MoodleDocs - Wkład użytkownika [pl]

Dyskusja użytkownika:Helen Foster

2014-04-28T12:27:13Z

TimHunt:

==Cron==
Hi Helen. First to comment in 2.1 ! Do you and/or Eloy like what I am proposing for [[Cron]]? --[[User:chris collman|chris collman]] 22:58, 20 November 2011 (WST)

:Chris, sorry I missed your comment before now. I guess I've answered it in [[Talk:Cron]]. --[[User:Helen Foster|Helen Foster]] 19:45, 7 December 2011 (WST)

== Filters ==

See note at the start of this page: https://docs.moodle.org/dev/Filters_2.0

Could you rename the two pages in question?--[[User:David Smith 2|David Smith 2]] 18:05, 7 December 2011 (WST)

:Done as requested. --[[User:Helen Foster|Helen Foster]] 19:43, 7 December 2011 (WST)

== Disappearing dev docs ==
Hi Helen,

Sorry to post this here but I don't really know who else to ask! When I view the dev docs without logging in, they are fine, but as soon as I log in I get a completely blank page and cannot do anything. Posted this on the forums http://moodle.org/mod/forum/discuss.php?d=200984 but no-one has been able to help. It seems to me that I have separate accounts on the normal docs and the dev docs. Would it be possible to delete my dev docs account (username 'daveyboond') so I can start from scratch?

Thanks

Steve

:Hi Steve, sorry to hear you're having problems logging in to the dev docs. It's weird that you can log in here, as all the docs wikis use your moodle.org username and password. Anyway I'll investigate things and post in your forum thread. --[[User:Helen Foster|Helen Foster]] 04:37, 24 April 2012 (WST)

== Reviving the Finnish documentation ==

Hi Helen, we've started planning process of updating the Finnish docs. I have one question: If we start by editing the all/fi pages, and later want to fork the docs for different versions, can it be done by just creating a ticket for the MDLSITE JIRA project? For example move all/fi/ to 23/fi and copy 23/fi to 24/fi? Or is this kind of support unavailable for versions other than the English docs? --[[User:Heikki Wilenius|Heikki Wilenius]] 22:13, 29 October 2012 (WST)

:Hi Heikki, if you decide later that you would like separate version wikis, you can certainly create an MDLSITE issue for it. Best wishes with the Finnish documentation. --[[User:Helen Foster|Helen Foster]] 13:10, 30 October 2012 (WST)

== Scheduler module ==

Hi Helen,

i just realized that a while ago, you deleted the documentation page for the [[Scheduler module]] (well, at least the main page, some detail pages still seem to exist at [[:Category:Scheduler]]. I wonder what the reason was? Is contrib documentation generally being removed from Moodle Docs? --[[User:Henning Bostelmann|Henning Bostelmann]] 07:01, 5 September 2012 (WST)

:Hi Henning, I'm sorry to have not noticed your message before now. Regarding documentation being deleted, "as part of the 2011 docs wiki clean-up, documentation pages for older plugins (in the old modules and plugins database) were deleted from the newer version wikis. When a plugin developer updates their code, if the original documentation page was deleted it can be recreated in a newer version wikis." (copied from the recently created [[:dev:Plugin documentation]]). As always plugin developers, maintainers and users are welcome to add documentation to Moodle Docs.

:Regarding documentation for the Scheduler module, you'll notice I've recreated https://docs.moodle.org/21/en/Scheduler_module and https://docs.moodle.org/22/en/Scheduler_module as I see in http://moodle.org/plugins/view.php?plugin=mod_scheduler that the module is available for 2.1 and 2.2. if you let me know when the code is updated for 2.3, I'll be happy to recreate the 2.3 documentation page. --[[User:Helen Foster|Helen Foster]] 20:45, 18 September 2012 (WST)

:: Thanks Helen. A 2.3 version of the Scheduler module is now available; please undelete the page in 2.3 docs. --[[User:Henning Bostelmann|Henning Bostelmann]] 08:14, 29 October 2012 (WST)

::: Done - [[Scheduler module]]. Thanks for sharing the Scheduler module with the Mooodle community. --[[User:Helen Foster|Helen Foster]] 13:16, 30 October 2012 (WST)

== How permissions are calculated ==

Hi Helen,
this page
https://docs.moodle.org/20/en/How_permissions_are_calculated
got deleted after 2.0
Was it just overlooked or is it just wrong ?

Rgds Paul

: That page described how things worked in Moodle 1.9 and earlier. Things were simplified in Moodle 2.0, which is why that page was deleted.--[[User:Tim Hunt|Tim Hunt]] ([[User talk:Tim Hunt|talk]]) 20:27, 28 April 2014 (WST)

User pictures

2014-04-28T09:29:24Z

TimHunt:

{{Accounts}}
==User pictures==
Every user on Moodle is able to have their own personal profile picture (or "avatar") which can be uploaded via their profile. If no picture has been uploaded then the default is:

[[File:F1.png]]

==Viewing all user pictures==
*An administrator can do a quick check of the user pictures by typing in the browser http://www.YOURMOODLESITE.com/userpix when logged in as admin.

== Updating user pictures ==

Users can update their picture by editing their user profile in ''Administration > My profile > Edit profile''. (The site administrator can disable this ability in ''Administration > Site administration > Security > Site policies''.)

The user's picture is usually displayed next to the user's name. For example, next to content they have has posted in a forum, or in a participant list.

There is a default image that is used by the Moodle site. The site administrator can change the default picture for the site by replacing the F1 and F2 images in the theme folder '''/theme/''themename''/pix_core/u/''' or in the core folder '''/pix/u/'''. Remember to refresh your browser [Ctrl + F5] to see any picture changes!

* There is a delete box when checked will delete the picture when the profile is saved.
* There is a browse button for the user to find and upload a picture file.
* The upload image will be reduced and saved in two files of 100px by 100px and 35px by 35px.
* The picture description appears when the mouse rolls over the picture.

Tip: If you want the default picture to be blank, then replace it with a 1px x 1px transparent spacer image with the same filename. It can be either a '.png' or '.gif' file extension.

==Uploading user pictures in bulk==

An administrator can upload a zip file containing user images in ''Settings > Site administration > Users > Accounts > Upload user pictures''.

[[File:Uploaduserpictures.png]]

*The image files should be named after the username, the idnumber or the id of the student (along with the correct image file extension.) For example, a student with the username ''jbrown98'' would have a picture called ''jbrown98.jpg''
*Image types supported include gif, jpg, and png.
*Image file names are not case sensitive.

==Gravatars==

An administrator can enable the use of gravatars in ''Settings > Site administration > Users > Permissions > User policies''. If a user has not uploaded a user picture, Moodle will check whether the user's email address has an associated gravatar and if so, will use the gravatar as the user's picture.

See also (for 2.3.3 onwards) Gravatar default image URLs in [[Roles settings]]

==See also==

*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=141378 Cannot upload or change profile pictures] forum discussion

[[eu:Erabiltzailearen_irudiak]]
[[es:Imágenes de usuarios]]
[[fr:Image des utilisateurs]]
[[de:Nutzerbilder]]

Building Quiz

2014-04-17T09:35:27Z

TimHunt: /* Quiz layout */

{{Quiz}}

==How a Moodle quiz works==

The word “quiz” might conjure up for some images of TV game shows, but a Moodle quiz is basically a set of questions presented to the learner which may be automatically marked by Moodle or graded later by the teacher. The questions may be in sentence or number form or contain various media such as video or sound. They do not all need to be the same type of questions: a quiz may contain multiple choice, matching, essays (teacher-graded) and calculated. Feedback may be given at any or all stages of the process.

Once a quiz is made, that’s not the end of it. A Moodle quiz is environmentally friendly: its questions are saved in a [[Question bank]] and may be recycled for use elsewhere. Thus, Mr Brown could create a Physics Quiz with 20 questions for his class, Class Brown, and his colleague Mr Smith sharing the course could save himself valuable time by resusing 5 of Mr Brown’s questions in his own General Science quiz for Class Smith. (See also [[How to let teachers share questions between courses|Question Sharer role]] for sharing questions across the site)

If you think of a quiz as a book, the [[Quiz settings]] are equivalent to the front cover; the quiz itself is contained within when the questions are created. (Be careful : once you have chosen the Quiz Settings, it will be “live” on your course page, unless you hide it, so your learners could potentially see a quiz with no questions, like a front cover with no content.)

Note that it is possible to create questions directly in the [[Question bank]] without first creating a quiz. These questions may then be used later.

Once a quiz has been added to the course and the [[Quiz settings]] established,the teacher can start to build the quiz. The teacher can access the quiz to edit the questions by clicking directly on the Quiz name on the course home page or by clicking "Edit quiz" in ''Administration>Quiz administration.''

{|
| [[File:editquiz.png|thumb|400px|Accessing the quiz to add or edit questions]]

|}

==Adding questions==

Once you have accessed the quiz editing screen as above, you can add questions from a number of locations:

#Click the "Add question" button to begin a new question (1 below)
#Click "Show" (2) to reveal the contents of the question bank (3) and then choose a pre-made question or click "Create new question" (4)
#Click (5)"Add a random question" to add a random question, ''providing there are questions in the question bank already''.

{|
| [[File:add question.png|thumb|450px|Adding a question]]

|}

===Creating a new question===

1. To make a brand new question, click "Add a question".

2. From the next screen, choose the question type you want to add and click "Next"

'''NOTE:''' ''When you click on a question type on the left, helpful information appears on the right''.

{|
| [[File:questionpicker.png|thumb|440px|Selecting a question type]]

|}

3. Fill in the question form, making sure to give a grade to the correct answer.

4. Click "Save changes"

{|
| [[File:questionadded.png|thumb|430px|A question when it has been created]]

|}
====Adding responses and feedback====

When you add responses and feedback you can display one or more toolbars in the editor:
{|
| [[File:quizform1.png|thumb|350px|With one toolbar]]
| [[File:quizform2.png|thumb|350px|With three toolbars]]

|}

Note that when a question has been created, an icon and words display its type (eg multiple choice) and a magnifiying glass icon allows you to preview it.

You can continue adding questions this way, clicking the "Add a question" button each time.

===Choosing a pre-made question===
If other teachers in the course have made questions, or if a teacher made questions in an earlier quiz, these can be added to the current quiz by clicking the arrows next to them in the question bank (1 below) or by checking/ticking the box of several and then clicking the button "add to quiz" (2). To ensure all previously made questions are available, make sure to tick the boxes "also show questions from sub-categories/old questions".

{|
| [[File:premadequestion.png|thumb|350px|Using a previously made question]]

|}

===Adding a random question===
As long as you have questions in the question bank, you can add random questions to your quiz (3 above). This might be useful if you have students in a class taking a quiz at the same time, because they are unlikely to get the same questions at the same time. The same question will never appear twice in a quiz. If you include several random questions then different questions will always be chosen for each of them. If you mix random questions with non-random questions then the random questions will be chosen so that they do not duplicate one of the non-random questions. This does imply that you need to provide enough questions in the category from which the random questions are chosen, otherwise the student will be shown a friendly error message. The more questions you provide the more likely it will be that students get different questions on each attempt.

The grade for the randomly chosen question will be rescaled so that the maximum grade is what you have chosen as the grade for the random question.

You can add one or more random questions by choosing the number and category in the question bank. Note the die icon to highlight random question selection.
{|
| [[File:randomquestions.png|thumb|Adding a random question]]
| [[File:randomquestionadded.png|thumb|Random question selected for quiz]]

|}

====Quiz question tags====
Note that although it is possible to tag questions, the feature does not currently work. See forum discussion: https://moodle.org/mod/forum/discuss.php?d=194119

===Question categories===
Questions can be stored and retrieved from categories in the Question bank. When you make a new question it defaults to the category with the course name. So if you make a quiz in the Senior Physics course, questions will automatically be added to "Default for Senior Physics". You can opt to have your quiz questions in a category of their own ("Quizname") or to add a subcategory.

To add a subcategory, go to ''Administration>Quiz administration>Question bank>Categories'' For more information on question contexts and categories, see [[Question bank]]

Users will have access to different categories according to their permissions. For example, a regular teacher might only have access to question categories in his own Physics course whereas his Faculty Head of Science with permissions in all science courses might have access to question categories in Biology and Chemistry as well.

==Quiz layout==

*You can choose in '' Administration>Quiz administration>Edit settings>Layout'' whether to have a new page for every question or after a certain number of questions.
*You can click the "Add a page here" button to add a page at selected intervals and move questions up and down by clicking the arrow button.
*You can also set the pages by clicking the tab "Order and paging" on the Edit quiz screen.
*Questions may be moved up and down with the arrows.
*Or you can enter numbers in the boxes (e.g. change 10, 20, 30, 40 to 30, 40, 20, 10) then click "reorder questions"
*You can check a box to select a question and then click "Add new pages after selected questions"
*You can "repaginate" by setting the number of questions per page. After setting the number of questions per page, you can move questions so that there are a different number of questions on each page.

{|
| [[File:paging1.png|thumb|Moving questions and adding pages]]
| [[File:orderandpaging.png|thumb|Order and paging]]
| [[File:repaginate.png|thumb|Repaginating]]
|}

==Assigning points to questions ==
''Administration > Quiz administration > Edit quiz > Editing quiz''

You can set how many points each question is worth by changing the number in the box to the right of each question (1) and you can change the maximum grade by changing the number in the box at the top of the quiz (2) The default is one point per question and 100.00 maximum grade.

{|
| [[File:gradingquiz.png|thumb|450px|Points per question and max grade]]

|}

:Tip: Each save button is independent of each other. Thus if you change 2 grade boxes and click on the "Save" button, only the grade next to that button will be saved. Your other changes will revert to what they were before. Best practice is to change the grade and save one question at a time.

The quiz module will do any maths, so for example, a 2 point question will be worth 2 times more when the Quiz module determines how many point out of 10 to award the student.

==Previewing the quiz==
*You can preview individual questions by clicking the magnifying glass icon.
*You can preview the whole quiz by clicking the "Preview" link in ''Administration>Quiz administration>Preview''
*The quiz works like a real quiz so you can see your grades and any feedback for correct/incorrect answers just as a student would see them.
{|
| [[File:previewquestion.png|thumb|200px|Previewing a single question]]
| [[File:previewquiz.png|thumb|200px|Click to preview the whole quiz]]
| [[File:quizpreviewed.png|thumb|200px|Quiz in preview mode]]

|}

==After quiz has been attempted==
If one or more students have taken the quiz, you will see a list of all the questions in the quiz and a notice saying that you cannot add or remove questions.

You can change the order of questions, regrade them, preview an individual question and click on an question edit link that will allow you to directly edit the question stored in the question bank.

'''NOTE:''' You can delete all quiz attempts by students and then edit the quiz as if no students had attempted it. To do this,click the quiz name and then the Results link in the Navigation block. This will present a list of students and their scores. Click "Select all" and then "Delete selected attempts".

===Dealing with faulty questions===

There are several ways to deal with "bad" questions in a quiz.
::*Change the grade for the bad question to 0 in the quiz.
::*Edit the question, changing what you will accept as a correct answer, then regrading the exam. Remember when changing a question that the next time it is used it will be as it was in the last edit. Also, regrading will only affect one quiz at a time.
::*You can edit the question to explain the situation to the student and then you can set the grade for the question to zero. After you make such changes you should regrade the quiz by clicking on the '''Results''' tab and then the '''Regrade''' tab. This will change the grade for all students who have taken the quiz so far. Remember, if the question is used by another quiz, your "explanation" will appear as part of that quiz.
::*You can change the grade for the bad question and then move or delete the question from your question category. The question will still appear on the quiz. Some places do not like to delete any question, but will move them to a "dead" or "bad" question category.
::*When you discover a bad question in your quiz, it may affect the question bank. Remember that a final might be made up of a certain number of random questions drawn from different question categories, the same categories used in a smaller subject quiz. It can be very important do something about bad or invalid questions in a question category when the categories are use in other places.

==See also==
*[[Questions]] in [[Managing a Moodle course]]

[[de:Test erstellen]]
[[es:Construyendo un examen]]

admin/environment/custom check/quiz attempts upgraded

2014-02-14T12:32:31Z

TimHunt: Created page with "In Moodle 2.1 there was a major upgrade to questions. As explained in [https://docs.moodle.org/21/en/Upgrading_to_Moodle_2.1#Planning_the_question_engine_upgrade the upgrade do..."

In Moodle 2.1 there was a major upgrade to questions. As explained in [https://docs.moodle.org/21/en/Upgrading_to_Moodle_2.1#Planning_the_question_engine_upgrade the upgrade documentation for that version], it was possible to delay parts of the database upgrade and then complete it later. Before you upgrade to Moodle 2.7, this upgrade must be completed.

Lesson settings

2014-02-12T13:15:36Z

TimHunt: Undo revision 109833 by Ddy (talk)

{{Lesson}}
=Lesson administration settings=

This page explains the settings involved when first creating a lesson.
To add a lesson to your Moodle course page:
*With the editing turned on, in the section you wish to add your lesson, click the "Add an activity or resource" link (or, if not present, the "Add an activity" drop down menu) and choose ''Lesson'' All settings may expanded by clicking the "Expand all" link top right.

==General==
{|
|[[File:addlessontitle.png|thumb|274px|General settings expanded by default]]
|}

===Name===
Whatever you type here will form the link learners click on to view the lesson so it is helpful to give it a name that suggests its purpose.

==Appearance==
(These settings are collapsed by default)
{|
|[[File:lessonappearance.png|thumb|404px|Appearance settings expanded]]
|}
===File pop===
If you want to include a link to a file on the lesson page for students to refer to, upload it here.
===Progress bar===
Choose this to show a bar at the bottom of the page showing how far into the lesson the student has got.
===Display ongoing score===
Choose this to let students see their score as they work through the lesson.
===Display left menu===
Choose this if you want to show a list of the pages in the Lesson so a student can see what is coming up.
===Minimum grade to display menu===
Choose this if you want the student to go through the lesson once and get a grade before they can (on review) see and navigate through all the different pages.
===Slideshow===
Please note that slideshow mode currently does not work for Moodle 2. There is a tracker issue and patch here MDL-36673
===Maximum Number of Answers===
Here you can set the default number of answer boxes available when you add your question or content pages. For instance, if you are only going to use True/False, you would only need 2. You can change this at any time so it's not crucial.
===Use default feedback===
Choose this if you want to show a set phrase regardless of their answer. If you have set your own default feedback such as "well done; correct" or "never mind; better luck next time" etc it will appear. If you have not, then Moodle's default feedback will appear.

===Link to next activity===
Choose this to give students a link to another activity when they reach the end of the lesson. ''(Note: this can also be achieved using [[Conditional activities]])''
==Availability==
(These settings are collapsed by default)
{|
|[[File:lessonavailability.png|thumb|470px|Availability settings expanded]]
|}
===Available from/Deadline===
Here you can set a start and end date and time for your Lesson.
===Time limit===
[[Image:Lesson Timer.png|right]]
This allows you to set a time limit on the lesson. Students will see a countdown counter as they work. The timer does not stop them doing the lesson when the time is up, but correct answers are no longer scored.

===Password protected lesson===
*Change to "Yes" and enter the password if you want students only to access it when they know the password.

