical answers with an accepted error range. They can also include units that are graded separately. When creating a numerical question, educators enter the question text, assign a grade and penalty value, provide feedback, include multiple choice answer choices with grades and errors, specify if units are required, and add the question to a quiz. Numerical questions provide flexibility in grading student responses that are close to the correct answer.
Moodle multiple choice quiz question
This document provides instructions for creating multiple choice questions in Moodle. It outlines 9 steps for adding a multiple choice question, including entering the question text, setting the grade and penalty values, providing feedback for correct and incorrect answers, adding answer choices and assigning grades to each choice, and finally adding the question to a quiz. The document recommends visiting the website or emailing for additional help with multiple choice questions in Moodle.
Moodle short answer quiz question
This document describes the steps for creating a short answer question in a quiz. It explains that short answer questions allow students to enter one or a few words in response and are graded by comparing the answer to model answers, which can contain wildcards. It then outlines the 8 steps for creating a short answer question, which include entering the question name and text, grade/penalty factors, feedback, case sensitivity, possible answers and feedback for each, and tags. It concludes by stating that the new question will be added to the question bank and can then be added to a quiz.
Create a new questionnaire step by step
1. To create a new questionnaire in Moodle, click "Turn editing on" and select "Add an activity or resource" then "Questionnaire" from the menu.
2. On the setup page, enter the name, description, timing options, response options, and content and submission options.
3. Click "Save and Display" to open the questionnaire page where you can add questions by selecting the question type from the dropdown and clicking "Add selected question type". Common question types include checkboxes, dropdowns, essays, labels, numbers, radios, ratings, and yes/no.
Recommended
Moodle random short answer matching quiz question
This document describes the random short-answer matching question type for quizzes in Moodle. This question type randomly selects short-answer questions from a question bank category to create a matching question for students. To use it, the instructor must first create at least two short-answer questions in a category bank. The instructor then enters question details like name, text, grade, and feedback before selecting how many questions to include from the bank. Finally, the new question is added to the question bank and quiz.
Moodle matching quiz question
Matching questions in quizzes allow students to match questions with answer options from a drop-down list. The creator enters the question text, assigns a grade and penalty, can add general feedback, and shuffles the answer choices. At least two questions and three answers are required. Once completed, the question can be added to the question bank and included in a quiz. Further assistance is available on the website or by email.
Moodle calculated simple quiz question
This document provides instructions for creating a calculated simple question in Moodle. It is a 9 step process:
1) Enter the question name and text
2) Specify the grade, penalty factor, and general feedback
3) Fill in the correct answer formula and response-specific feedback
4) Enter unit information
5) Specify wildcard parameters
6) Add tags
7) Add the question to the question bank
8) Select the question and add it to a quiz
9) Provide additional resources for help
Moodle true/false quiz question
True/false questions are a simple multiple choice question type with only two answer options: True and False. There are 7 steps to creating a true/false question in a quiz: 1) Enter a question name, 2) Enter the question text, 3) Select a default grade, 4) Provide general feedback, 5) Select the correct answer, 6) Provide answer-specific feedback, and 7) Add tags. Once created, the question can be added to a quiz from the question bank. The document concludes by reminding the reader that more information about true/false questions is available on the website or by email.
Moodle numerical quiz question
Numerical questions in Moodle quizzes allow for numerical answers with an accepted error range. They can also include units that are graded separately. When creating a numerical question, educators enter the question text, assign a grade and penalty value, provide feedback, include multiple choice answer choices with grades and errors, specify if units are required, and add the question to a quiz. Numerical questions provide flexibility in grading student responses that are close to the correct answer.
Moodle multiple choice quiz question
This document provides instructions for creating multiple choice questions in Moodle. It outlines 9 steps for adding a multiple choice question, including entering the question text, setting the grade and penalty values, providing feedback for correct and incorrect answers, adding answer choices and assigning grades to each choice, and finally adding the question to a quiz. The document recommends visiting the website or emailing for additional help with multiple choice questions in Moodle.
Moodle short answer quiz question
This document describes the steps for creating a short answer question in a quiz. It explains that short answer questions allow students to enter one or a few words in response and are graded by comparing the answer to model answers, which can contain wildcards. It then outlines the 8 steps for creating a short answer question, which include entering the question name and text, grade/penalty factors, feedback, case sensitivity, possible answers and feedback for each, and tags. It concludes by stating that the new question will be added to the question bank and can then be added to a quiz.