==Prerequisite lesson==
(These setings are collapsed by default)
{|
|[[File:prereqlesson.png|thumb|460px|Prerequisite lesson settings expanded]]
|}

===Dependent on===
This allows access to the lesson to be dependent on students' performance in another lesson in the same course. ''(Note: this can also be achieved with [[Conditional activities]])''
===Time spent===
Decide here how long you want the student to have spent in the chosen previous lesson
===Completed===
Check this box if you want the student to have completed a previous lesson (according to [[Activity completion]] settings)
===Grade better than===
Enter the grade from the previous lesson which you want the student to have exceeded before they can attempt the current lesson.

==Flow control==
(These settings are collapsed by default)
{|
|[[File:flowcontrol.png|thumb|450px|Flow control settings expanded]]
|}

===Allow Student Review===
This puts a "Review Lesson" button on the last screen of the lesson to encourage the student to navigate through the lesson again from the start. Be sure to check other settings to allow them to change their answers.
===Provide option to try a question again===
*This displays a button after an incorrectly answered question so that the student can try again (but not get credit for it)
:''TIP:'' Leave this off if you are using essay questions.
===Maximum Number of Attempts===
*Decide here how many times you want students to be able to attempt each question. When they reach the maximum, they will be taken automatically to the next page.
===Action after a Correct Answer===
Choose here where you want a student to be sent to if they get a question right. See [[Using Lesson]] for more details on this setting. The options are:
**the next part of the Lesson (default setting)
**a random, unexpected page
**a random page which they have not yet answered.
===Number of pages to show===
You only need this if you have set "Action after a correct answer" to show an unseen or unanswered page. Otherwise, all pages will be seen

==Grade==
(These settings are collapsed by default.)
{|
|[[File:lessongrade.png|thumb|450px|Grade settings expanded]]
|}

Set a grade and grade category here.

===Practice lesson===
Use this if you don't need the lesson to be scored/graded but just need students to work through some pages. Set this to Yes to have the same ungraded type Lesson in earlier versions of Moodle.

===Custom Scoring===
Use this to give a particular number score (negative or positive) to each answer
===Re-takes allowed===
Choose this if you want your students to be able to do the lesson more than once.
====Handling of re-take====
If you allow your students to re-take the lesson, then decide here if the grade for all lesson attempts is the mean or the maximum.

:Note that the Question Analysis always uses the answers from the first tries of the lesson. Re-takes by students are ignored.
===Minimum Number of Questions===
Set here the minimum number of questions that will be used to calculate a student's score. Students will be told how many they have answered and how many more they need to answer.
*If you are using Content pages, then set this to 0.
*If you use this setting, then add some explanatory text at the start of the lesson so the student knows how many questions they must answer as a minimum. (They may answer more.

==Common module settings==
(These settings are collapsed by default.)

See [[Common module settings]]
==Restrict access/Activity completion==
(These settings are collapsed by default)

The Restrict access and Activity completion settings are visible if [[Conditional activities]] and [[Activity completion]] have been enabled in the site and the course.

==Site administration settings==

The lesson module has additional settings which may be changed by an administrator in ''Settings > Site administration > Plugins > Activity modules > Lesson''.

'''NOTE:''' ''The slideshow settings below do not work. See MDL-36673''

===Slideshow width===
Sets the width of the slideshow only when this feature is enabled in a Lesson's "Change settings".
*Variable name: lesson_slideshowwidth, Default 640.

===Slideshow height===
Sets the height of the slideshow only when this feature is enabled in a Lesson's "Change settings".
*Variable name: lesson_slideshowheight, Default 480.

===Slideshow background colour===
Background colour to for the slideshow if it is enabled.
*Variable name: lesson_slideshowbgcolor, Default #FFFFFF.

===Popup window width===
Sets the width of the popup displayed for a linked media file
*Variable name: lesson_mediawidth, Default 640.

===Popup window height===
Sets the height of the popup displayed for a linked media file
*Variable name: lesson_mediaheight, Default 480.

===Show close button:===
Displays a close button as part of the popup generated for a linked media file
*Variable name: lesson_mediaclose, Default No.

===Number of high scores displayed===
Sets the number of high scores to display
*Variable name: lesson_maxhighscores, Default: 10

===Maximum number of answers===
Default maximum number of answers per page for site
*Variable name: lesson_maxanswers, Default: 4.

===Action after correct answer===
The default action to take after a correct answer
*Variable name: lesson_defaultnextpage, Default: Normal - follow lesson path

==See also==

[[de:Lektion konfigurieren]]
[[fr:Ajouter/modifier une leçon]]
[[ja:レッスンの設定]]
[[es:Configuraciones de lección]]

Using Quiz

2014-01-15T21:37:39Z

TimHunt: /* How students take a quiz */

{{Quiz}}
This page explains how a quiz is accessed and used by students and teachers. It also offers some hints as to good practice in using the quiz module.

==How students take a quiz==

*Click on the quiz link on the course homepage and read the information to check you're in the right quiz.
*Click on "Attempt quiz now" button.
*Click on the "Next" button at the bottom of the page to see the next page of questions
*Click on the "flag" in the box next to the question to put a temporary marker on it

[[File:notyetanswered.png]]

*Notice the Quiz navigation block in the upper right corner. You can use it to jump to any question. Question boxes for the current pag are in bold. Flagged questions will have a "red corner" in their box

[[File:quizflag.png]]

*To finish the exam,click "Finish attempt" in the navigation block of "Next" on the last page of the exam.
*The "Summary of attempt" page - reviews the questions and alerts you to questions not attempted.

[[File:summaryofattempt.png]]

*Click on any question page number or "Return to attempt" to go back to the quiz.
*Click on "Submit all and finish" to have your quiz scored. A warning will pop up telling you you can no longer change your answers.

{{New features}}In Moodle 2.6.1 onwards, if the quiz auto-save detects that the student's Internet connection has dropped, a warning is given.

[[File:Quiz_disconnect.png|400px|Disconnection warning]]

===How students review a quiz===
*In the quiz navigation block incorrect answers are RED: partially correct answers are YELLOW and correct answers are GREEN. The flags are still visible:

[[File:colourmarking.png]]

*In the questions themselves, correct answers will be in green with a check mark. Incorrect answers will be in red with a cross. will have a green check mark next to your correct answer

*According to your teacher's settings, you might get general feedback, specific feedback on each question and/or overall feedback on your final score.

===Results in a quiz using CBM (Certainty-based marking)===
{{New features}}
Quizzes using CBM provide detailed feedback relating to accuracy and certainty:
{|
|[[File:26CBM.png|400px|CBM feedback]]
|}

For more information on how CBM works and how students may benefit from it, see [[Using certainty-based marking]]

===Saving questions and returning later to a quiz===

*If you answer a number of questions and then want to complete the quiz at a later time,click "Finish attempt".
*When you return to continue the quiz, Moodle will remember which page you were on and allow you to continue from there, having saved your previous questions.

===Retaking a quiz===

If your teacher has allowed multiple attempts, when you click on the quiz again you will be informed how many attempts you have remaining along with your previous scores.

==How teachers view a quiz==

''Note: Once a quiz has been attempted, it is not possible to add or delete questions unless previous scores are removed.''

*When attempts have been made on the quiz, the teacher can click the quiz name and access the reports by clicking the link "Attempts - (No. of attempts.

*It is then possible to filter the reports according to preference:

[[File:quizreport.png]]

*A teacher may also access quiz results by clicking on the quiz name in the Navigation block. This opens up other links, enabling them to view by grade, by correct response, by statistics and by manually graded responses:

[[File:quizresultsnav.png]]

*Each individual question may be filtered in score order and individual student quiz responses may be viewed by clicking "Review attempt" next to their name.

*''For more information on how quiz responses are reported, see [[Quiz reports]].''

====Commenting on or regrading responses====

*By clicking on the score of an individual question, a teacher may comment on it or override the grade:

[[File:reviewresponse.png]]

====Messaging students who haven't completed a quiz====
*From your navigation block, click ''Reports>Course participation''
*From the drop down, choose your quiz.
*In ''Show only'', choose "Student" and in ''Actions'', choose "post"
*In the list that appears, tick/check the boxes next to those you wish to message.
*In the bottom dropdown ''With selected users'', choose "send message"

[[File:quizemail.png]]

==Ideas for using Quiz==

Quizzes may be used:
#as unit or course exams
#as mini-tests for reading assignments or at the end of a topic
#as exam practice using questions from previous years' exams
#to deliver immediate feedback for printed workbook activities
#to provide feedback about performance
#for self assessment
#(with the use of the Quiz creator role) to allow students to generate their own quiz questions for a practice question bank.

==See also==
* [http://school.demo.moodle.net/mod/quiz/view.php?id=1497 Working example of a quiz on School demo site] (Log in with username:student/password:moodle)
* [http://school.demo.moodle.net/mod/quiz/report.php?id=1497&mode=overview See how a teacher analyses quiz results on School demo site] (Log in with username:teacher/password:moodle)
* [[Effective quiz practices]]
* [[How to let teachers share questions between courses]]
* [[Quiz results]] for teachers reviewing an untaken quiz
* [[Quiz reports]] once students take a quiz, more tools are available
* [[Quiz submission email notification]]
* [http://www.moodlenews.com/2011/friction-less-learning-with-quizzes-in-moodle/ Friction-less Learning with Quizzes in Moodle] by Joseph Thibault
*[http://en.wikiversity.org/wiki/User:Jtneill/Teaching/Online_Quizzes_and_Exams_with_Moodle Online Quizzes and Exams with Moodle] - reflections by [[User:James Neill|James Neill]]
* [https://moodle.org/mod/forum/discuss.php?d=243599#p1056525 Combining Moodle quiz code with JQuery, Javascript and CSS to produce some awesome Moodle quizzes] forum discussion

[[de:Test nutzen]]
[[es:Usando examen]]

Plik:Quiz disconnect.png

2014-01-15T21:36:09Z

TimHunt:

External database enrolment

2013-12-20T22:03:44Z

TimHunt: /* See also */

{{Enrolment}}
Location: External database edit settings link in ''Administration > Site administration > Plugins > Enrolments > Manage enrol plugins''

You may use a external database (of nearly any kind) to control your enrolments. It is assumed your external database contains a field containing a course ID, a field containing a user ID, and optionally a field containing a role. These are compared against fields that you choose in the local course, user tables, and role tables.

The following are the supported data sources, but note that you will need to have to compiled PHP with the appropriate options or through [[ODBC]].

*access
*ado
*mssql
*borland_ibase
*csv
*db2
*fbsql
*firebird
*ibase
*informix72
*informix
*mysql
*mysqlt
*oci805
*oci8
*oci8po
*odbc
*odbc_mssql
*odbc_oracle
*oracle
*postgres64
*postgres7
*postgres
*proxy
*sqlanywhere
*sybase
*vfp

== Enrolment & Unenrolment ==

External database enrolment happens at the moment when a user logs into Moodle. The plugin will attempt to automatically enrol the student in all their courses according to the data in the external database and, optionally, create empty courses where they do not already exist. To check if it is working, you can log in as a student and then check that their list of courses is as you would expect.

The process also unenrols users from courses if they are no longer in the database. User records are marked according to their original enrolment method. Therefore the external database plugin can only unenrol users who were enroled by the plugin in the first place.

== Hidden Courses ==

Courses that are set to "Course is not available to students" can be ignored for enrolment purposes by setting the "enrol_db_ignorehiddencourse" to '''yes'''.

== Enrolment & Roles ==

The "enrol_database | defaultrole" setting in the plugin settings page specifies the role that the user will take when they are added to the course. The default setting will set them to the course default setting (initially "student"). However, you can specify a field in the external table (specified in the "enrol_database | remoterolefield" setting) that contains the short name or id for the user's role. This could, for example, be used to enrol both students and teachers into courses using a suitably configured database.

== Unenrolment ==

The External unenrol action ("enrol_database | unenrolaction") setting in the plugin settings page defines what action should be taken when a user enrolment disappears from external enrolment source. Each setting does the following:
#'''"Unenrol user from course"''' When the user disappears from the external source, the enrolment is completely removed and all the roles removed. This means some user data and settings are purged from course during course unenrolment (that usually include grades, activity attempts, etc.)
#'''"Keep user enrolled"''' When the user disappears from the external source, the enrolment is kept as is, and the user is still able to enter the course and perform activities, access resources, etc. It's a "do nothing" option.
#'''"Disable course enrolment"''' When the user disappears from the external source, user enrolment is suspended (the user can't access the course, but user data and settings are kept), and roles are kept as is. You might use this because in some cases the user needs a role with some capability to be visible in UI - such has in gradebook, assignments, etc.
#'''"Disable course enrolment and remove roles"''' When the user disappears from the external source, the enrolment is suspended and roles assigned by enrol instance are removed. Please note that user may "disappear" from gradebook and other areas.

== Creating Courses ==

Optionally courses that do not exist in the Moodle site can be created. Switch the "enrol_db_autocreate" option to "yes" in the plugin settings.

You can additionally specify the Category into which the new course will be placed, in the '''New course category id field'''. The data in this field must be the id of a currently existing category; it will not create a new category. The id number is number assigned by Moodle in the database when the category is created (e.g. mdl_course_categories.id).

* Do not confuse this ''category id'' with the new custom ''category id number'' field that you can manually assign to a category. (See Trackers http://tracker.moodle.org/browse/MDL-28518 and http://tracker.moodle.org/browse/MDL-31845).
* Leaving the category id data empty means that a course will be assigned to the default category.
* If you assign data to categories that do not exist already in Moodle, the courses will not be created.

'''Default new course category''' is the category to which courses will be assigned and created in, unless you set up and so indicate in the data field of the "New course category id field."

You may also specify a '''New course template''': a "template" course from which the new course will be copied. The data for this field should be the ''shortname'' of the template course.

== Synchronization Script ==

A script is provided that can synchronize all your user enrollments at once - both adding and removing user enrolments (and creating courses if specified). The script is called sync.php and is found in the enrol/database/cli folder.

This script is meant to be called from a system cronjob to sync moodle enrolments with enrolments in the external database. You need to make sure all the users present in the external enrolments are already created in moodle. If you are using external authentication plugins (db, ldap, etc.) you can use the scripts provided by those plugins to synchronize your users before running this script.

Example cron entry for Moodle 2.5
# 5 minutes past 4am
5 4 * * * /usr/bin/php -c /path/to/php.ini /path/to/moodle/enrol/database/cli/sync.php

Notes:
* If you have a large number of enrolments, you may want to raise the memory limits by passing -d memory_limit=256M
* For debugging & better logging, you are encouraged to use in the command line: -d log_errors=1 -d error_reporting=E_ALL -d display_errors=0 -d html_errors=0
* This only works for users that already exist in your Moodle site (see comment above)

== Setting up enrolment sync (How to) ==

You will need to perform (as a minimum) the following steps to enable external database enrolment - only a single table is required in the database which contains a record for every user/course combination. If the table is large it is a good idea to make sure appropriate indexes have been created:

* Use an existing database or create a new one. Use an existing table or create a new one with the following minimum fields.
*# A unique course identifier to match one of the following fields.
*#* the "idnumber" field in Moodle's course table (varchar 100), which is manually specified as the "Course ID number" when editing a course's settings
*#* the "shortname" field in Moodle's course table (varchar 255), which is manually specified as the "Course short name" when editing a course's settings
*#* the "id" field in Moodle's course table (int 10), which is based on course creation order
*# A unique user identifier to match one of the following fields.
*#* the "idnumber" field in Moodle's user table (varchar 255), which is manually specified as the "ID number" when editing a user's profile
*#* the "username" field in Moodle's user table (varchar 100), which is manually specified as the "Username" when editing a user's profile
*#* the "email" field in Moodle's user table (varchar 100), which is manually specified as the "Email address" when editing a user's profile
*#* the "id" field in Moodle's user table (int 10), which is based on user creation order
*# (optional) A unique role identifier to match one of the following fields.
*#* the "shortname" field in Moodle's role table (varchar 100), for example editingteacher, coursecreator, student, ...
*#* the "name" field in Moodle's role table (varchar 255), for example Teacher, Course creator, Student, ...
*#* the "id" field in Moodle's role table (int 10), which is based on initial installation and new role creation order
* Populate the database table. Each user/course combination to have a record in the table.
* In Moodle, go to Site administration => Plugins => Enrolments => Manage enrol plugins, find External Database in the list, enable it (click the closed-eye icon) and click Settings.
* In the top panel, select the database type (make sure you have the necessary configuration in PHP for that type) and then supply the information to connect to the database.
* The middle panel creates the mapping between Moodle and the external database. The first three settings are for the local (Moodle) field names and the last three for the remote (external database) settings. They are in the same order.
** enrol_localcoursefield / enrol_remotecoursefield - in Moodle the name of the field in the course settings the uniquely identifies the course (e.g., idnumber). In the external database the name of the matching field.
** enrol_localuserfield / enrol_remoteuserfield - in Moodle the name of the field in the user profile that uniquely identified the user (e.g., idnumber). In the external database the name of the matching field.
** enrol_db_localrolefield / enrol_db_remoterolefield - (optional) in Moodle the name of the field in the role edit page the uniquely identifies the role (e.g., shortname). In the external database the name of the matching field.
* The Roles panel specifies the role that the user will get in the course if their role is not specified in the external database.
* The final panel enables auto creation of courses.
* Save changes, and then tick the box to enable external database enrolment.

== Database enrolment does not appear in the course enrolment drop down menu. Why? ==

The course enrolment drop down menu only lists [[Enrolment_plugins#Interactive_enrolment|'''interactive''' enrolment plugins]]. External database enrolment is not such a plugin, so it doesn't appear in the list. Similarly, the "Course Enrollable" setting (in the Course Settings) page also only applies to interactive enrolment plugins and has no effect on external database enrollment.

As of this writing, the only interactive enrolment plugins are ''manual'' (also know as ''internal''), ''paypal'' and ''authorize.net''.

== Field Mapping Example: ==
Choose your fields from the Moodle database:

*enrol_localcoursefield: A course identifier from mdl_course, e.g. "idnumber"
*enrol_localuserfield: A user identifier from mdl_user, e.g. "idnumber"
*enrol_localrolefield: (optional) A role identifier from mdl_role, e.g. "shortname"

Create a view in your external database which matches the chosen field values from Moodle:

*enrol_remotecoursefield: A matching course identifier from your external database table, e.g. "course_number"
*enrol_remoteuserfield: A matching user identifier from your external database table, e.g. "userid"
*enrol_remoterolefield: (optional) A matching role identifier from your external database table, e.g. "role_name"

== Potential Gotchas ==

* It almost goes without saying that the integrity of the external database is important. If data is missing from the database then there is a potential for users being unenrolled from some or all of their courses. The unenrollment process will remove them from any group assignments and also poll each module type to give the module the option of removing that user's data if appropriate (for example, however, forum posts are never deleted). It is therefore prudent that you take the utmost care to ensure that the data in the external bass is correct at all times.
* '''Minor Security Issue''' Consider that if the ID number field you use to identify your students is editable by the students (in their profile), then there is a potential for them changing this to the id of another valid student and gaining access to resources that they should not. (However, they will still appear as themselves, they cannot impersonate the other user or otherwise gain access to their resources.) To prevent this and similar issues, you can lock the ID number as well as other fields so the user can not change them. Do this in the '''Data mapping''' section of ''Settings>Site administration>Plugins>Authentication>External database''.