Create a new questionnaire step by step
1. To create a new questionnaire in Moodle, click "Turn editing on" and select "Add an activity or resource" then "Questionnaire" from the menu.
2. On the setup page, enter the name, description, timing options, response options, and content and submission options.
3. Click "Save and Display" to open the questionnaire page where you can add questions by selecting the question type from the dropdown and clicking "Add selected question type". Common question types include checkboxes, dropdowns, essays, labels, numbers, radios, ratings, and yes/no.
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I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
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The document outlines foods, activities, and animals categorized into groups. It lists foods such as hamburger and broccoli under meats and vegetables. It categorizes outdoor activities like swimming and riding a bike, and indoor activities like reading and playing cards. It also separates birds like robins and hawks from insects like mosquitoes and beetles under animals.
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Briefing: Peer-Assessment Feedback
The document provides peer-assessment tips from different academic departments. Some common tips included highlighting strengths and areas for improvement, using success criteria to provide focused feedback, comparing work to models or criteria, suggesting specific improvements, and setting targets. Departments suggested techniques like color coding, checklists, questioning, annotating examples, and focusing feedback on skills and criteria.
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คำนำ คำชี้แจงPresent simpleแก้ไข ปรับปรุง พย56
This programmed instruction is designed to teach students about the present simple tense in English. It is separated into presentations and questions across four parts or frames. Students are instructed to work through each frame step-by-step, answering questions to check their understanding before advancing. They will complete a pre-test before beginning and a post-test after finishing to evaluate their understanding and ensure they score at least 80% proficiency on the topic. Teachers are provided guidance on administering the instruction, observing students, and testing their comprehension after completion.
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Using student response_writing_lessons
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
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2. Directly author multiple choice questions or import questions formatted in Aiken format, assigning them to categories.
3. Set up a timed online exam by selecting questions randomly from categories, configuring settings like time limit and number of attempts.
Week 6 presentation
This document provides instructions for using the online math program TenMarks during Response to Intervention (RTI) sessions. It outlines the goals of using TenMarks to challenge high-achieving math students. It also describes how to log in to TenMarks, create classes and assignments, generate assessments, view student performance data, and provides examples of question types and scoring.
Creating quize
The document provides instructions for creating a quiz in Google Docs, including logging in, naming the quiz, adding different types of questions like multiple choice and text, previewing the quiz, and then publishing it to a Google Site for others to take. Key steps involve choosing the question types, requiring answers, and saving or previewing the quiz before adding it to a Google Site page for sharing.
Socrative userguide
This document provides instructions for using the Socrative classroom assessment tool. It outlines the process for registering an account, creating and running quizzes, and accessing reports. Key features include building quizzes with multiple choice, true/false, and short answer questions, running quizzes in student-paced or teacher-paced modes, and obtaining real-time results and reports to improve instruction.
Socrative user guide
This document provides an overview of how to use the Socrative teacher assessment tool. It outlines the steps to register an account, create and edit quizzes, run quizzes and view reports in real-time, and use additional features like quick questions and exit tickets. The tool allows teachers to assess student understanding through various question types and view analytics to improve instruction.
CBSE CCE Report Card Generation Steps AmpleTrails.com
This document outlines the steps to set up and generate a CCE (Continuous and Comprehensive Evaluation) report card. It involves:
1) Configuring the grading system and creating courses, batches, subjects, exams, and grading levels.
2) Setting up co-scholastic activities and formative assessments with observation groups, criteria, and indicators.
3) Entering student scores and grades for summative, formative, and co-scholastic assessments.
4) Generating and viewing CCE reports with automatically calculated CGPAs.
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The document provides tips for effective note-taking during lectures and while reading. It recommends preparing before class, actively listening during lectures, and organizing and reviewing notes after class. Specific note-taking strategies are outlined, including writing main ideas, using abbreviations, and leaving space to add details. The document also discusses marking up texts, taking written notes through various formats like outlining, and mapping methods to visualize information. Finally, it introduces some digital annotation tools.
Finding & Using LibGuides for your Courses & Subjects
The document provides instructions for finding and using subject guides on the library website. It describes how to search for guides using the search box, browse results for relevant guides, and navigate guides using green tabs to find resources. It also notes that subject guides can be browsed by subject area links under Library Resources.
Blogging & Internet Discourse
Blogging provides benefits such as joy, practice in communication and writing skills, and a way to express oneself and communicate with others. There are different types of blogs, including journal blogs for unique perspectives, tech blogs focused on a particular subject, and pundit or news blogs that analyze and critique current events. All blogs contain a main content area with articles listed in reverse chronological order, an archive of older material, a comments section, and links to related sites. Blogs allow readers to comment and discuss posts in an interactive way. When blogging and engaging in online discourse, policies call for respecting all people and showing respect for diverse ideas.
How to use online asynchronous writing consultation revised
1. Students must create a draft of their assignment in Google Docs and answer three questions before sharing it with the writing help group.
2. The document is then shared with "Writing Help" and a consultant will comment within 48 hours.
3. When finished, students unshare the document and export it to Word to show the instructor the comment transcript as proof of the consultation.
Tracking down a suspect paper
This document provides suggestions for detecting plagiarism in student writing:
1) Search engines and paper mills can be used to check for plagiarized content. A list of search engines and paper mill sites that may contain plagiarized work is included.
2) Library services such as research sessions and help from librarians can assist students in avoiding plagiarism and creating original work.
3) Learning commons services like writing consultants can help students improve their writing skills to avoid plagiarism, but do not directly proofread assignments. Students with suspected plagiarism or weak writing should be referred here.
Combating plagiarism
This document outlines 8 steps for instructors to take to prevent plagiarism in their classes. It recommends defining plagiarism and the research process (Steps 1-2). It also suggests focusing on the writing process by providing feedback and collecting work throughout the semester (Steps 3-4). Additionally, it advises requiring personal reflection, reading papers thoroughly, relating topics to class material, and utilizing writing resources (Steps 5-8). The overall summary is that this document provides a 8 step approach for instructors to combat plagiarism through clear expectations, ongoing feedback, and support for students.
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The document provides step-by-step instructions for copying content from one Moodle course into another. It outlines 8 steps: 1) Open the course to import into, 2) Click import, 3) Select the course to import from, 4) Set initial import settings, 5) Select items to import, 6) Confirm import selection, 7) Continue with import, and 8) Make any necessary updates in the new course like dates or formatting. The purpose is to allow teachers to reuse content across multiple sections or semesters easily.
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The document discusses citation and how it is used to give credit to sources used in research and writing. It explains that there are different citation styles like MLA, APA, and Chicago that organize the source information in varying ways. A five step process is outlined for creating citations, which involves finding the appropriate citation style, identifying the source type, gathering the source details, and formatting the citation according to the chosen style.
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How to use online asynchronous writing consultation
To receive feedback on a writing assignment from the Writing Help service, you must first create or upload a draft document to Google Drive. You need to include the assignment details, your thesis statement, and the specific areas you want feedback on. Then share the document with the Writing Help email address. A consultant will comment on the draft within 48 hours, and you can reply to their comments through Google Drive. When finished, unshare the document from the Writing Help group.
High 5! reading comprehension strategies
The document describes a 5-step strategy called "High 5!" for improving reading comprehension of expository texts. The steps are: 1) Activate background knowledge; 2) Question the text; 3) Analyze text structure; 4) Create mental images; 5) Summarize the key ideas. Analyzing the text structure involves understanding how information and ideas are organized to convey the author's message. Creating mental images helps readers visualize both content and the structural elements of the text. Summarizing requires identifying the text structure, discarding redundant details, and circling the critical ideas.
High 5! reading comprehension strategies
This document outlines a 5-step strategy called "High 5!" for improving reading comprehension of expository texts. The steps are: 1) Activate background knowledge; 2) Question the text; 3) Analyze text structure; 4) Create mental images; and 5) Summarize the key ideas. Readers are encouraged to make connections to prior knowledge, generate questions before and during reading, understand how information is organized, visualize content and structure, and produce concise summaries that synthesize the main themes. Following this strategy helps readers better understand texts by enhancing activation of knowledge, analysis of information, and mental representation of content.
Making connections
This document provides techniques for improving reading comprehension, including making connections to personal experiences, visualizing content, avoiding boredom, paying attention, listening to others' ideas, asking questions, annotating texts, and using double-entry diaries. It discusses connecting texts to oneself, the world, and other texts. It also describes interacting and distracting inner voices that readers may experience and encourages developing an interacting conversation voice. Questioning throughout the reading process can improve comprehension by interacting with the text and clarifying or inferring beyond the literal meaning.