==Errors and Diagnostics==

The plugin produces a number of diagnostic messages and/or errors which are recorded to the PHP error log (as defined in the php.ini file). In addition messages about courses that are in the database for the user but that do not exist in the Moodle site will only be produced if debugging is set to ALL or DEVELOPER.

You can get detailed progress information by executing the sync script with -v parameter:

<code>
php /path/to/moodle/enrol/database/cli/sync.php -v
</code>

==See also==
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=49475 MySQL enrolment plugin doesn't seem to work] forum discussion
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=74133 Someone explain external database enrolment, please??] forum discussion
*Example Setup [https://docs.moodle.org/en/Talk:External_database_enrolment#Example_External_Enrollment] Example Database Enrollment Setup
*[[External database authentication]]

[[es:Matriculación Base de Datos Externa]]
[[fr:Base de données externe]]
[[de:Einschreibung über externe Datenbank]]
[[ja:外部データベース登録]]

External database authentication

2013-12-20T22:03:27Z

TimHunt: /* See also */

{{Authentication}}
Location: ''Settings > Site administration > Plugins > Authentication > External database''

This method uses an external database table to check whether a given username and password is valid. If the user does not currently exist in Moodle a new account will be created and their information copied from the external database.

== Field mappings ==

This is done by mapping fields at the bottom of the database authentication page. Each data field in the user profile has a text field next to it. Enter the name of the column in the external database that maps to the profile data field.

'''Update Local''' - Specifies that the external data will be entered into the local field in question
* On Creation - specifies that this will only happen on the original login when the account is created for the first time.
* On Every Login - specifies that changes in the external data will be updated on the local Moodle field in question the next time the user logs in again.

'''Update External''' - Specifies just the opposite, meaning changes in the local Moodle field in question will update the corresponding field in the external database
* Never - Specifies this is disabled
* On Update - Enables this to happen if a change is made locally (additional configuration is probably required)

'''Lock Value''' - Only determines whether the local user can make a change in the Moodle field and does not affect the two settings above.
* Unlocked - A user can make changes locally in the Moodle field (assumably even if it contradicts the external database the next login would change it again if Update Local is set
* Locked - A user can never make changes
* Unlocked if empty - A user can only make changes if the field is not populated already from the external database (this would seem to indicate a user could only enter something into this field once and could not change it after saving)

== Automatic Synchronisation ==

The above method adds new users only when they log in. If you want user accounts to be created in Moodle independent of actual logins, the db authentication plugin offers a script you can run regularly via 'cron'. A typical cron entry will be as follows...

<pre>
0 * * * * /usr/bin/php /path/to/moodle/auth/db/cli/sync_users.php >dev/null
</pre>

This runs every hour (adjust as required). It reads the entire table updating and creating local Moodle users.

==Additional Notes==
* Some of the things that apply to [[Upload users]] apply to the External database
** Set password to "changeme" to force password reset
*** If you do this, it is '''critical''' that you provide a URL to change the password!
* Not all of the fields in the [[Upload users]] are available for the External Database authentication. The only available fields are the fields listed in the data mapping section of the admin page for the External Database connection.

==See also==
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=45444 Special and characters con tilde (accute accent) when connected to external database] forum discussion
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75519 HELP!--User Authentication problem] forum discussion
*[[External database enrolment]]

[[de:Externe Datenbank]]
[[fr:Utiliser une base de données externe]]
[[ja:外部データベース認証]]
[[es:Autenticación con BasedeDatos externa]]

External database authentication

2013-12-20T22:02:56Z

TimHunt: /* See also */

{{Authentication}}
Location: ''Settings > Site administration > Plugins > Authentication > External database''

This method uses an external database table to check whether a given username and password is valid. If the user does not currently exist in Moodle a new account will be created and their information copied from the external database.

== Field mappings ==

This is done by mapping fields at the bottom of the database authentication page. Each data field in the user profile has a text field next to it. Enter the name of the column in the external database that maps to the profile data field.

'''Update Local''' - Specifies that the external data will be entered into the local field in question
* On Creation - specifies that this will only happen on the original login when the account is created for the first time.
* On Every Login - specifies that changes in the external data will be updated on the local Moodle field in question the next time the user logs in again.

'''Update External''' - Specifies just the opposite, meaning changes in the local Moodle field in question will update the corresponding field in the external database
* Never - Specifies this is disabled
* On Update - Enables this to happen if a change is made locally (additional configuration is probably required)

'''Lock Value''' - Only determines whether the local user can make a change in the Moodle field and does not affect the two settings above.
* Unlocked - A user can make changes locally in the Moodle field (assumably even if it contradicts the external database the next login would change it again if Update Local is set
* Locked - A user can never make changes
* Unlocked if empty - A user can only make changes if the field is not populated already from the external database (this would seem to indicate a user could only enter something into this field once and could not change it after saving)

== Automatic Synchronisation ==

The above method adds new users only when they log in. If you want user accounts to be created in Moodle independent of actual logins, the db authentication plugin offers a script you can run regularly via 'cron'. A typical cron entry will be as follows...

<pre>
0 * * * * /usr/bin/php /path/to/moodle/auth/db/cli/sync_users.php >dev/null
</pre>

This runs every hour (adjust as required). It reads the entire table updating and creating local Moodle users.

==Additional Notes==
* Some of the things that apply to [[Upload users]] apply to the External database
** Set password to "changeme" to force password reset
*** If you do this, it is '''critical''' that you provide a URL to change the password!
* Not all of the fields in the [[Upload users]] are available for the External Database authentication. The only available fields are the fields listed in the data mapping section of the admin page for the External Database connection.

==See also==
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=45444 Special and characters con tilde (accute accent) when connected to external database] forum discussion
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75519 HELP!--User Authentication problem] forum discussion
*[[External_database_enrolment]]

[[de:Externe Datenbank]]
[[fr:Utiliser une base de données externe]]
[[ja:外部データベース認証]]
[[es:Autenticación con BasedeDatos externa]]

Gapfill question type

2013-12-12T14:23:13Z

TimHunt:

== The Gapfill Question Type ==

The Gapfill question type allows the creation of questions with multiple answers by using special characters. For example The [cat] sat on the [mat] will create a question with two gaps where the answers are cat and mat. Although it was designed with the idea of single missing words it will accept a sequence of words with spaces between them in the gaps. This type of question can be particularly useful for teaching languages. The question type ships with a file called sample_questions.xml which illustrates the various ways it can be used.

[[Image:add_gapfill_q.png|Gapfill Edit]]

By default the student will see the questions in dragdrop mode where they can use the mouse to drag the answers from a displayed list into the matching field. When a student is answering one of these questions javascript only updates the text contents of the field, so even in this mode it is possible to type the answers into the field.

==At Runtine==

[[Image:gfruntime.jpg|Gapfill runtime]]

There is a drop down list of alternative delimiting characters ## {} and @@ which will allow a question in the form The {cat} sat on the {mat}.
It is possible to select dropdown or gapfill mode. Dropdown shows a list of all possible answers in each field and gapfill shows only an empty field with no list of options to select.

By default marking is not case sensitive. So if the student enters CAT in a field of the form [cat] it will be considered correct. The editing form has an option to make the marking process case sensitive.

Each (correct) field is worth exactly 1 mark, so The [cat] sat on the [mat] has a maximum possible score of 2 marks. There is no concept of negative marking. The question supports the standard behaviours, hinting and combined feedback options.

[[Image:gfcomplete.jpg|Gapfill complete]]

The editing form offers a field for adding wrong or distractor options. These only make sense in dragdrop or dropdown mode. Wrong answers must be entered as a comma delimited list and a shuffled list of correct and incorrect answers will be displayed with the question. If you need commas to appear in your distractors they can be escaped with a backslash \,

== Regular Expressions==
It is possible to use regular expressions in answers, for example if you wanted both the US and UK spelling of colour as an answer you could add a field with the broken bar operator to act as an OR as in "What [color|colour] is the sky?". You can search for any string that starts with c and ends with r as "What [c.*r] is the sky". More complex regular expressions should also work.

You could use regular expressions to mitigate common spelling errors, e.g. {cal[e|a]ndar} (note the selection of alternative delimiters to get around the use of the square brackets in the operator. This question type makes no attempt to check the validity of your regular expressions. You can read more about using regular expressions in the documentation for the PReg type see
https://docs.moodle.org/24/en/Preg_question_type and also
https://docs.moodle.org/2x/pl/Regular_Expression_Short-Answer_question_type

==Show Correct Responses ==
In interactive mode (set in the question behaviour of the quiz) it is possible to have a question indicate the number of questions that are correct and for this to be displayed for each field. This takes the form of red/green background colour and a tick or cross. To make this happen check the "show number of correct responses option" in the hint field under the multiple tries option.

[[Image:hints.jpg|hints r]]

==No Duplicates Mode ==
This allows a question in the form Name three examples of X. So you could ask "Name the colours of medals awarded in the Olympic Games". The syntax of the question fields would be [gold|silver|bronze] three times. Note the separator is the broken bar character which acts as an OR operator. Make sure you select gapfill mode for this type of question, otherwise you will have confusing draggable prompts appearing.

By checking the No duplicates box in the question editing form, when it comes to marking any duplicates will be discarded. Correct answers will still be displayed with a green check/tick (as they are actually correct), but marks will only be awarded for the first occurrence of the selection. As of version 1.1, when this happens the background of the duplicated values will be displayed in yellow and a message added to the feedback will say "Credit is partial because you have duplicate answers".

[[Image:duplicate_gapfill.png|Duplicate answers]]

==Disable Regex ==
The Gapfill question uses regular expressions by default to compare the answer given by a user with the correct answer stored in the database. There are times where it is more convenient to turn this off and use plain string comparisons. This is true where the answer text contains characters that have a special meaning in regular expressions such as < > * . / \. This can be done by checking the Disable Regex option in the More options section as in the screen shot.
[[Image:disableregex.png|Disable Regex]]

==Alternative Gapfill Questions ==
This question was designed to be simpler to use than the core Cloze question type. https://docs.moodle.org/2x/pl/Embedded_Answers_(Cloze)_question_type however the Gapfill type has fewer features than the Cloze type.

The OU (UK Open University) has two Moodle Question Types that covers similar ground.
https://docs.moodle.org/2x/pl/question/type/ddwtos
and

https://docs.moodle.org/2x/pl/question/type/gapselect

My home

2013-12-04T15:45:14Z

TimHunt:

{{Site appearance}}
==My home==
My home is a customisable "dashboard" page for providing users with links to their courses and activities within them, such as unread forum posts and upcoming assignments.

My home usually has the [[Course overview block]] in the central column. Users can customize their My home page and add and remove blocks by clicking the 'Customise this page' button.

{|
|[[File:26myhome1.png|thumb|My home]]
|[[File:26myhome2.png|thumb|Customising My home]]
|}

The navigation block includes a My home link directly above or below the Site home link. Once a regular user is logged in, the My courses link will also take them to their My home page.

==Default home page==

An administrator can set My home as the default home page for all logged-in users by selecting 'My home' as default home page in ''Administration > Site administration > Appearance > Navigation''.

If 'User preference' is selected as default home page, each user needs to navigate to either the 'Home Page' or the 'My home' page then via the ''Administration > My profile settings'' click the "Make this my default home page" link. Note that this option only appears on the page that is not their current default home page. Once selected, Moodle will remember which page to present them each time they log on.

Users with the Site administrator role cannot set My home as their default home page.

==Setting the default My home page for new users==

An administrator or manager (or other user with the capability [[Capabilities/moodle/my:configsyspages|moodle/my:configsyspages]]) can set which content (course overview, calendar, blocks) appears on the My home page for new users as follows:

# Access ''Administration > Site administration > Appearance > Default My home page''
# Select the required blocks from the "Add a block" drop-down menu. [[Block settings|Configure]] each block as desired
# Reposition blocks using the arrow icons in the block headers

==Adding a block to the My home page for all users==

An administrator can add a new block to the My home page for all existing users (not only new users) as follows:

# Turn editing on for the front page
# Add the block to the front page
# Edit where the block appears and set the page contexts to 'Display throughout the entire site'
# Go to your My home page and again edit where the block appears and set 'Display on page types' to 'My home page'

==Preventing users from customizing their My home page==

By default, users can customize their My home page and add blocks. An admin can prevent this as follows:

# Go to ''Administration > Site administration > Users > Permissions > Define roles''
# Edit the authenticated user role and untick the [[Capabilities/moodle/my:manageblocks|Manage My home page blocks capability]]

==My Moodle capabilities==

* [[Capabilities/moodle/my:manageblocks|Manage My home page blocks]] (see above)
* [[Capabilities/moodle/my:configsyspages|Configure system templates for My home pages]]

In addition, all blocks which may be added to a My home page have a ''myaddinstance'' capability (e.g. [[Capabilities/block/comments:myaddinstance|block/comments:myaddinstance]]) for controlling whether a user with a particular role can add the block.

==Preventing users from adding a block to their My home page==

By default, users can add many blocks to their My home page. An admin can prevent them from adding a particular block, such as the [[Online users block]], as follows:

# Go to ''Administration > Site administration > Users > Permissions > Define roles''
# Edit the authenticated user role and untick the [[Capabilities/block/online users:myaddinstance|Add a new online users block to the My home page capability]]

==Blocks not available on My home==

The following blocks may not be added to a user's My home page (because it wouldn't make sense):

*[[Course completion status block]]
*[[Course/site summary block]]
*[[Self completion block]]

==See also==

* [http://www.youtube.com/watch?v=un_pBYkeXXI My Home in Moodle 2.0 video]

Using Moodle forum discussions:
* [http://moodle.org/mod/forum/discuss.php?d=168292 Latest news on My Moodle]

[[eu:Nire_Moodle]]
[[fr:Mon Moodle]]
[[de:Meine Startseite]]

Quiz FAQ

2013-12-02T22:27:22Z

TimHunt:

{{Quiz}}

==How can I randomly generate a quiz from a larger question bank?==
See the section on adding random questions in [[Building Quiz]].

==Can I have different start times/timings/numbers of attempts for different groups?==
*In the Quiz administration settings block, there is a link "group override".
*Click this link and you will be able to select your groups and change the quiz dates, times and number of attempts:

[[File:quizgroupoverride.png]]

==What happens if students submit answers after the quiz closing date?==
It is possible for students to still submit answers after the quiz has closed (for example if they started the attempt before the closing date but then took a long time before submitting). These responses are stored by the quiz module, but the students are not given any credit for them. The teacher can see these answers when reviewing the student's attempts and can give the student credit for them by hand. Also the teacher could change the closing date after the fact and regrade the attempts. The students answers would then get graded.

==Is there a nice way to print a copy of a quiz?==
Not at the moment. See this tracker request: [https://tracker.moodle.org/browse/MDL-348 Printer-friendly (more compact) layout option for quiz]
*Also this discussion, where there is an unlikely hack: https://moodle.org/mod/forum/discuss.php?d=222565
*Some CSS suggestions here: https://moodle.org/mod/forum/discuss.php?d=205969#p899667

Also note the comments here: https://docs.moodle.org/en/Effective_quiz_practices#Printing_and_sharing_questions

==Why am I no longer allowed to add or remove questions?==
Most likely it is because you have students that have already attempted the quiz. You will need to delete all of the attempts by selecting them and choosing to delete them if you need to add/remove questions from a quiz.
If you are developing a new quiz where the attempts have just been trials then deleting the previous attempts will have no consequeces in the grade book.
If this is not the case think carefully about how to handle the graded attempts.
There are several ways of getting to the “attempts #” which you need to click on to delete the previous attempts. Use which ever works for you.
#Click on the quiz that you want to amend. It will take you to a page with “attempts #" at the top.
#If you are on a page with this message “You cannot add or remove questions because the quiz has been attempted (attempts #)” Click on "attempts #".
#If you have navigated away from the page with the message go to the Settings block > Quiz Administration > Edit Quiz.
Whichever way you find “attempts #” click on it and you will go to a page with a drop down menu at the top. Select “all users who have attempted the quiz”. There are several other click boxes select whatever applies to your situation.
Click “Show Report” and then “select all”. Click “Delete selected attempts” and confirm selection.
Go back to Settings > Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

==How can I turn off glossary auto-linking in a quiz? ==
*In the Quiz administration settings block there will be a link "filter".
*Click the link and you will have the option to disable filters just for that particular quiz:

[[File:quizfilter.png]]

==How can I remove a problem question after the quiz has been taken?==

You can not remove a question once a quiz has been taken by one student or more. However you can change the score and flag the question so you know it has problems.

Set the score for that question to 0.
*Caution: In some versions of Moodle if you use this question in an other quiz, this will potentially change the question in that quiz as well. A trick is to score the question as 0, then regrade the just completed quiz. This will establish the new grade for gradebook. Now go back and change the score to the original value.

Find the question in Question Bank. Maybe edit the title (Do not use in Bio101). Or if you do not share the question category with other teachers, create a sub category, move the offending question there, and perhaps create a better question to replace the one you just moved. Create a new quiz and if necessary hide the old one.
*Caution: if other departments or teachers use a question category it might be wise to check with the team before moving or changing any question. This is one reason importing questions in a course is a good best practice in some situations.

==Can I have a quiz that is not graded?==

This is not a common requirement, so it may not work perfectly, but you can get close:

# On the quiz editing page, set the score for each question, and the total score for the quiz to 0.
# On the quiz settings page, there is a grid of check-boxes. Turn off all the ones in the score column.

==Why is my quiz not displaying in the gradebook?==
*Check that you have a maximum score that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

Remember you can tell gradebook not to include the quiz.

==How do I allow a person to retake a quiz if I have it set for 1 attempt?==
*In the Quiz administration settings block, there is a link "user overrides".
*Click this link and you can change the allowed number of attempts for that user. Screenshot:[https://docs.moodle.org/24/en/File:quizuseroverride.png]

==How can I give particular students extra time in a timed quiz?==
*In the Quiz administration settings block there is a link "user overrides"
*Click this link and you will be able to choose one or more users and change the timing of their quiz

[[File:quizuseroverride.png]]

==I've entered quiz grades manually in the gradebook. How can I allow students to improve on these grades?==

When a grade is entered directly in the gradebook, an "overridden" flag is set, meaning that the grade can no longer be changed from within the quiz.

However, the flag can be removed by turning editing on in the [[Grader report|grader report]], then clicking the [[Grade editing|edit grade]] icon, unchecking the overridden box and saving the changes.

==How can I enable notification of quiz submissions?==

See [[Quiz submission notification]].

==Why can't people (guests) take a quiz without creating an account and logging in?==

This is difficult to implement for technical reasons.

To explain: The quiz has to link all information about an attempt to a particular 'user' record in the database, and each user can only have one open quiz attempt at a time. All not-logged-in users share the same 'guest' user database record. Therefore, two guests could not attempt the quiz at the same time, and even if they could, it would be difficult to prevent one guest seeing another guest's attempts.

Of course, given enough work, it would be possible to change some of those assumptions, and so make it possible for guests to attempt quizzes. Indeed, some of the obstructions to implementing this have already been removed while doing other work on the quiz, but there is still some way to go.

If you would like to see this implemented, please vote for MDL-17892.

A workaround is to create a visitor account, say with username = password = visitor, for everyone to share.

==Can you explain the error The number of random questions required is more than are still available in the category!==

Review your quiz and verify Moodle has enough questions from each category of questions it will be pulling from. You may have inadvertently selected more questions than what exists in the category. Also make sure you're not pulling questions from a category that has zero questions. Because you are picking random questions, rather than a specific question, it may not be apparent at first that you have run out of questions to ask!

==How do I send a bulk message to all students who haven't completed a quiz?==
*From your navigation block, click ''Reports>Course participation''
*From the drop down, choose your quiz.
*In ''Show only'', choose "Student" and in ''Actions'', choose "post"
*In the list that appears, tick/check the boxes next to those you wish to message.
*In the bottom dropdown ''With selected users'', choose "send message"

[[File:quizemail.png]]

==Can I download the quiz questions in a non-Moodle format?==
You might want to keep a local copy of quiz questions as evidence. While Moodle doesn't offer a built-in method of doing this, suggestions include:
#previewing the quiz, getting to the review page and from your computer, choosing "Save as...webpage complete" and
#exporting the question as Moodle XML, or GIFT format. If you open either of those files in a text-editor, you should be able to see most details of each question. Not very pretty, but accurate.

==How can I turn off question flagging?==
By default, flags are available in quiz questions.

[[File:flag.png]]

There is a capablity attached to this: [[Capabilities/moodle/question:flag]]. Remove this capability from roles that you don't want to see the flags. You can either do that by editing the role definitions globally, or by overriding the permissions in just one quiz or course.

==How do I create system-wide question categories?==
* As an administrator or user with system permissions, go to ''Question bank>categories'' in any course.
*Using the "Add category form" at the bottom of the page, set the parent of the new category to be the system context.

==How can I prevent a student from reviewing or jumping around questions in a quiz?==
You can block the quiz navigation block and the summary of quiz page with CSS code in a theme. However, if a student fails to answer a question, they will not know if you implement this "solution". Also if others on the site do not want this patch, make sure the theme you select for the course is not used by others.

For example using the Afterburner theme: Site Administration >Appearance >Themes >Afterburner and enter this in the CSS code area:

:div#mod_quiz_navblock {visibility:hidden;}
:table.quizsummaryofattempt {visibility:hidden;}

There are other css solutions.

==How can I minimise the load on the server while using quizzes?==
*Try to avoid a lot of students starting a quiz at the same time
*Check these discussions:
**https://moodle.org/mod/forum/discuss.php?d=213259
**https://moodle.org/mod/forum/discuss.php?d=215641
**https://moodle.org/mod/forum/discuss.php?d=215130

For other notes on performance with quizzes, see the section 'Performance of different Moodle modules' in [[Performance recommendations]].
==How can I make the quiz timer "float" or move down the page?==
See this forum thread: [https://moodle.org/mod/forum/discuss.php?d=210049 How to make the quiz timer float] for one suggestion.

==Why are images not included when exporting quiz questions?==
Images are only included if you export the questions using Moodle XML format. For all other question export formats (including GIFT), you will get broken images. Please see forum post [https://moodle.org/mod/forum/discuss.php?d=244615 Students not able to see images in exported quiz questions]

==Why does the quiz timer keep counting down when the student is not looking at the quiz?==
It is not possible to stop the timer and start it again. Moodle cannot tell the difference between legitimate reasons for doing this (such as a fire alarm requiring evacuation of the test room) or a student simply using time going to another browser and googling the answers. Nor can Moodle tell if the connection has been lost, although the student does now get a warning MDL-42504

It might be preferable in certain circumstances, such as timed examinations using Quiz, to manually announce the start/end time, rather then rely on the quiz timer.

For further comments see:
* https://moodle.org/mod/forum/discuss.php?d=96194
* https://moodle.org/mod/forum/discuss.php?d=177180
* https://moodle.org/mod/forum/discuss.php?d=237847

==See also==

Using Moodle forum discussions:

*[http://moodle.org/mod/forum/discuss.php?d=96326 Removing "Submit all and Finish" button]
*[http://moodle.org/mod/forum/discuss.php?d=141003 How do you keep people from cheating while taking a quiz?]
*[http://moodle.org/mod/forum/discuss.php?d=131325 Scientific notation in quiz answers]
*[http://moodle.org/mod/forum/discuss.php?d=158846 Quiz answers appear in wrong language]
*[http://moodle.org/mod/forum/discuss.php?d=196206 Random Order Override]

Related FAQs:
* [[Import and export FAQ]] - for hints on importing questions
* [[XML FAQ]] - for information on creating and importing questions in Moodle XML format

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]

Quiz FAQ

2013-12-02T22:23:50Z

TimHunt:

{{Quiz}}
==Can I have different start times/timings/numbers of attempts for different groups?==
*In the Quiz administration settings block, there is a link "group override".
*Click this link and you will be able to select your groups and change the quiz dates, times and number of attempts:

[[File:quizgroupoverride.png]]

==How can I randomly generate a quiz from a larger question bank?==

See the section on adding random questions in [[Editing a quiz]].

==What happens if students submit answers after the quiz closing date?==

It is possible for students to still submit answers after the quiz has closed (for example if they started the attempt before the closing date but then took a long time before submitting). These responses are stored by the quiz module, but the students are not given any credit for them. The teacher can see these answers when reviewing the student's attempts and can give the student credit for them by hand. Also the teacher could change the closing date after the fact and regrade the attempts. The students answers would then get graded.

==Is there a nice way to print a copy of a quiz?==
Not at the moment. See this tracker request: [https://tracker.moodle.org/browse/MDL-348 Printer-friendly (more compact) layout option for quiz]
*Also this discussion, where there is an unlikely hack: https://moodle.org/mod/forum/discuss.php?d=222565
*Some CSS suggestions here: https://moodle.org/mod/forum/discuss.php?d=205969#p899667

Also note the comments here: https://docs.moodle.org/en/Effective_quiz_practices#Printing_and_sharing_questions

==Why am I no longer allowed to add or remove questions?==

Most likely it is because you have students that have already attempted the quiz. You will need to delete all of the attempts by selecting them and choosing to delete them if you need to add/remove questions from a quiz.
If you are developing a new quiz where the attempts have just been trials then deleting the previous attempts will have no consequeces in the grade book.
If this is not the case think carefully about how to handle the graded attempts.
There are several ways of getting to the “attempts #” which you need to click on to delete the previous attempts. Use which ever works for you.
#Click on the quiz that you want to amend. It will take you to a page with “attempts #" at the top.
#If you are on a page with this message “You cannot add or remove questions because the quiz has been attempted (attempts #)” Click on "attempts #".
#If you have navigated away from the page with the message go to the Settings block > Quiz Administration > Edit Quiz.
Whichever way you find “attempts #” click on it and you will go to a page with a drop down menu at the top. Select “all users who have attempted the quiz”. There are several other click boxes select whatever applies to your situation.
Click “Show Report” and then “select all”. Click “Delete selected attempts” and confirm selection.
Go back to Settings > Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

==How can I turn off glossary auto-linking in a quiz? ==
*In the Quiz administration settings block there will be a link "filter".
*Click the link and you will have the option to disable filters just for that particular quiz:

[[File:quizfilter.png]]

==How can I remove a problem question after the quiz has been taken?==

You can not remove a question once a quiz has been taken by one student or more. However you can change the score and flag the question so you know it has problems.

Set the score for that question to 0.
*Caution: In some versions of Moodle if you use this question in an other quiz, this will potentially change the question in that quiz as well. A trick is to score the question as 0, then regrade the just completed quiz. This will establish the new grade for gradebook. Now go back and change the score to the original value.

Find the question in Question Bank. Maybe edit the title (Do not use in Bio101). Or if you do not share the question category with other teachers, create a sub category, move the offending question there, and perhaps create a better question to replace the one you just moved. Create a new quiz and if necessary hide the old one.
*Caution: if other departments or teachers use a question category it might be wise to check with the team before moving or changing any question. This is one reason importing questions in a course is a good best practice in some situations.

==Can I have a quiz that is not graded?==

This is not a common requirement, so it may not work perfectly, but you can get close:

# On the quiz editing page, set the score for each question, and the total score for the quiz to 0.
# On the quiz settings page, there is a grid of check-boxes. Turn off all the ones in the score column.

==Why is my quiz not displaying in the gradebook?==
*Check that you have a maximum score that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

Remember you can tell gradebook not to include the quiz.

==How do I allow a person to retake a quiz if I have it set for 1 attempt?==
*In the Quiz administration settings block, there is a link "user overrides".
*Click this link and you can change the allowed number of attempts for that user. Screenshot:[https://docs.moodle.org/24/en/File:quizuseroverride.png]

==How can I give particular students extra time in a timed quiz?==
*In the Quiz administration settings block there is a link "user overrides"
*Click this link and you will be able to choose one or more users and change the timing of their quiz

[[File:quizuseroverride.png]]

==I've entered quiz grades manually in the gradebook. How can I allow students to improve on these grades?==

When a grade is entered directly in the gradebook, an "overridden" flag is set, meaning that the grade can no longer be changed from within the quiz.

However, the flag can be removed by turning editing on in the [[Grader report|grader report]], then clicking the [[Grade editing|edit grade]] icon, unchecking the overridden box and saving the changes.

==How can I enable notification of quiz submissions?==

See [[Quiz submission notification]].

==Why can't people (guests) take a quiz without creating an account and logging in?==

This is difficult to implement for technical reasons.

To explain: The quiz has to link all information about an attempt to a particular 'user' record in the database, and each user can only have one open quiz attempt at a time. All not-logged-in users share the same 'guest' user database record. Therefore, two guests could not attempt the quiz at the same time, and even if they could, it would be difficult to prevent one guest seeing another guest's attempts.

Of course, given enough work, it would be possible to change some of those assumptions, and so make it possible for guests to attempt quizzes. Indeed, some of the obstructions to implementing this have already been removed while doing other work on the quiz, but there is still some way to go.

If you would like to see this implemented, please vote for MDL-17892.

A workaround is to create a visitor account, say with username = password = visitor, for everyone to share.

==Can you explain the error The number of random questions required is more than are still available in the category!==

Review your quiz and verify Moodle has enough questions from each category of questions it will be pulling from. You may have inadvertently selected more questions than what exists in the category. Also make sure you're not pulling questions from a category that has zero questions. Because you are picking random questions, rather than a specific question, it may not be apparent at first that you have run out of questions to ask!

==How do I send a bulk message to all students who haven't completed a quiz?==
*From your navigation block, click ''Reports>Course participation''
*From the drop down, choose your quiz.
*In ''Show only'', choose "Student" and in ''Actions'', choose "post"
*In the list that appears, tick/check the boxes next to those you wish to message.
*In the bottom dropdown ''With selected users'', choose "send message"

[[File:quizemail.png]]

==Can I download the quiz questions in a non-Moodle format?==
You might want to keep a local copy of quiz questions as evidence. While Moodle doesn't offer a built-in method of doing this, suggestions include:
#previewing the quiz, getting to the review page and from your computer, choosing "Save as...webpage complete" and
#exporting the question as Moodle XML, or GIFT format. If you open either of those files in a text-editor, you should be able to see most details of each question. Not very pretty, but accurate.

==How can I turn off question flagging?==
By default, flags are available in quiz questions.

[[File:flag.png]]

There is a capablity attached to this: [[Capabilities/moodle/question:flag]]. Remove this capability from roles that you don't want to see the flags. You can either do that by editing the role definitions globally, or by overriding the permissions in just one quiz or course.

==How do I create system-wide question categories?==
* As an administrator or user with system permissions, go to ''Question bank>categories'' in any course.
*Using the "Add category form" at the bottom of the page, set the parent of the new category to be the system context.

==How can I prevent a student from reviewing or jumping around questions in a quiz?==
You can block the quiz navigation block and the summary of quiz page with CSS code in a theme. However, if a student fails to answer a question, they will not know if you implement this "solution". Also if others on the site do not want this patch, make sure the theme you select for the course is not used by others.

For example using the Afterburner theme: Site Administration >Appearance >Themes >Afterburner and enter this in the CSS code area:

:div#mod_quiz_navblock {visibility:hidden;}
:table.quizsummaryofattempt {visibility:hidden;}

There are other css solutions.

==How can I minimise the load on the server while using quizzes?==
*Try to avoid a lot of students starting a quiz at the same time
*Check these discussions:
**https://moodle.org/mod/forum/discuss.php?d=213259
**https://moodle.org/mod/forum/discuss.php?d=215641
**https://moodle.org/mod/forum/discuss.php?d=215130

For other notes on performance with quizzes, see the section 'Performance of different Moodle modules' in [[Performance recommendations]].
==How can I make the quiz timer "float" or move down the page?==
See this forum thread: [https://moodle.org/mod/forum/discuss.php?d=210049 How to make the quiz timer float] for one suggestion.

==Why are images not included when exporting quiz questions?==
Images are only included if you export the questions using Moodle XML format. For all other question export formats (including GIFT), you will get broken images. Please see forum post [https://moodle.org/mod/forum/discuss.php?d=244615 Students not able to see images in exported quiz questions]

==Why does the quiz timer keep counting down when the student is not looking at the quiz?==
It is not possible to stop the timer and start it again. Moodle cannot tell the difference between legitimate reasons for doing this (such as a fire alarm requiring evacuation of the test room) or a student simply using time going to another browser and googling the answers. Nor can Moodle tell if the connection has been lost, although the student does now get a warning MDL-42504

It might be preferable in certain circumstances, such as timed examinations using Quiz, to manually announce the start/end time, rather then rely on the quiz timer.

For further comments see:
* https://moodle.org/mod/forum/discuss.php?d=96194
* https://moodle.org/mod/forum/discuss.php?d=177180
* https://moodle.org/mod/forum/discuss.php?d=237847

==See also==

Using Moodle forum discussions:

*[http://moodle.org/mod/forum/discuss.php?d=96326 Removing "Submit all and Finish" button]
*[http://moodle.org/mod/forum/discuss.php?d=141003 How do you keep people from cheating while taking a quiz?]
*[http://moodle.org/mod/forum/discuss.php?d=131325 Scientific notation in quiz answers]
*[http://moodle.org/mod/forum/discuss.php?d=158846 Quiz answers appear in wrong language]
*[http://moodle.org/mod/forum/discuss.php?d=196206 Random Order Override]

Related FAQs:
* [[Import and export FAQ]] - for hints on importing questions
* [[XML FAQ]] - for information on creating and importing questions in Moodle XML format

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]

Debugging

2013-12-02T18:17:33Z

TimHunt:

{{Developer tools}}
Debugging messages can be enabled by an administrator in ''Administration > Site administration > Development > Debugging''.

Debugging messages are intended to help diagnose problems and/or help Moodle developers. If you have a problem with your Moodle site and ask for help in a Moodle.org forum, a developer may ask you to turn debug messages on, in order to locate the cause of the problem. By default Moodle does not show any error messages at all. If you are having problems (e.g. blank screens or incomplete screens) turning on debugging is usually the first thing to try.

==Debugging settings==
Here are the settings on the Debugging page:

===Debug messages===
The default is none, your choices are:

;NONE : Do not show any errors or warnings (Default)
;ALL : Show all reasonable PHP debug messages
;MINIMAL : Show only fatal errors
;NORMAL : Show warnings, errors and notices
;DEVELOPER : extra Moodle debug messages for developers

There is rarely any advantage in going to Developer level, unless you are a developer, in which case it is strongly recommended.

Once you have got the error message, and copied and pasted it somewhere. HIGHLY RECOMMENDED to turn Debug back to NONE. Debug messages can give clues to a hacker as to the setup of your site.

===Display debug messages===

There is an option to choose whether to display error messages or simply record them in the server logs.

===Debug email sending===

Determines whether or not to enable verbose debug information during sending of email messages to SMTP server.

===Performance info===

The Performance info option determines whether performance info will be included in the footer of the standard theme (and some other themes). Performance info includes the time for the page to load, the amount of memory used to generate the page, cpu usage, load, and the record cache hit/miss ration.

If you add
<code php>
define('MDL_PERF', true);
define('MDL_PERFDB', true);
define('MDL_PERFTOLOG', true);
define('MDL_PERFTOFOOT', true);
</code>
to your config.php file, then it will also count database queries. (This has to be in config.php, because Moodle starts doing DB queries before it loads the config information in the database!

===Show origin of language strings===
Helps translators.

===Show validator links===
Be careful, read the warning.

===Show page information===
To show page information printed in the page footer.

==What to do if you cannot get to the admin screens==

If the error is stopping you even getting to the admin screens to turn on debugging, then you can set the debugging setting manually.

===Try typing the URL directly===

The debug settings are at the URL <code><nowiki>http://.../admin/settings.php?section=debugging</nowiki></code> on your server. Sometimes that URL will work, even though the pages you need to go to to get there (for example the site front page) do not. So it is worth trying to enter that URL directly.

===In config.php===

In [[Configuration file|config.php]] you can add the lines:

<code php>
$CFG->debug = (E_ALL | E_STRICT);
$CFG->debugdisplay = 1;

// You can specify a comma separated list of user ids that that always see
// debug messages, this overrides the debug flag in $CFG->debug and $CFG->debugdisplay
// for these users only.
$CFG->debugusers = '2';
</code>

Remember to remove those lines again when you have finished diagnosing your problem.

NOTE: do not try to modify the config database table directly, it will not work because the values are cached in MUC.

==See also==

* Developers can also use [http://xdebug.org/ XDEBUG] (Installed as a module on the Apache server) to further dig into the code, step by step using an [http://xdebug.org/docs/remote XDEBUG client application]. Probably, as part of their favorite IDE. For example: [http://php.netbeans.org/ NetBeans], [http://www.jetbrains.com/phpstorm/ phpStorm] or...

[[es:Depuración]]
[[fr:Débogage]]

Dyskusja użytkownika:German Valero

2013-12-02T18:16:07Z

TimHunt: Created page with "Please don't duplicate my blog post on Moodle Docs. If you want to link to it, link to it on my blog.--~~~~"

Please don't duplicate my blog post on Moodle Docs. If you want to link to it, link to it on my blog.--[[User:Tim Hunt|Tim Hunt]] ([[User talk:Tim Hunt|talk]]) 02:16, 3 December 2013 (WST)

Quiz FAQ

2013-11-26T23:24:15Z

TimHunt: /* Why does the quiz timer keep counting down when the student is not looking at the quiz? */

{{Quiz}}
==Can I have different start times/timings/numbers of attempts for different groups?==
*In the Quiz administration settings block, there is a link "group override".
*Click this link and you will be able to select your groups and change the quiz dates, times and number of attempts:

[[File:quizgroupoverride.png]]

==What happens if students submit answers after the quiz closing date?==

It is possible for students to still submit answers after the quiz has closed (for example if they started the attempt before the closing date but then took a long time before submitting). These responses are stored by the quiz module, but the students are not given any credit for them. The teacher can see these answers when reviewing the student's attempts and can give the student credit for them by hand. Also the teacher could change the closing date after the fact and regrade the attempts. The students answers would then get graded.