Integrating paraphrases into your writing
This document discusses how to properly integrate paraphrases into writing. It recommends introducing all paraphrases with a signal phrase that mentions the author's name and includes a page reference. Using signal phrases helps smoothly incorporate outside sources and avoids plagiarism. The document provides examples of signal verbs that can be used to introduce a source's ideas, such as "acknowledges", "claims", and "suggests". It also lists sources that provide further information on using sources effectively in writing.
Cautions about paraphrasing
The document cautions about five hazards of paraphrasing: 1) Changing only a few words is still plagiarism. 2) Keeping the same sentence structure and order of presentation is also plagiarism. 3) Adding ideas or explanations belongs in subsequent discussion, not in the paraphrase itself. 4) Adding interpretation or assessment should come after the paraphrase. 5) Creating a straw man fallacy by misrepresenting the source makes it an easier target for rebuttal and is unfair.
How to effectively construct a paraphrase
The document provides a step-by-step process for paraphrasing source material accurately and completely while avoiding plagiarism. The steps are: 1) thoroughly read and understand the source material; 2) write a paraphrase in your own words without looking at the source; 3) compare your version to the original to ensure it is accurate, complete, and objective; 4) use quotation marks for any unique terms borrowed from the source; and 5) record the source information to integrate it properly into your own writing.
Four parts to an effective paraphrase
To effectively paraphrase a source, a paraphrase must be original, accurate, objective, and complete. It must use the writer's own vocabulary, phrasing, and sentence structure rather than copying the source. While using different words, the paraphrase must precisely reflect the ideas, tone, and emphasis of the original source. A paraphrase should not include the writer's own opinions and must objectively reflect the thoughts of the source. It also needs to include all important ideas from the source without omitting any key information.
Using sources in your writing
This document discusses three ways to integrate source materials into writing: summarizing, paraphrasing, and directly quoting. It notes that summarizing states a text's main ideas and key points briefly in one's own words, paraphrasing retells information from a text in roughly the same number of words but in one's own style, and direct quotes use the exact words from a text with quotation marks. The document emphasizes that all sources, whether summarized, paraphrased, or quoted, must be properly cited to avoid plagiarism. It also explains that paraphrasing can be longer than summarizing since it presents all of an author's ideas, and is useful when original wording does not need to be directly quoted
Moodle Wikis: For Students
Moodle wikis allow collaborative editing. Users can view, edit, add comments, and see revision histories of wiki pages. To add content, click Edit and enter text, saving at the bottom. Content is viewable via the View tab. Wikis support adding comments, creating new pages by linking to them, and navigating between pages in the Map tab. Wikis enable building shared resources through collaborative contributions.
Strategies for detecting plagiarism
This document outlines several strategies for detecting plagiarism in student papers, including examining formatting, citations, writing style, content, and having students summarize their papers verbally. Strange formatting, inconsistent or missing citations, changes in writing level or style, content that doesn't match the assignment, and sentences that are unusually long could indicate plagiarized material. Searching phrases from the paper online and checking cited sources can help confirm any suspicions.
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Moodle essay quiz question
- 1. Quiz Question Types Essay Questions Allows a response of a few sentences or paragraphs. This must then be graded manually.
- 2. Step1: Enter question name The question name is for your purposes, to help keep your question bank organized. You are required to put something in this box.
- 3. Step 2: Enter question text Enter your question into the question text box. This is the question or writing prompt that students will see on their quiz.
- 4. Step 3: Question grade Enter a default question grade. This is the point value assigned to this question. You are required to enter something in this box.
- 5. Step 4: General feedback Enter general feedback. This is feedback that will be shown to the student after the question is graded, no matter what answer was given.
- 6. Step 5: Feedback Enter feedback. This is feedback that will be shown to the student after he/she has attempted the question.
- 7. Step 6: Fill in tags You may fill in tags to help keep your question bank organized. Once completed, click on Next Page.
- 8. Step 6: Add from bank to quiz If it has not been added to the quiz already, your question should now be added to your question bank. It should be visible in the right column. To include this question in your quiz, check the box next to question and click Add to Quiz.
- 9. Quiz Question Types The End: Essay Questions If you have further questions about this quiz question type, please visit this website. If you have further questions, please email moodle@defiance.edu