==Is there a nice way to print a copy of a quiz?==
Not at the moment. See this tracker request: [https://tracker.moodle.org/browse/MDL-348 Printer-friendly (more compact) layout option for quiz]
*Also this discussion, where there is an unlikely hack: https://moodle.org/mod/forum/discuss.php?d=222565
*Some CSS suggestions here: https://moodle.org/mod/forum/discuss.php?d=205969#p899667

Also note the comments here: https://docs.moodle.org/en/Effective_quiz_practices#Printing_and_sharing_questions

==Why am I no longer allowed to add or remove questions?==

Most likely it is because you have students that have already attempted the quiz. You will need to delete all of the attempts by selecting them and choosing to delete them if you need to add/remove questions from a quiz.
If you are developing a new quiz where the attempts have just been trials then deleting the previous attempts will have no consequeces in the grade book.
If this is not the case think carefully about how to handle the graded attempts.
There are several ways of getting to the “attempts #” which you need to click on to delete the previous attempts. Use which ever works for you.
#Click on the quiz that you want to amend. It will take you to a page with “attempts #" at the top.
#If you are on a page with this message “You cannot add or remove questions because the quiz has been attempted (attempts #)” Click on "attempts #".
#If you have navigated away from the page with the message go to the Settings block > Quiz Administration > Edit Quiz.
Whichever way you find “attempts #” click on it and you will go to a page with a drop down menu at the top. Select “all users who have attempted the quiz”. There are several other click boxes select whatever applies to your situation.
Click “Show Report” and then “select all”. Click “Delete selected attempts” and confirm selection.
Go back to Settings > Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

==How can I turn off glossary auto-linking in a quiz? ==
*In the Quiz administration settings block there will be a link "filter".
*Click the link and you will have the option to disable filters just for that particular quiz:

[[File:quizfilter.png]]

==How can I remove a problem question after the quiz has been taken?==

You can not remove a question once a quiz has been taken by one student or more. However you can change the score and flag the question so you know it has problems.

Set the score for that question to 0.
*Caution: In some versions of Moodle if you use this question in an other quiz, this will potentially change the question in that quiz as well. A trick is to score the question as 0, then regrade the just completed quiz. This will establish the new grade for gradebook. Now go back and change the score to the original value.

Find the question in Question Bank. Maybe edit the title (Do not use in Bio101). Or if you do not share the question category with other teachers, create a sub category, move the offending question there, and perhaps create a better question to replace the one you just moved. Create a new quiz and if necessary hide the old one.
*Caution: if other departments or teachers use a question category it might be wise to check with the team before moving or changing any question. This is one reason importing questions in a course is a good best practice in some situations.

==Can I have a quiz that is not graded?==

This is not a common requirement, so it may not work perfectly, but you can get close:

# On the quiz editing page, set the score for each question, and the total score for the quiz to 0.
# On the quiz settings page, there is a grid of check-boxes. Turn off all the ones in the score column.

==Why is my quiz not displaying in the gradebook?==
*Check that you have a maximum score that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

Remember you can tell gradebook not to include the quiz.

==How do I allow a person to retake a quiz if I have it set for 1 attempt?==
*In the Quiz administration settings block, there is a link "user overrides".
*Click this link and you can change the allowed number of attempts for that user. Screenshot:[https://docs.moodle.org/24/en/File:quizuseroverride.png]

==How can I give particular students extra time in a timed quiz?==
*In the Quiz administration settings block there is a link "user overrides"
*Click this link and you will be able to choose one or more users and change the timing of their quiz

[[File:quizuseroverride.png]]

==I've entered quiz grades manually in the gradebook. How can I allow students to improve on these grades?==

When a grade is entered directly in the gradebook, an "overridden" flag is set, meaning that the grade can no longer be changed from within the quiz.

However, the flag can be removed by turning editing on in the [[Grader report|grader report]], then clicking the [[Grade editing|edit grade]] icon, unchecking the overridden box and saving the changes.

==How can I enable notification of quiz submissions?==

See [[Quiz submission notification]].

==Why can't people (guests) take a quiz without creating an account and logging in?==

This is difficult to implement for technical reasons.

To explain: The quiz has to link all information about an attempt to a particular 'user' record in the database, and each user can only have one open quiz attempt at a time. All not-logged-in users share the same 'guest' user database record. Therefore, two guests could not attempt the quiz at the same time, and even if they could, it would be difficult to prevent one guest seeing another guest's attempts.

Of course, given enough work, it would be possible to change some of those assumptions, and so make it possible for guests to attempt quizzes. Indeed, some of the obstructions to implementing this have already been removed while doing other work on the quiz, but there is still some way to go.

If you would like to see this implemented, please vote for MDL-17892.

A workaround is to create a visitor account, say with username = password = visitor, for everyone to share.

==Can you explain the error The number of random questions required is more than are still available in the category!==

Review your quiz and verify Moodle has enough questions from each category of questions it will be pulling from. You may have inadvertently selected more questions than what exists in the category. Also make sure you're not pulling questions from a category that has zero questions. Because you are picking random questions, rather than a specific question, it may not be apparent at first that you have run out of questions to ask!

==How do I send a bulk message to all students who haven't completed a quiz?==
*From your navigation block, click ''Reports>Course participation''
*From the drop down, choose your quiz.
*In ''Show only'', choose "Student" and in ''Actions'', choose "post"
*In the list that appears, tick/check the boxes next to those you wish to message.
*In the bottom dropdown ''With selected users'', choose "send message"

[[File:quizemail.png]]

==How do random questions work?==

See the section on adding random questions in [[Editing a quiz]].

==Can I download the quiz questions in a non-Moodle format?==
You might want to keep a local copy of quiz questions as evidence. While Moodle doesn't offer a built-in method of doing this, suggestions include:
#previewing the quiz, getting to the review page and from your computer, choosing "Save as...webpage complete" and
#exporting the question as Moodle XML, or GIFT format. If you open either of those files in a text-editor, you should be able to see most details of each question. Not very pretty, but accurate.

==How can I turn off question flagging?==
By default, flags are available in quiz questions.

[[File:flag.png]]

There is a capablity attached to this: [[Capabilities/moodle/question:flag]]. Remove this capability from roles that you don't want to see the flags. You can either do that by editing the role definitions globally, or by overriding the permissions in just one quiz or course.

==How do I create system-wide question categories?==
* As an administrator or user with system permissions, go to ''Question bank>categories'' in any course.
*Using the "Add category form" at the bottom of the page, set the parent of the new category to be the system context.

==How can I prevent a student from reviewing or jumping around questions in a quiz?==
You can block the quiz navigation block and the summary of quiz page with CSS code in a theme. However, if a student fails to answer a question, they will not know if you implement this "solution". Also if others on the site do not want this patch, make sure the theme you select for the course is not used by others.

For example using the Afterburner theme: Site Administration >Appearance >Themes >Afterburner and enter this in the CSS code area:

:div#mod_quiz_navblock {visibility:hidden;}
:table.quizsummaryofattempt {visibility:hidden;}

There are other css solutions.

==How can I minimise the load on the server while using quizzes?==
*Try to avoid a lot of students starting a quiz at the same time
*Check these discussions:
**https://moodle.org/mod/forum/discuss.php?d=213259
**https://moodle.org/mod/forum/discuss.php?d=215641
**https://moodle.org/mod/forum/discuss.php?d=215130

For other notes on performance with quizzes, see the section 'Performance of different Moodle modules' in [[Performance recommendations]].
==How can I make the quiz timer "float" or move down the page?==
See this forum thread: [https://moodle.org/mod/forum/discuss.php?d=210049 How to make the quiz timer float] for one suggestion.

==Why are images not included when exporting quiz questions?==
Images are only included if you export the questions using Moodle XML format. For all other question export formats (including GIFT), you will get broken images. Please see forum post [https://moodle.org/mod/forum/discuss.php?d=244615 Students not able to see images in exported quiz questions]

==Why does the quiz timer keep counting down when the student is not looking at the quiz?==

* https://moodle.org/mod/forum/discuss.php?d=96194
* https://moodle.org/mod/forum/discuss.php?d=177180
* https://moodle.org/mod/forum/discuss.php?d=237847

==See also==

Using Moodle forum discussions:

*[http://moodle.org/mod/forum/discuss.php?d=96326 Removing "Submit all and Finish" button]
*[http://moodle.org/mod/forum/discuss.php?d=141003 How do you keep people from cheating while taking a quiz?]
*[http://moodle.org/mod/forum/discuss.php?d=131325 Scientific notation in quiz answers]
*[http://moodle.org/mod/forum/discuss.php?d=158846 Quiz answers appear in wrong language]
*[http://moodle.org/mod/forum/discuss.php?d=196206 Random Order Override]

Related FAQs:
* [[Import and export FAQ]] - for hints on importing questions
* [[XML FAQ]] - for information on creating and importing questions in Moodle XML format

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]

Quiz FAQ

2013-11-26T23:23:52Z

TimHunt: /* Why are images not included when exporting quiz questions? */

{{Quiz}}
==Can I have different start times/timings/numbers of attempts for different groups?==
*In the Quiz administration settings block, there is a link "group override".
*Click this link and you will be able to select your groups and change the quiz dates, times and number of attempts:

[[File:quizgroupoverride.png]]

==What happens if students submit answers after the quiz closing date?==

It is possible for students to still submit answers after the quiz has closed (for example if they started the attempt before the closing date but then took a long time before submitting). These responses are stored by the quiz module, but the students are not given any credit for them. The teacher can see these answers when reviewing the student's attempts and can give the student credit for them by hand. Also the teacher could change the closing date after the fact and regrade the attempts. The students answers would then get graded.

==Is there a nice way to print a copy of a quiz?==
Not at the moment. See this tracker request: [https://tracker.moodle.org/browse/MDL-348 Printer-friendly (more compact) layout option for quiz]
*Also this discussion, where there is an unlikely hack: https://moodle.org/mod/forum/discuss.php?d=222565
*Some CSS suggestions here: https://moodle.org/mod/forum/discuss.php?d=205969#p899667

Also note the comments here: https://docs.moodle.org/en/Effective_quiz_practices#Printing_and_sharing_questions

==Why am I no longer allowed to add or remove questions?==

Most likely it is because you have students that have already attempted the quiz. You will need to delete all of the attempts by selecting them and choosing to delete them if you need to add/remove questions from a quiz.
If you are developing a new quiz where the attempts have just been trials then deleting the previous attempts will have no consequeces in the grade book.
If this is not the case think carefully about how to handle the graded attempts.
There are several ways of getting to the “attempts #” which you need to click on to delete the previous attempts. Use which ever works for you.
#Click on the quiz that you want to amend. It will take you to a page with “attempts #" at the top.
#If you are on a page with this message “You cannot add or remove questions because the quiz has been attempted (attempts #)” Click on "attempts #".
#If you have navigated away from the page with the message go to the Settings block > Quiz Administration > Edit Quiz.
Whichever way you find “attempts #” click on it and you will go to a page with a drop down menu at the top. Select “all users who have attempted the quiz”. There are several other click boxes select whatever applies to your situation.
Click “Show Report” and then “select all”. Click “Delete selected attempts” and confirm selection.
Go back to Settings > Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

==How can I turn off glossary auto-linking in a quiz? ==
*In the Quiz administration settings block there will be a link "filter".
*Click the link and you will have the option to disable filters just for that particular quiz:

[[File:quizfilter.png]]

==How can I remove a problem question after the quiz has been taken?==

You can not remove a question once a quiz has been taken by one student or more. However you can change the score and flag the question so you know it has problems.

Set the score for that question to 0.
*Caution: In some versions of Moodle if you use this question in an other quiz, this will potentially change the question in that quiz as well. A trick is to score the question as 0, then regrade the just completed quiz. This will establish the new grade for gradebook. Now go back and change the score to the original value.

Find the question in Question Bank. Maybe edit the title (Do not use in Bio101). Or if you do not share the question category with other teachers, create a sub category, move the offending question there, and perhaps create a better question to replace the one you just moved. Create a new quiz and if necessary hide the old one.
*Caution: if other departments or teachers use a question category it might be wise to check with the team before moving or changing any question. This is one reason importing questions in a course is a good best practice in some situations.

==Can I have a quiz that is not graded?==

This is not a common requirement, so it may not work perfectly, but you can get close:

# On the quiz editing page, set the score for each question, and the total score for the quiz to 0.
# On the quiz settings page, there is a grid of check-boxes. Turn off all the ones in the score column.

==Why is my quiz not displaying in the gradebook?==
*Check that you have a maximum score that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

Remember you can tell gradebook not to include the quiz.

==How do I allow a person to retake a quiz if I have it set for 1 attempt?==
*In the Quiz administration settings block, there is a link "user overrides".
*Click this link and you can change the allowed number of attempts for that user. Screenshot:[https://docs.moodle.org/24/en/File:quizuseroverride.png]

==How can I give particular students extra time in a timed quiz?==
*In the Quiz administration settings block there is a link "user overrides"
*Click this link and you will be able to choose one or more users and change the timing of their quiz

[[File:quizuseroverride.png]]

==I've entered quiz grades manually in the gradebook. How can I allow students to improve on these grades?==

When a grade is entered directly in the gradebook, an "overridden" flag is set, meaning that the grade can no longer be changed from within the quiz.

However, the flag can be removed by turning editing on in the [[Grader report|grader report]], then clicking the [[Grade editing|edit grade]] icon, unchecking the overridden box and saving the changes.

==How can I enable notification of quiz submissions?==

See [[Quiz submission notification]].

==Why can't people (guests) take a quiz without creating an account and logging in?==

This is difficult to implement for technical reasons.

To explain: The quiz has to link all information about an attempt to a particular 'user' record in the database, and each user can only have one open quiz attempt at a time. All not-logged-in users share the same 'guest' user database record. Therefore, two guests could not attempt the quiz at the same time, and even if they could, it would be difficult to prevent one guest seeing another guest's attempts.

Of course, given enough work, it would be possible to change some of those assumptions, and so make it possible for guests to attempt quizzes. Indeed, some of the obstructions to implementing this have already been removed while doing other work on the quiz, but there is still some way to go.

If you would like to see this implemented, please vote for MDL-17892.

A workaround is to create a visitor account, say with username = password = visitor, for everyone to share.

==Can you explain the error The number of random questions required is more than are still available in the category!==

Review your quiz and verify Moodle has enough questions from each category of questions it will be pulling from. You may have inadvertently selected more questions than what exists in the category. Also make sure you're not pulling questions from a category that has zero questions. Because you are picking random questions, rather than a specific question, it may not be apparent at first that you have run out of questions to ask!

==How do I send a bulk message to all students who haven't completed a quiz?==
*From your navigation block, click ''Reports>Course participation''
*From the drop down, choose your quiz.
*In ''Show only'', choose "Student" and in ''Actions'', choose "post"
*In the list that appears, tick/check the boxes next to those you wish to message.
*In the bottom dropdown ''With selected users'', choose "send message"

[[File:quizemail.png]]

==How do random questions work?==

See the section on adding random questions in [[Editing a quiz]].

==Can I download the quiz questions in a non-Moodle format?==
You might want to keep a local copy of quiz questions as evidence. While Moodle doesn't offer a built-in method of doing this, suggestions include:
#previewing the quiz, getting to the review page and from your computer, choosing "Save as...webpage complete" and
#exporting the question as Moodle XML, or GIFT format. If you open either of those files in a text-editor, you should be able to see most details of each question. Not very pretty, but accurate.

==How can I turn off question flagging?==
By default, flags are available in quiz questions.

[[File:flag.png]]

There is a capablity attached to this: [[Capabilities/moodle/question:flag]]. Remove this capability from roles that you don't want to see the flags. You can either do that by editing the role definitions globally, or by overriding the permissions in just one quiz or course.

==How do I create system-wide question categories?==
* As an administrator or user with system permissions, go to ''Question bank>categories'' in any course.
*Using the "Add category form" at the bottom of the page, set the parent of the new category to be the system context.

==How can I prevent a student from reviewing or jumping around questions in a quiz?==
You can block the quiz navigation block and the summary of quiz page with CSS code in a theme. However, if a student fails to answer a question, they will not know if you implement this "solution". Also if others on the site do not want this patch, make sure the theme you select for the course is not used by others.

For example using the Afterburner theme: Site Administration >Appearance >Themes >Afterburner and enter this in the CSS code area:

:div#mod_quiz_navblock {visibility:hidden;}
:table.quizsummaryofattempt {visibility:hidden;}

There are other css solutions.

==How can I minimise the load on the server while using quizzes?==
*Try to avoid a lot of students starting a quiz at the same time
*Check these discussions:
**https://moodle.org/mod/forum/discuss.php?d=213259
**https://moodle.org/mod/forum/discuss.php?d=215641
**https://moodle.org/mod/forum/discuss.php?d=215130

For other notes on performance with quizzes, see the section 'Performance of different Moodle modules' in [[Performance recommendations]].
==How can I make the quiz timer "float" or move down the page?==
See this forum thread: [https://moodle.org/mod/forum/discuss.php?d=210049 How to make the quiz timer float] for one suggestion.

==Why are images not included when exporting quiz questions?==
Images are only included if you export the questions using Moodle XML format. For all other question export formats (including GIFT), you will get broken images. Please see forum post [https://moodle.org/mod/forum/discuss.php?d=244615 Students not able to see images in exported quiz questions]

==Why does the quiz timer keep counting down when the student is not looking at the quiz?==

https://moodle.org/mod/forum/discuss.php?d=96194
https://moodle.org/mod/forum/discuss.php?d=177180
https://moodle.org/mod/forum/discuss.php?d=237847

==See also==

Using Moodle forum discussions:

*[http://moodle.org/mod/forum/discuss.php?d=96326 Removing "Submit all and Finish" button]
*[http://moodle.org/mod/forum/discuss.php?d=141003 How do you keep people from cheating while taking a quiz?]
*[http://moodle.org/mod/forum/discuss.php?d=131325 Scientific notation in quiz answers]
*[http://moodle.org/mod/forum/discuss.php?d=158846 Quiz answers appear in wrong language]
*[http://moodle.org/mod/forum/discuss.php?d=196206 Random Order Override]

Related FAQs:
* [[Import and export FAQ]] - for hints on importing questions
* [[XML FAQ]] - for information on creating and importing questions in Moodle XML format

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]

Using certainty-based marking

2013-11-12T17:31:17Z

TimHunt: /* How CBM works */

{{Quiz}}

'''Note:''' This documentation is based on the more comprehensive [http://www.tmedwin.net/cbm/moodle/ Certainty-Based Marking] from Tony Gardner-Medwin.

==Certainty-Based marking (CBM)==
*After each answer, you say how sure you are that your answer is correct.
*This is on a 3-point scale: C=1 (low), C=2 (mid) or C=3 (high)
*We don't rely on words like 'sure' or 'very sure' because these mean different things to different people
*The mark scheme and the risk of a penalty determine when you should use each C level:

==How CBM works==

{| class="wikitable"
|-
! Certainly level
! C=1
! C=2
! C=2
|-
! Mark if correct
|style="background:#bfb;" | 1
|style="background:#bfb;" | 2
|style="background:#bfb;" | 3
|-
! Mark if wrong
|style="background:#fdb;" | 0
|style="background:#fdb;" | -2
|style="background:#fdb;" | -6
|-
! Probablility correct
| < 67%
| 67–80%
| >80%
|-
! Description
| Unsure
| Mid
| Quite sure
|}

*Certainty levels 1, 2, 3 always give you marks 1, 2, or 3 when you are correct
*If you are wrong, then unless you opted for C=1 you will lose marks: -2 at C=2 and -6 at C=3

==Why use CBM?==
*To make students think about how reliable their answer is.
*To encourage students to try to understand the issues, not just react immediately to a question.
*To challenge: if a student won't risk losing marks if wrong then they don't really know the answer.
*If a student is a careful thinker but not very confident. they will gain in confidence.
*It is more fair - a thoughtful and confident correct answer deserves more marks than a lucky hunch.
*Students need to pay attention if they make confident wrong answers: think, reflect, learn!
*Efficient study requires constantly questioning how our ideas arise and how reliable they are.

[[File:lplconf.gif|link=|]]

==How to decide on the best certainty level==
*If you're sure, obviously you do best with C=3. But you will lose twice over (-6) if you are actually wrong!
*If unsure, you should avoid any risk of penalty by choosing C=1
*In between, you are best to use C=2: you gain 2 or lose 2 depending on whether you are right.
*The graph below shows how the average mark at each C level depends on the probability that your answer will be right.
**Suppose you think you only have a 50% chance of being right: The highest graph for 50% on the bottom scale is black, for C=1. So you will expect to boost your marks on average most by acknowledging your low certainty (C=1).
**If you think you can justify your answer well, with more than an 80% chance of being correct, then the red graph is highest, for C=3. Opt for this.

[[File:cfgraphs3.gif|link=|]]

*Note that you can't ever expect to gain by misrepresenting your certainty. If you click C=3 (the red line) when you aren't sure, you will expect to do badly - with very likely a negative mark on average. If you understand the topic well, and think your answer is very probably right, then you will lose if you opt for C=1 or C=2 rather than C=3. You do best if you can distinguish which answers are reliable and which uncertain.

==Scores==
For more information on scores (relating to the UCL version of CBM but also relevant to Moodle) please see [http://www.tmedwin.net/cbm/cbmscores.htm|Self test scores with and without CBM] by Tony Gardner-Medwin.

[[es:Puntuación Basada en Certeza]]

Using certainty-based marking

2013-11-12T11:19:28Z

TimHunt: /* How to decide on the best certainty level */

{{Quiz}}

'''Note:''' This documentation is based on the more comprehensive [http://www.tmedwin.net/cbm/moodle/ Certainty-Based Marking] from Tony Gardner-Medwin.

==Certainty-Based marking (CBM)==
*After each answer, you say how sure you are that your answer is correct.
*This is on a 3-point scale: C=1 (low), C=2 (mid) or C=3 (high)
*We don't rely on words like 'sure' or 'very sure' because these mean different things to different people
*The mark scheme and the risk of a penalty determine when you should use each C level:

==How CBM works==
[[File:cfmarks.gif|link=|]]
*Certainty levels 1, 2, 3 always give you marks 1, 2, or 3 when you are correct
*If you are wrong, then unless you opted for C=1 you will lose marks: -2 at C=2 and -6 at C=3
==Why use CBM?==
*To make students think about how reliable their answer is.
*To encourage students to try to understand the issues, not just react immediately to a question.
*To challenge: if a student won't risk losing marks if wrong then they don't really know the answer.
*If a student is a careful thinker but not very confident. they will gain in confidence.
*It is more fair - a thoughtful and confident correct answer deserves more marks than a lucky hunch.
*Students need to pay attention if they make confident wrong answers: think, reflect, learn!
*Efficient study requires constantly questioning how our ideas arise and how reliable they are.

[[File:lplconf.gif|link=|]]

==How to decide on the best certainty level==
*If you're sure, obviously you do best with C=3. But you will lose twice over (-6) if you are actually wrong!
*If unsure, you should avoid any risk of penalty by choosing C=1
*In between, you are best to use C=2: you gain 2 or lose 2 depending on whether you are right.
*The graph below shows how the average mark at each C level depends on the probability that your answer will be right.
**Suppose you think you only have a 50% chance of being right: The highest graph for 50% on the bottom scale is black, for C=1. So you will expect to boost your marks on average most by acknowledging your low certainty (C=1).
**If you think you can justify your answer well, with more than an 80% chance of being correct, then the red graph is highest, for C=3. Opt for this.

[[File:cfgraphs3.gif|link=|]]

*Note that you can't ever expect to gain by misrepresenting your certainty. If you click C=3 (the red line) when you aren't sure, you will expect to do badly - with very likely a negative mark on average. If you understand the topic well, and think your answer is very probably right, then you will lose if you opt for C=1 or C=2 rather than C=3. You do best if you can distinguish which answers are reliable and which uncertain.

==Scores==
For more information on scores (relating to the UCL version of CBM but also relevant to Moodle) please see [http://www.tmedwin.net/cbm/cbmscores.htm|Self test scores with and without CBM] by Tony Gardner-Medwin.

[[es:Puntuación Basada en Certeza]]

Using certainty-based marking

2013-11-12T10:39:45Z

TimHunt: /* Why use CBM? */

{{Quiz}}

'''Note:''' This documentation is based on the more comprehensive [http://www.tmedwin.net/cbm/moodle/ Certainty-Based Marking] from Tony Gardner-Medwin.

==Certainty-Based marking (CBM)==
*After each answer, you say how sure you are that your answer is correct.
*This is on a 3-point scale: C=1 (low), C=2 (mid) or C=3 (high)
*We don't rely on words like 'sure' or 'very sure' because these mean different things to different people
*The mark scheme and the risk of a penalty determine when you should use each C level:

==How CBM works==
[[File:cfmarks.gif|link=|]]
*Certainty levels 1, 2, 3 always give you marks 1, 2, or 3 when you are correct
*If you are wrong, then unless you opted for C=1 you will lose marks: -2 at C=2 and -6 at C=3
==Why use CBM?==
*To make students think about how reliable their answer is.
*To encourage students to try to understand the issues, not just react immediately to a question.
*To challenge: if a student won't risk losing marks if wrong then they don't really know the answer.
*If a student is a careful thinker but not very confident. they will gain in confidence.
*It is more fair - a thoughtful and confident correct answer deserves more marks than a lucky hunch.
*Students need to pay attention if they make confident wrong answers: think, reflect, learn!
*Efficient study requires constantly questioning how our ideas arise and how reliable they are.

[[File:lplconf.gif|link=|]]

==How to decide on the best certainty level==
*If you're sure, obviously you do best with C=3. But you will lose twice over (-6) if you are actually wrong!
*If unsure, you should avoid any risk of penalty by choosing C=1
*In between, you are best to use C=2: you gain 2 or lose 2 depending on whether you are right.
*The graph below shows how the average mark at each C level depends on the probability that your answer will be right.
**Suppose you think you only have a 50% chance of being right: The highest graph for 50% on the bottom scale is black, for C=1. So you will expect to boost your marks on average most by acknowledging your low certainty (C=1).
**If you think you can justify your answer well, with less than an 80% chance of being correct, then the red graph is highest, for C=3. Opt for this.

[[File:cfgraphs3.gif|link=|]]

*Note that you can't ever expect to gain by misrepresenting your certainty. If you click C=3 (the red line) when you aren't sure, you will expect to do badly - with very likely a negative mark on average. If you understand the topic well, and think your answer is very probably right, then you will lose if you opt for C=1 or C=2 rather than C=3. You do best if you can distinguish which answers are reliable and which uncertain.
==Scores==
For more information on scores (relating to the UCL version of CBM but also relevant to Moodle) please see [http://www.tmedwin.net/cbm/cbmscores.htm|Self test scores with and without CBM] by Tony Gardner-Medwin.

[[es:Puntuación Basada en Certeza]]

Using certainty-based marking

2013-11-12T10:39:09Z

TimHunt: /* Why use CBM? */

{{Quiz}}

'''Note:''' This documentation is based on the more comprehensive [http://www.tmedwin.net/cbm/moodle/ Certainty-Based Marking] from Tony Gardner-Medwin.

==Certainty-Based marking (CBM)==
*After each answer, you say how sure you are that your answer is correct.
*This is on a 3-point scale: C=1 (low), C=2 (mid) or C=3 (high)
*We don't rely on words like 'sure' or 'very sure' because these mean different things to different people
*The mark scheme and the risk of a penalty determine when you should use each C level:

==How CBM works==
[[File:cfmarks.gif|link=|]]
*Certainty levels 1, 2, 3 always give you marks 1, 2, or 3 when you are correct
*If you are wrong, then unless you opted for C=1 you will lose marks: -2 at C=2 and -6 at C=3
==Why use CBM?==
*To make students think about how reliable their answer is.
*To encourage students to try to understand the issues, not just react immediately to a question.
*To challenge: if a student won't risk losing marks if wrong then they don't really know the answer.
*If a student is a careful thinker but not very confident. they will gain in confidence.
*It is more fair - a thoughtful and confident correct answer deserves more marks than a lucky hunch.
*Students need to pay attention if they make confident wrong answers: think,reflect, learn!
*Efficient study requires constantly questioning how our ideas arise and how reliable they are.

[[File:lplconf.gif|link=|]]

==How to decide on the best certainty level==
*If you're sure, obviously you do best with C=3. But you will lose twice over (-6) if you are actually wrong!
*If unsure, you should avoid any risk of penalty by choosing C=1
*In between, you are best to use C=2: you gain 2 or lose 2 depending on whether you are right.
*The graph below shows how the average mark at each C level depends on the probability that your answer will be right.
**Suppose you think you only have a 50% chance of being right: The highest graph for 50% on the bottom scale is black, for C=1. So you will expect to boost your marks on average most by acknowledging your low certainty (C=1).
**If you think you can justify your answer well, with less than an 80% chance of being correct, then the red graph is highest, for C=3. Opt for this.

[[File:cfgraphs3.gif|link=|]]

*Note that you can't ever expect to gain by misrepresenting your certainty. If you click C=3 (the red line) when you aren't sure, you will expect to do badly - with very likely a negative mark on average. If you understand the topic well, and think your answer is very probably right, then you will lose if you opt for C=1 or C=2 rather than C=3. You do best if you can distinguish which answers are reliable and which uncertain.
==Scores==
For more information on scores (relating to the UCL version of CBM but also relevant to Moodle) please see [http://www.tmedwin.net/cbm/cbmscores.htm|Self test scores with and without CBM] by Tony Gardner-Medwin.

[[es:Puntuación Basada en Certeza]]

Using certainty-based marking

2013-11-12T10:38:31Z

TimHunt: /* Why use CBM? */

{{Quiz}}

'''Note:''' This documentation is based on the more comprehensive [http://www.tmedwin.net/cbm/moodle/ Certainty-Based Marking] from Tony Gardner-Medwin.

==Certainty-Based marking (CBM)==
*After each answer, you say how sure you are that your answer is correct.
*This is on a 3-point scale: C=1 (low), C=2 (mid) or C=3 (high)
*We don't rely on words like 'sure' or 'very sure' because these mean different things to different people
*The mark scheme and the risk of a penalty determine when you should use each C level:

==How CBM works==
[[File:cfmarks.gif|link=|]]
*Certainty levels 1, 2, 3 always give you marks 1, 2, or 3 when you are correct
*If you are wrong, then unless you opted for C=1 you will lose marks: -2 at C=2 and -6 at C=3
==Why use CBM?==
*To make students think about how reliable their answer is
*To encourage students to try to understand the issues, not just react immediately to a question
*To challenge: if a student won't risk losing marks if wrong then they don't really know the answer
*If a student is a careful thinker but not very confident. they will gain in confidence
*It is more fair - a thoughtful and confident correct answer deserves more marks than a lucky hunch
*Students need to pay attention if they make confident wrong answers: think,reflect, learn!
*Efficient study requires constantly questioning how our ideas arise and how reliable they are.

[[File:lplconf.gif|link=|]]

==How to decide on the best certainty level==
*If you're sure, obviously you do best with C=3. But you will lose twice over (-6) if you are actually wrong!
*If unsure, you should avoid any risk of penalty by choosing C=1
*In between, you are best to use C=2: you gain 2 or lose 2 depending on whether you are right.
*The graph below shows how the average mark at each C level depends on the probability that your answer will be right.
**Suppose you think you only have a 50% chance of being right: The highest graph for 50% on the bottom scale is black, for C=1. So you will expect to boost your marks on average most by acknowledging your low certainty (C=1).
**If you think you can justify your answer well, with less than an 80% chance of being correct, then the red graph is highest, for C=3. Opt for this.

[[File:cfgraphs3.gif|link=|]]

*Note that you can't ever expect to gain by misrepresenting your certainty. If you click C=3 (the red line) when you aren't sure, you will expect to do badly - with very likely a negative mark on average. If you understand the topic well, and think your answer is very probably right, then you will lose if you opt for C=1 or C=2 rather than C=3. You do best if you can distinguish which answers are reliable and which uncertain.
==Scores==
For more information on scores (relating to the UCL version of CBM but also relevant to Moodle) please see [http://www.tmedwin.net/cbm/cbmscores.htm|Self test scores with and without CBM] by Tony Gardner-Medwin.

[[es:Puntuación Basada en Certeza]]

qbehaviour/deferredcbm/certaintygrade

2013-11-06T17:58:00Z

TimHunt: Redirected page to Using certainty-based marking

#REDIRECT [[Using certainty-based marking]]

Calculated question type

2013-10-04T10:42:19Z

TimHunt: /* Available functions */

{{Questions}}
Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e you can use common variables names as '''x''' , '''y''' enclosed in curly braces to create the wildcards '''{x}''' and '''{y}''') that are substituted with random values when the quiz is taken.

For example, if you want to create a large number of '''"Calculate the area of a rectangle"''' problems to drill your students, you could create a question with two wildcards (i.e. '''{base}''', '''{height}''' created from the common '''base''', '''height''' variable names) and put in the "'''Correct Answer Formula='''" input field '''{base}''' * '''{height}''' ( * being the multiplication sign ).

'''Correct Answer Formula=''' {base}*{height}

When a student takes the test, Moodle will randomly select values for '''{base}''' and '''{height}''' and grade the response using the result of the '''Correct Answer Formula'''.

The test will very rarely appear the same way twice.

== Is this really the question type for you? ==
The main purpose of the calculated question is to create multiple versions of a question with different numerical values. This means you must have '''at least one''' wildcard in one of the answers.

If you don't need a random element, use the [[Numerical question type]] instead.
== Simple calculated question type ==

The [[Simple calculated question type|simple calculated]] question offers the most used features of the calculated question with a much simpler creation interface.

==Wildcards and datasets==

When Moodle delivers a Calculated question to the student, the wildcards are replaced with randomly-selected values. However, these values are not completely random - rather, they are randomly selected from a pre-defined ''dataset'' of possible values. This allows you some control over the possible values chosen - for example, in order to make sure the numbers are realistic.

These datasets can be ''private'' or ''shared'' - private datasets are used by one wildcard within one calculated question; shared datasets are used by one wildcard within all calculated questions that use it.

==Question set-up==
To create (or modify) a calculated question there are three pages to work through. The instructions below take you through the pages, step by step:

===Page 1. Editing a Calculated question ===

#Select the question '''category'''
#Any shared wildcards for this category are listed beneath. If you change category, you'll need to click the "Update the category" button to refresh this list. There may not be any shared wildcards yet - if not, you can create them later if you wish.
#Give the question a descriptive '''name''' - this allows you to identify it in the question bank.
#Enter the '''question text'''. This should be the question you want the student to answer, and it must include all the information they need to calculate an answer. Therefore it must contain at least one wildcard, inside curly braces. For example, if you wanted the student to sum numbers A and B, the question text might read: "What is {A} + {B}?" You may also include quantities computed from wildcards using the syntax "{=...}: for example, the question "What is {={A}+{B}} - {A}?" with wildcard values A=4 and B=3 would display as "What is 7 - 4?"
#Select an image to display if you want to add a picture to the question. For the student, it appears immediately after the question text and before the choices. If you want more control over how the image appears, include it in the question text above, using the HTML editor.
#Set the '''default question grade''' (i.e. the maximum number of marks for this question).
#Set the '''Penalty factor''' (see [[Calculated_question_type#Penalty_factor|Penalty factor]] below).
#''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Next add the '''formula for the answer'''. This formula must contain at least the wildcards that appear in the question text. See [[Calculated_question_type#Correct_answer_formula_syntax|Correct answer formula syntax]] for further details.
# Choose the '''grade''' that the student will get for this question if they give this answer. This should be a percentage of the total marks available. For example, you could give 100% for a correct answer, and 50% for an answer that is nearly right. '''One of the answers must have a 100% grade'''.
#Determine the '''tolerance''' for error that you will accept in the answer. The tolerance and tolerance type settings combine to give a range of acceptable scores. So, if tolerance = t, correct answer = x and the difference between the user's answer and the correct answer is dx, then the tolerance types are as follows:
##Nominal - mark correct if dx <= t
##Relative - mark correct if dx / x <= t
##Geometric - mark correct if dx² / x² <= t²
# The next 2 settings, "Correct answer shows" and "Format" determine the '''precision''' of the answer. Use these to select the number of decimal places or significant figures you want to use.
# Add some '''feedback''' which the student will see if they enter this answer.
# You can specify as many answer formulae as you like - click "Add another answer blank" to add more.
# You can also specify units for the answers. For example, if you enter a unit of 'cm' here, and the accepted answer is 15, then the answers '15cm' and '15' are both accepted as correct. If you add more than one unit, you can also specify a multiplier. So, if your main answer was 5500 with unit W, you can also add the unit kW with a multiplier of 0.001. This means that the answers '5500', '5500W' or '5.5kW' would all be marked correct. Note that the accepted error is also multiplied, so an allowed error of 100W would become an error of 0.1kW.
# Finally (!) you can click "Next page" to save what you've done and move on. If you are editing an existing question, you can click "Next page (new question)" to create a completely new question based on an existing one.

==== Penalty factor ====

The 'penalty factor' only applies when the question is used in a quiz using adaptive mode - i.e. where the student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty factor is more than 0, then the student will lose that proportion of the '''maximum''' grade upon each successive attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.

===Tolerance===

As for numerical questions it is possible to allow a margin within which all responses are accepted as correct. The "Tolerance" field is used for this. However, there are three different types of tolerances. These are Relative, Nominal and Geometric. If we say that the correct answer at quiz time 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, ie in this case we get 100 so for this tolerance the correct response must be between 100 and 300. (200 ± 100)
This is useful if the magnitude of the correct answer can differ greatly between different wildcard values.

Nominal: This is the simplest tolerance type but not very powerful. The correct response must be between 199.5 and 200.5 (200 ± 0.5)
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.

The field Significant Figures does only relate to how the correct answer should be presented in the review or the reports. Examples: If it is set to 3 then the correct answer 13.333 would be presented as 13.3; 1236 would be presented as 1240; 23 would be presented as 23.0 etc.

===Page 2. Choose dataset properties ===

Each wildcard that you specify in the answer formula must have an associated set of possible values - this is its ''dataset''. Each of the wildcards is listed on this page along with a choice of dataset:
*'''private''' i.e. only used by this question
*'''shared''' i.e shared with other calculated questions in the same category

Using a shared dataset can save time when you are creating a lot of similar calculated questions.

Note that even when creating a question for the first time, this page may say that your wildcard "will use the same existing private dataset as before." This just means that Moodle has already tentatively created a private data set for that wildcard: if a private dataset is what you want, leave this choice selected.

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.

To continue, simply choose your preferred dataset for each wildcard, then click "Next Page".

===Page 3. Edit the datasets ===

Now we need to create the set of possible values that each wildcard can take. ''Warning'' - this page is a bit confusing!

There are two ways of creating values - you can type them in yourself and add them to the list, or you can have Moodle generate them for you.

==== Adding/deleting your own values ====

Adding individual values to the list is easy:

# In the 'Param' field for each wildcard, enter the value you want
# Scroll down to the 'Add' section and click the Add button (leaving the number of items set to 1)
# Repeat the above steps as many times as necessary (the maximum number of items is 100)

To delete values from the list:

# In the 'Delete' section, select the number of items to delete
# Click the Delete button

==== Letting Moodle create values ====

# Start with the "Range of Values" fields, and enter the lower and upper limits for the values you would accept
# Choose a number of decimal places for the value
# Choose the distribution of values between the limits - 'uniform' means any value between the limits is equally likely to be generated; 'loguniform' means that values towards the lower limit are more likely.
# Now move down to the 'Add' section and click on "force regeneration"
# In the menu next to the Add button, choose the number of sets of random values (items) you wish to add to the list. (Note that the maximum total number of items in your list is 100.)
# Finally, click Add to append the new values to the list
# '''Note:''' If you want more control over the items that Moodle adds, you can do them one at a time and preview the values before you add them. Click the "Get New Item to Add" button to make Moodle generate new values in the "Item to Add" section at the top. If you like them, click "Add" for 1 item; if not, click "Get New Item to Add" again to get new values.

==== Finishing off ====

Once your list of items (values) is complete, you are finished. It's up to you how many values you add - the more values you add, the more a question can be used by the students without them seeing the same values repeatedly.

Note that if you delete values from the list, you can put them back again. Change the "Next Item to Add" option to "reuse previous value if available", then the next time you add items, Moodle will restore your previously-deleted items from the dataset.

Once your list of values is complete, you can click 'Save changes' to finish.

==== What does the 'Update the datasets parameters' button do? ====

Warning: This button can affect several questions, so be careful before using it.
Assume you have selected dataset parameter for {a} to be any value between 1-10 and generated a question. In the second question also you decide to use a SHARED wildcard called {a}. Inherently, it will show a value between 1-10. However, your need here changes and you want to make it 11-100 instead. Then, you change them in the range and click this button. Voila! the values change and you can add new items here using the 'Get New item to add'. However, if you go back to your previous question, you will see that values would change there too, because it is a shared dataset. If you do not update parameters, then this may not happen and will generate a new set of values and displays them in the "Item to Add" section.

==Correct answer formula syntax==

=== DO NOT PUT THE = sign in the formula. ===

* In the recent versions of the calculated question type, you could have more than one answer formula and applied a specific grading value to each of them as long as there is at least one 100% correct answer formula.
If more than one correct answer formula input field are displayed when editing,
your site has the multiple answer feature.

* As a general rule, write these formulas like you would in a calculator e.g. <code>3 + 5 * sin(3/{x})</code> A notable exception is exponentiation, where x3 cannot be entered as <code>{x}^3</code>, but instead should be entered as <code>pow({x}, 3)</code>.
* Each function's placeholders and other arguments should be in parentheses (brackets). For example, if you want students to calculate the sine of one angle and cosine of two times another angle, you would enter <code>sin({a}) + cos({b}*2)</code> or <code>sin({a}) + cos(2*{b})</code>.
* It's usually better to have too many parentheses (brackets) than too few. The server won't care, and the more specific you are about what you mean, the more likely it will like your complex formulas.
* There is no implicit multiplication. To you, the human editor, "5(23)" or "5x" may seem perfectly obvious. To the server doing the math, it's crazy talk and won't be understood. Always use the "*" for multiplication.
* Any special mathematical function must have parentheses around its values. Take the sine function in the first bullet point for instance. Notice that the ''3 / x'' is wrapped in parentheses (brackets)--this is so the server can understand it properly. Without those parentheses, the server won't know if you mean "(sin 3) / x" or "sin (3 / x)" and will reject the entire formula accordingly.

==Available functions==

Calculated questions can use more than simple arithmetic operators. The following functions are allowed in versions 1.5 and newer.

{| width="97%" border="1px"
!Function
!Explanation
|-
|abs
|Absolute value
|-
|acos
|Arc cosine -- output in radians.
|-
|acosh
|Inverse hyperbolic cosine -- output in radians.
|-
|asin
|Arc sine -- output in radians.
|-
|asinh
|Inverse hyperbolic sine.-- output in radians.
|-
|atan2
|Arc tangent of two variables -- pass in two values like (y, x), and you'll get the atan(y/x), adjusted to the proper quadrant. (Note: The variables are in the reverse order to atan2(x,y) in Excel) Output is radians.
|-
|atan
|Arc tangent -- output in radians.
|-
|atanh
|Inverse hyperbolic tangent-- output in radians.
|-
|bindec
|Binary to decimal
|-
|ceil
|Round fractions up
|-
|cos
|Cosine -- in radians!!! Convert your degree measurement to radians before you take the cos of it.
|-
|cosh
|Hyperbolic cosine -- in radians!!! Convert your degree measurement to radians before you take the cosh of it.
|-
|decbin
|Decimal to binary
|-
|decoct
|Decimal to octal
|-
|deg2rad
|Converts the number in degrees to the radian equivalent
|-
|exp
|Calculates the exponent of e
|-
|expm1
|Returns exp(number) - 1, computed in a way that is accurate even when the value of number is close to zero
|-
|floor
|Round fractions down
|-
|fmod
|Returns the floating-point modulus of two numbers - i.e. the remainder when the first is divided by the second.
|-
|is_finite
|Finds whether a value is a legal finite number
|-
|is_infinite
|Finds whether a value is infinite
|-
|is_nan
|Finds whether a value is not a number
|-
|log10
|Base-10 logarithm
|-
|log1p
|Returns log(1 + number), computed in a way that is accurate even when the value of number is close to zero
|-
|log
|Natural logarithm (''ln'')
|-
|max
|Find highest value
|-
|min
|Find lowest value
|-
|octdec
|Octal to decimal
|-
|pi()
|Get value of pi - the function does not take an argument, like in Excel.
|-
|pow (numberToRaise, NumberRaisedTo)
|Exponential expression
|-
|rad2deg
|Converts the radian number to the equivalent number in degrees
|-
|rand
|Generate a random integer
|-
|round
|Rounds a float
|-
|sin
|Sine -- in radians!!! Convert your degree measurement to radians before you take the sin of it.
|-
|sinh
|Hyperbolic sine -- in radians!!! Convert your degree measurement to radians before you take the sinh of it.
|-
|sqrt
|Square root
|-
|tan
|Tangent -- in radians!!! Convert your degree measurement to radians before you take the tan of it.
|-
|tanh
|Hyperbolic tangent -- in radians!!! Convert your degree measurement to radians before you take the tanh of it.
|}

==Predefined constants==
Actually there is NO Predefined constant that is allowed other than pi() as a function without parameter.

==Synchronization==

You could use shared wild cards to get the same values across questions in a quiz.

A simple example will be to use the same radius in a first question asking for the perimiter of a circle of {radius}cm and a second question asking for the surface of a circle of {radius}cm.

When the quiz will be shown to the student the two questions will shown the same {radius} value.

However the synchronization will work '''ONLY''' if the questions are kept in the '''SAME''' category and have the '''SAME NUMBER OF DATASETS''' .

If you need to move the synchronized questions to another category, you need to do it by editing the questions.

(This restriction should be released by sept. 2010).

==See also==

Using Moodle forum discussions:

* [http://moodle.org/mod/forum/discuss.php?d=150923 couple questions about "edit datasets page" in calculated questions]
* [https://moodle.org/mod/forum/discuss.php?d=230558 Capital vs lower case letters with units]

[[Category:Mathematics]]

[[de:Berechnungsfragen]]
[[es:question/type/calculated]]
[[fr:Question calculée]]
[[zh:計算題]]
[[ja:計算問題タイプ]]

Simple calculated question type

2013-10-03T10:50:47Z

TimHunt: /* Available functions */

{{Questions}}
Simple calculated questions offer a way to create individual numerical questions whose response is the result of a numerical formula which contain variable numerical values by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

The simple calculated questions offers the most used features of the calculated question with a much simpler creation interface.

== My first Simple calculated question ==
As a first example you will create a question asking for the surface of a rectangle. Here are the quick steps we will go over in detail:
*Create the question content with variables shown in {}
*Enter the formula using the variables and set the tolerance
*Determine the range of the generated set of variables that will appear in the question content
*Review the generated set of question contents
*Since it is your first, check your work from a student's view

===Initiating the creation process===

Go to the [[Question bank]], select "create a new question" and in the pop-up window select the Simple calculated.
The Simple calculated question interface will appear.
Give a name to your question in the title.

===The question text===
Fill the question text (note that the '''{param}''' names can be chosen at will.
[[Image:Simple_calculated_first_question_text.jpg]]

===The Correct Answer Formula===
Fill the Correct Answer Formula using the '''{param}''' names used in the question text.
[[Image:Simple_calculated_first_question_formula.jpg]]

===Other answer and response parameters===
You will set the Grade to 100%, as this is the only answer in this question.

Leave the other parameters as they appears ( 0.01 relative means ±1% tolerance).

===Find the '''{param}''' in the formula===
In simple calculated only the '''{param}''' that are in the formula will be used.

In the question text , the '''{param}''' that are in the formula

will appear with there numerical values i.e 6.7 .

Any other {enclosed text} will appear as is i.e. {enclosed text}.

[[Image:Simple_calculated_first_question_find_wild_card.jpg]]

==='''Click on the button'''===

On reload the two {b} and {h} will be displayed.

===Set the minimum and maximum values===
Here the '''{b}''' range has been set to a 15-20 range and

the '''{h}''' range has been set to a 5-10 range

as we want a rectangle with a larger base than height.

[[Image:Simple_calculated_first_question_set_min_max.jpg]]

===Select the number of sets to generate (here 10) and to display(here 2)===
Just to illustrate that you can control the number of values displayed which is useful if you create 100 sets.

Also note the (red) warning that a valid question needs at least one set of {wild card} values.
You will not be allowed to save the question if you don't do the next step.

===Click on the generate button ===
[[Image:Simple_calculated_values.jpg]]

Note the sets are shown in reverse order so the the number indicates how many sets were created.

The two sets illustrate that the variability defined by the Min and Max values.

Note that the formula result is analyzed and

the tolerance limit (here 1% relative) is shown

The correct response that will be shown to the student is also shown.

The 2 decimals where defined are the default values defined as the last parameter under the Correct formula.

===Click on the Save button===

===Test your first Sinple calculated question===
On the question bank click on the preview icon.

Enter the result you have calculated yourself or click on the Fill with Correct button.

The values should be identical...
[[Image:Preview_simple_calculated_rectangle_example.jpg]]

Click on the submit button

[[Image:Previewsimple_calculated_rectangle_example_graded.jpg]]

==Editing a Simple Calculated question: Additional comments==

#Set the '''default question grade''' (i.e. the maximum number of marks for this question).
#Set the '''Penalty factor''' (see [[Calculated_question_type#Penalty_factor|Penalty factor]] below).
[[Calculated_question_type#Correct_answer_formula|Correct answer formula syntax]] for further details.
# Choose the '''grade''' that the student will get for this question if they give this answer. This should be a percentage of the total marks available. For example, you could give 100% for a correct answer, and 50% for an answer that is nearly right. '''One of the answers must have a 100% grade'''.
#Determine the '''tolerance''' for error that you will accept in the answer. The tolerance and tolerance type settings combine to give a range of acceptable scores. So, if tolerance = t, correct answer = x and the difference between the user's answer and the correct answer is dx, then the tolerance types are as follows:
##Nominal - mark correct if dx <= t
##Relative - mark correct if dx / x <= t
# The next 2 settings, "Correct answer shows" and "Format" determine the '''precision''' of the Correct answer shown. They are not used for grading.
# Add some '''feedback''' which the student will see if they enter this answer.
# You can specify as many answer formulae as you like - click "Add another answer blank" to add more.
# You can also specify units for the answers. For example, if you enter a unit of 'cm' here, and the accepted answer is 15, then the answers '15cm' and '15' are both accepted as correct. If you add more than one unit, you can also specify a multiplier. So, if your main answer was 5500 with unit W, you can also add the unit kW with a multiplier of 0.001. This means that the answers '5500', '5500W' or '5.5kW' would all be marked correct. Note that the accepted error is also multiplied, so an allowed error of 100W would become an error of 0.1kW.

==== Penalty factor ====

The 'penalty factor' only applies when the question is used in a quiz using adaptive mode - i.e. where the student is allowed multiple attempts at a question even within the same attempt at the quiz. If the penalty factor is more than 0, then the student will lose that proportion of the '''maximum''' grade upon each successive attempt. For example, if the default question grade is 10, and the penalty factor is 0.2, then each successive attempt after the first one will incur a penalty of 0.2 x 10 = 2 points.

==Correct answer formula syntax ==

=== DO NOT PUT THE = sign in the formula. ===

* In the recent versions of the calculated question type, you could have more than one answer formula and applied a specific grading value to each of them as long as there is at least one 100% correct answer formula.
If more than one correct answer formula input field are displayed when editing,
your site has the multiple answer feature.

* As a general rule, write these formulas like you would in a calculator e.g. <code>3 + 5 * sin(3/{x})</code> A notable exception is exponentiation, where x3 cannot be entered as <code>{x}^3</code>, but instead should be entered as <code>pow(x, 3)</code>.
* Each function's placeholders and other arguments should be in parentheses (brackets). For example, if you want students to calculate the sine of one angle and cosine of two times of another angle, you would enter <code>sin({a}) + cos({b}*2)</code>.
* It's usually better to have too many parentheses (brackets) than too few. The server won't care, and the more specific you are about what you mean, the more likely it will like your complex formulas.
* There is no implicit multiplication. To you, the human editor, "5(23)" or "5x" may seem perfectly obvious. To the server doing the math, it's crazy talk and won't be understood. Always use the "*" for multiplication.
* Any special mathematical function must have parentheses around its values. Take the sine function in the first bullet point for instance. Notice that the ''3 / x'' is wrapped in parentheses (brackets)--this is so the server can understand it properly. Without those parentheses, the server won't know if you mean "(sin 3) / x" or "sin (3 / x)" and will reject the entire formula accordingly.

==Available functions==

The [[Calculated_question_type#Available_functions|available functions]] are the same as for the calculated question type.

==Predefined constants==
Actually there is NO Predefined constant that is allowed other than pi() as a function without parameter.

[[Category:Mathematics]]

[[de:Berechnungsfragen]]
[[es:Tipo de Pregunta Calculada Simple]]
[[zh:計算題]]

[[User:Pierre Pichet|Pierre Pichet]] 00:00, 5 June 2009 (UTC)

Calculated multichoice question type

2013-10-03T10:49:41Z

TimHunt:

{{Questions}}
Calculated multichoice questions are like multichoice questions with the additonal property that the elements to select can include formula results from numeric values that are selected randomly from a set when the quiz is taken.
They use the same wildcards than Calculated questions and their wildcards can be shared with other Calculated multichoice or regular Calculated questions.

The main difference is that the formula is included in the answer choice as {=...} i.e if you calculate the surface of a rectangle {={l}*{w}}.

The value will be displayed as set by the '''Correct answer shows''' (0,1,2 etc) and '''Format''' (decimals, significant figures).

So a Choice text could be

The rectangle surface is {={l}*{w}} cm2.

If {l} = 4,0 , {w} = 2,5 , '''Correct answer shows''' 1 and '''Format''' decimals

The choice will display as

The rectangle surface is 10.0 cm2

[[Calculated_question_type#Wildcards_and_datasets|Handling of the wild cards]], and the [[Calculated_question_type#Available_functions|available functions]] is similar to the calculated question type.

[[de:Berechnete Multiple-Choice-Fragen]]
[[fr:Question calculée à choix multiple]]

Question practice module

2013-09-30T12:58:04Z

TimHunt: /* See also */

{{Infobox plugin
|type = Activity
|entry = https://moodle.org/plugins/view.php?plugin=mod_qpractice
|tracker = [https://github.com/jacks92/moodle-mod_qpractice/issues Github]
|discussion = [https://moodle.org/mod/forum/view.php?id=737 Quiz Forum]
|maintainer = [https://moodle.org/user/view.php?id=1580475&course=5 Jayesh Anandani]
|float = right
}}

==Concept of Qpractice Module==

The basic idea is that the teacher sets up a bank of questions organised into categories. Then the student can then choose what questions they want to practice when. This is about student-centred learning based on the capabilities of the Moodle question bank.

==Steps to follow to set-up module==

Below are some steps with snapshots that teacher can follow in order to create a working qpractice instance.

===Teacher side===

===Step 1===

First step for any teacher is to create an instance of module.

====Creating a new instance====

[[File:qpractice_new_intance.jpg|400px|center]]

===Step 2===

After the instance for qpractice module has been created, teacher is redirected to setting form for that instance. The setting form contains some general options like name, introduction and behaviour. The behaviour selected by teacher in settings are the only ones that will be visible to student ie: the student will have to select only from those behaviour.

====Settings for Qpractice====

This is an overview of settings available in qpractice module.

[[File:qpractce_settings.JPG|600px|center]]

===Step 3===

After editing settings for an instance, the next step for teacher is to add questions to question bank. There are certain rules to be followed while adding questions to question bank.

# Questions should be added only in context space of that instance.
# All the parent level categories created by teacher are visible to students: Example: If a teacher has 3 parent level categories ie: Topic 1 , Topic 2, Topic 3. These top level categories will be visible to student. Whenever a student starts practice he will be provided with option to select category from list of available categories. After that students are asked questions randomly from that category without being repetated.
# Teacher can create any number of sub-categories inside parent level category. Only parent level category are visible to student.

====Adding Questions to module====

This is an overview of question bank for Qpractice instance. Teacher can create categories and add or update questions here. Parent level categories created by teacher will be available to students for practice. Questions present in each category will be made available to students.

[[File:qpractice_question_bank.JPG|600px|center]]

===Step 4===

After setting up module , if a teacher wants to view history of all sessions for all students they can simply click on view past sessions as shown in screenshot and the list will appear.

====View all Reports by Teacher====

This is an overview of report.php at teacher's side. Teacher will be able to view all the data of all students.

[[File:qpractice_view_allreports.JPG|600px|center]]

==Student Side==

===Options visible to students===

This is an overview of view.php. Students on start-up will be provided with 2 options. Either they can start a new session or can view history of all past sessions that they have done uptill now.

[[File:qpractice_options.JPG|600px|center]]

===Creating a new session===

This page gives students option for selecting how a session should be. Student can select the category they want to practice and also select the behaviour that they want for a particular session.

[[File:qpractice_session.JPG|600px|center]]

===Attempt page as visible to students===

This page shows how a question is visible to student. He can attempt as many questions as he wishes to or stop the practice when he gets bored.

[[File:qpractice_question.JPG|600px|center]]

===Checking current Question===

This page briefs on how answers are checked once students clicks on check button, therby giving accurate information about marks for same.

[[File:qpractice_check_question.jpeg|600px|center]]

===Summary of Current Session===

This page shows summary of current session in progress.

[[File:qpractice_summary.JPG|600px|center]]

===View individual report of all Past Sessions===

This page shows the history of all practices of the student logged in.

[[File:qpractice_view_myreport.JPG|600px|center]]

== See also ==

* https://docs.moodle.org/dev/Self-assessment_activity_using_the_question_bank

[[Category:Contributed code]]

mod/qpractice/view

2013-09-23T16:04:31Z

TimHunt: Redirected page to Question practice module

#REDIRECT [[Question practice module]]

Question practice module

2013-09-23T15:59:25Z

TimHunt:

{{Infobox plugin
|type = Activity
|entry = https://moodle.org/plugins/view.php?plugin=mod_qpractice
|tracker = https://github.com/jacks92/moodle-mod_qpractice/issues
|discussion = https://moodle.org/mod/forum/view.php?id=737
|maintainer = Jayesh Anandani
|float = right
}}

== See also ==

* docs.moodle.org/dev/Self-assessment_activity_using_the_question_bank

[[Category:Contributed code]]

Question practice module

2013-09-23T15:58:25Z

TimHunt: Created page with "{{Infobox plugin |type = Activity |entry = https://moodle.org/plugins/view.php?plugin=mod_qpractice |tracker = http://tracker.moodle.org/ |discussion = https://moodle.org/mod/..."

{{Infobox plugin
|type = Activity
|entry = https://moodle.org/plugins/view.php?plugin=mod_qpractice
|tracker = http://tracker.moodle.org/
|discussion = https://moodle.org/mod/forum/view.php?id=737
|maintainer = Jayesh Anandani
|float = right
}}

== See also ==

* docs.moodle.org/dev/Self-assessment_activity_using_the_question_bank

[[Category:Contributed code]]

Question types

2013-09-23T09:34:55Z

TimHunt: /* Description */

{{Questions}}

You may add a variety of different types of questions in the Quiz and Lesson modules. This page is about [[Quiz module]] question types; some will be similar to [[Lesson questions]] types, which are fewer in number and function differently. The standard quiz question types are listed below with brief descriptions. '''Please use the links on the right side of this page to find more detailed information about standard questions types.'''

==Standard question types==

=== Calculated ===
Calculated questions offer a way to create individual numerical questions by the use of wildcards that are substituted with individual values when the quiz is taken. [[Calculated_question_type|More on the Calculated question type]]

===Calculated multi-choice===
===Calculated simple===

=== Description ===
This question type is not acutally a question. It just prints some text (and possibly graphics) without requiring an answer. This can be used to provide some information to be used by a subsequent group of questions, for example. [[Description_question_type|More on the Description question type]]

=== Essay ===
This allows students to write at length on a particular subject and must be manually graded.
{{New features}}
It is possible for a teacher to create a template to scaffold the student's answer in order to give them extra support. The template is then reproduced in the text editor when the student starts to answer the question. See Youtube video [http://youtu.be/BAZa66WvyWQ Essay scaffold with the Moodle quiz]

{|
| [[File:templatebox.png|thumb|Response template in question set up screen]]
| [[File:quiztemplate.png|thumb|What the student sees]]
|
|}

=== Matching ===
A list of sub-questions is provided, along with a list of answers. The respondent must "match" the correct answers with each question. [[Matching_question_type|More on the Matching question type]]

=== Embedded Answers ([http://en.wikipedia.org/wiki/Cloze_test Cloze Test] / Gap Fill) ===
These very flexible questions consist of a passage of text (in Moodle format) that has various answers embedded within it, including multiple choice, short answers and numerical answers. [[Embedded_Answers_(Cloze)_question_type|More on the Embedded Answers question type]]

Writing project multiple choice.

===Multiple choice===

=== Short Answer ===
In response to a question (that may include an image), the respondent types a word or phrase. There may several possible correct answers, with different grades. Answers may or may not be sensitive to case. [[Short-Answer_question_type|More on the Short Answer question type]]

=== Numerical ===
From the student perspective, a numerical question looks just like a short-answer question. The difference is that numerical answers are allowed to have an accepted error. This allows a continuous range of answers to be set. [[Numerical_question_type|More on the Numerical question type]]
===Random short-answer matching===
=== True/False ===
In response to a question (that may include an image), the respondent selects from two options: True or False. [[True/False_question_type|More on the True/False question type]]

==Third-party question types==

Besides the standard question types that are part of the core Moodle distribution, there are a number of [https://moodle.org/plugins/browse.php?list=category&id=29 question type add-ons] in [https://moodle.org/plugins the add-ons database].

Some of those add-ons have additional documentation in [[Third-party_question_types|Third-party question types]]:

==See also==
[[Lesson questions]]

[[Category:Quiz]]
[[Category:Teacher]]
[[Category:Lesson]]

[[ca:Tipus_de_preguntes]]
[[es:Tipos de preguntas]]
[[eu:Galdera-motak]]
[[fr:Types de questions]]
[[ja:問題タイプ]]

Quiz statistics report

2013-09-14T13:55:08Z

TimHunt:

{{Quiz reports}}
The quiz statistics report may be viewed by clicking on the quiz and then accessing ''Administration > Quiz administration> Results > Statistics''

This report gives a statistical (psychometric) analysis of the quiz, and the questions within it. The top section of this report gives a summary of the whole quiz. The next section gives an analysis showing all questions in a table format. There are links in this section to edit individual questions or drill down into a detailed analysis of a particular question. The last section of this report is a bar graph of the percent of correct answers (Facility index) and the Discriminative efficiency index.

The full report (overview, and detailed analysis of all questions) can be downloaded in a variety of formats, as can the quiz structure analysis table.

===Overall quiz statistics===
Here are the details concerning information in this robust report.

====Quiz information====

This section gives some basic information about the test as a whole. You will see:
* Quiz name
* Course name
* Open and close dates (if applicable)
* Total number of first/graded attempts
* Average grade for first/all attempts
* Median grade
* Standard deviation of grades
* [http://en.wikipedia.org/wiki/Skewness Skewness] and [http://en.wikipedia.org/wiki/Kurtosis Kurtosis] of the grade distribution
* Coefficient of internal consistency (sometimes called [http://en.wikipedia.org/wiki/Cronbach%27s_alpha Cronbach Alpha]) - This is a measure of whether all the items in the quiz are testing basically the same thing. Thus it measures the consistency of the text, which is a lower bound for the validity. Higher numbers here are better.
* Error ratio - the variation in the grades comes from two sources. First some students are better than others at what is being tested, and second there is some random variation. We hope that the quiz grades will largely be determined by the student's ability, and that random variation will be minimised. The error ratio estimates how much of the variation is random, and so lower is better.
* Standard error - this is derived from the error ratio, and is a measure of how much random variation there is in each test grade. So, if the Standard error is 10%, and a student scored 60%, then their real ability probably lies somewhere between 50% and 70%.
[[File:Quiz_results_statistics_information.png|thumb|center|Example of quiz information section]]

====Quiz structure analysis====

This section lists all the questions in the quiz with various statistics in a table format.

* '''Q#''' - shows the question number (position), question type icon, and preview and edit icons
* '''Question name''' - the name is also a link to the detailed analysis of this question (See Quiz Question Statistics below).
* '''Attempts''' - how many students attempted this question.
* '''Facility Index''' - the percentage of students that answered the question correctly.
* '''[http://en.wikipedia.org/wiki/Standard_deviation Standard Deviation]''' - how much variation there was in the scores for this question.
* '''Random guess score''' - the score the student would get by guessing randomly
* '''Intended/Effective weight''' - Intended weight is simply what you set up when editing the quiz. If question 1 is worth 3 marks out of a total of 10 for the quiz, the the intended weight is 30%. The effective weight is an attempt to estimate, from the results, how much of the actual variation was due to this question. So, ideally the effective weights should be close to the intended weights.
* '''Discrimination index''' - this is the correlation between the score for this question and the score for the whole quiz. That is, for a good question, you hope that the students who score highly on this question are the same students who score highly on the whole quiz. Higher numbers are better.
* '''Discriminative efficiency''' - another measure that is similar to Discrimination index.

:Where random questions are used, there is one row in the table for the random question, followed by further rows, one for each real question that was selected in place of this random question.
:When quiz questions are randomized for each quiz, the quiz module determines a default position.
:[[:dev:Quiz_statistics_calculations|Quiz statistics calculations]] gives further details on all these quantities.
[[File:Quiz_results_statistics_structure_analysis.png|thumb|center|Example of statistics structural analysis section]]
====Quiz statistics chart====
[[File:Quiz_results_statistics_chart.png|thumb|center|Chart example]]

===Quiz question statistics===
Navigation > quiz's name > Results > Statistics (click on any question title)
It is possible to see the statistics for one question on a single page. This view will also tell you what percentage of quiz takers selected each answer (Analysis of responses) and give you basic information about the question.

*Question information- The basic information about the question, the name of the quiz, the question, the question type, the position in the quiz and the question itself. There are preview and edit icons in this page.
*Question statistics - This repeats the information from the table row from the Quiz structure analysis that relates to this question.
*Report options - You can choose whether to run the report on all attempts, or just the first attempt by each student. Some of the calculations used in the report are based on assumptions that may not apply to quizzes that allow more than one attempt.

'':Tip:'' Computing the statistics takes some time, the report will store the computed values and re-use them for up to 15 minutes. Therefore, there is a display of how recently the statistics were calculated, with a button to recalculate them immediatel

<gallery>
File:Quiz_results_statistics_individual_question_preferences.png|Individual question page preferences
File:Quiz_results_statistics_individual_question_information.png|Individual question's information
File:Quiz_results_statistics_individual_question_statistics.png|Individual question's statistic information
</gallery>

====Analysis of individual question responses====

This gives a frequency analysis of the different responses that were given to each part of the question. The details of the analysis depends on the question type, and not all question types support this. For example, essay question responses cannot be analyzed.

[[File:Quiz_results_statistics_individual_question_analysis_responses.png|thumb|center|Individual question's responses statistic information]]

== See also ==

* https://docs.moodle.org/dev/Quiz_statistics_calculations
* [http://labspace.open.ac.uk/file.php/3484/Brief_Guide_to_iCMA_reports.pdf A brief guide to what the statistics mean, from the Open University]

[[de:Test-Statistik]]
[[es:Quiz_statistics_report]]

Quiz statistics report

2013-09-14T13:52:36Z

TimHunt:

{{Quiz reports}}
The quiz statistics report may be viewed by clicking on the quiz and then accessing ''Administration > Quiz administration> Results > Statistics''

This report gives a statistical (psychometric) analysis of the quiz, and the questions within it. The top section of this report gives a summary of the whole quiz. The next section gives an analysis showing all questions in a table format. There are links in this section to edit individual questions or drill down into a detailed analysis of a particular question. The last section of this report is a bar graph of the percent of correct answers (Facility index) and the Discriminative efficiency index.

The full report (overview, and detailed analysis of all questions) can be downloaded in a variety of formats, as can the quiz structure analysis table.

===Overall quiz statistics===
Here are the details concerning information in this robust report.

====Quiz information====

This section gives some basic information about the test as a whole. You will see:
* Quiz name
* Course name
* Open and close dates (if applicable)
* Total number of first/graded attempts
* Average grade for first/all attempts
* Median grade
* Standard deviation of grades
* [http://en.wikipedia.org/wiki/Skewness Skewness] and [http://en.wikipedia.org/wiki/Kurtosis Kurtosis] of the grade distribution
* Coefficient of internal consistency (sometimes called [http://en.wikipedia.org/wiki/Cronbach%27s_alpha Cronbach Alpha]) - This is a measure of whether all the items in the quiz are testing basically the same thing. Thus it measures the consistency of the text, which is a lower bound for the validity. Higher numbers here are better.
* Error ratio - the variation in the grades comes from two sources. First some students are better than others at what is being tested, and second there is some random variation. We hope that the quiz grades will largely be determined by the student's ability, and that random variation will be minimised. The error ratio estimates how much of the variation is random, and so lower is better.
* Standard error - this is derived from the error ratio, and is a measure of how much random variation there is in each test grade. So, if the Standard error is 10%, and a student scored 60%, then their real ability probably lies somewhere between 50% and 70%.
[[File:Quiz_results_statistics_information.png|thumb|center|Example of quiz information section]]

====Quiz structure analysis====

This section lists all the questions in the quiz with various statistics in a table format.

* '''Q#''' - shows the question number (position), question type icon, and preview and edit icons
* '''Question name''' - the name is also a link to the detailed analysis of this question (See Quiz Question Statistics below).
* '''Attempts''' - how many students attempted this question.
* '''Facility Index''' - the percentage of students that answered the question correctly.
* '''[http://en.wikipedia.org/wiki/Standard_deviation Standard Deviation]''' - how much variation there was in the scores for this question.
* '''Random guess score''' - the score the student would get by guessing randomly
* '''Intended/Effective weight''' - Intended weight is simply what you set up when editing the quiz. If question 1 is worth 3 marks out of a total of 10 for the quiz, the the intended weight is 30%. The effective weight is an attempt to estimate, from the results, how much of the actual variation was due to this question. So, ideally the effective weights should be close to the intended weights.
* '''Discrimination index''' - this is the correlation between the score for this question and the score for the whole quiz. That is, for a good question, you hope that the students who score highly on this question are the same students who score highly on the whole quiz. Higher numbers are better.
* '''Discriminative efficiency''' - another measure that is similar to Discrimination index.

:Where random questions are used, there is one row in the table for the random question, followed by further rows, one for each real question that was selected in place of this random question.
:When quiz questions are randomized for each quiz, the quiz module determines a default position.
:[[:dev:Quiz_statistics_calculations|Quiz statistics calculations]] gives further details on all these quantities.
[[File:Quiz_results_statistics_structure_analysis.png|thumb|center|Example of statistics structural analysis section]]
====Quiz statistics chart====
[[File:Quiz_results_statistics_chart.png|thumb|center|Chart example]]

===Quiz question statistics===
Navigation > quiz's name > Results > Statistics (click on any question title)
It is possible to see the statistics for one question on a single page. This view will also tell you what percentage of quiz takers selected each answer (Analysis of responses) and give you basic information about the question.

*Question information- The basic information about the question, the name of the quiz, the question, the question type, the position in the quiz and the question itself. There are preview and edit icons in this page.
*Question statistics - This repeats the information from the table row from the Quiz structure analysis that relates to this question.
*Report options - You can choose whether to run the report on all attempts, or just the first attempt by each student. Some of the calculations used in the report are based on assumptions that may not apply to quizzes that allow more than one attempt.

'':Tip:'' Computing the statistics takes some time, the report will store the computed values and re-use them for up to 15 minutes. Therefore, there is a display of how recently the statistics were calculated, with a button to recalculate them immediatel

<gallery>
File:Quiz_results_statistics_individual_question_preferences.png|Individual question page preferences
File:Quiz_results_statistics_individual_question_information.png|Individual question's information
File:Quiz_results_statistics_individual_question_statistics.png|Individual question's statistic information
</gallery>

====Analysis of individual question responses====

This gives a frequency analysis of the different responses that were given to each part of the question. The details of the analysis depends on the question type, and not all question types support this. For example, essay question responses cannot be analyzed.

[[File:Quiz_results_statistics_individual_question_analysis_responses.png|thumb|center|Individual question's responses statistic information]]

== See also ==

* https://docs.moodle.org/dev/Quiz_statistics_calculations

[[de:Test-Statistik]]
[[es:Quiz_statistics_report]]

Question permissions

2013-07-22T07:25:54Z

TimHunt: /* Technical notes for administrators */

{{Questions}}
[[Roles and capabilities]] are combined with [[Question categories]] to give a user permission to create, edit and view questions in the [[Question bank]]. For example, a combination might allow a student being able to edit questions in a specific quiz activity or all science teachers being able to use the question categories created for their department and not view other departments categories. In short, question categories are [[Context|contexts]] (see [[Question contexts]]) and work with roles to determine a user's permissions in managing individual questions.

Also, Question permissions allow a user to grant other users permissions. For example, a teacher in a course may decide to share their questions located in a specific course question category with other teachers who do not have permission to enter their course. This is all done with permissions that are given to a role in a specific context.

==Brief review of permission concepts==

The 2.0 Moodle [[Question bank]] simplifies the task of organization of questions but the terminology can be confusing. In general, a set of questions is created in what is called a question category. A question category is like a folder in a computer file system or in file cabinet. Like a file folder, a question category might contain other question categories or just a set of questions. Permissions are assigned to question categories. The nesting (placing of a question category within another question category) can create a hierarchy of permissions when it comes to dealing with individual questions located in a question category.

By default a course teacher does not have permission to do anything with questions placed in a category outside the course in which they are assigned a teacher role. By default, students can not even see the Question bank or edit any question. The default permissions can be changed to meet specific goals of a site, a course or even a specific quiz activity.

==Technical notes for administrators==
For users who have privilages to alter the permissisiona for a role, here are some permissions that effect Question bank and its management and use:
*[[Capabilities/moodle/question:config|moodle/question:config]]
*[[Capabilities/moodle/question:managecategory|moodle/question:managecategory]]
*[[Capabilities/moodle/question:add|moodle/question:add]] - determines whether a user has permission to import questions

*[[Capabilities/moodle/question:editall|moodle/question:editall]]
*[[Capabilities/moodle/question:editmine|moodle/question:editmine]]
*[[Capabilities/moodle/question:moveall|moodle/question:moveall]]
*[[Capabilities/moodle/question:movemine|moodle/question:movemine]]
*[[Capabilities/moodle/question:useall|moodle/question:useall]]
*[[Capabilities/moodle/question:usemine|moodle/question:usemine]]
*[[Capabilities/moodle/question:viewall|moodle/question:viewall]]
*[[Capabilities/moodle/question:viewmine|moodle/question:viewmine]]
* Certain capabilities contain the words ''all'' or ''mine'':
** ''all'' means all questions, and if you have the ''all'' capability, ''mine'' is not tested.
** ''mine'' means that you have the capability for your questions but not for questions created by others

==See also==

*[[How to let teachers share questions between courses]]
*[[Question permissions explained with diagrams]]
*[[Question creator role]]

Using Moodle forum discussions:
*[http://moodle.org/mod/forum/discuss.php?d=67725 capability for editing new questions]
*[http://moodle.org/mod/forum/discuss.php?d=68072 examining present capabilities for questions]

[[Category:Roles]]

[[de:Fragen-Rechte]]
[[eu:Galderen_baimenak]]
[[ja:問題パーミッション]]

STACK question type

2013-07-18T16:44:21Z

TimHunt: /* Details */

{{Questions}}
STACK stands for System for Teaching and Assessment using a Computer algebra Kernel.

==Overview==
STACK is an open-source system for computer-aided assessment in Mathematics and related disciplines, with emphasis on formative assessment. This documentation is for version 3 of STACK, which provides a question type for the Moodle quiz. More about what we are trying to achieve can be found under [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/About/The_philosophy_of_STACK.md the philosophy of STACK].

==Details==
The STACK system is a computer aided assessment package for mathematics, which provides a question type for the Moodle quiz. In computer aided assessment (CAA), there are two classes of question types.

* Selected response questions
** In these questions, a student makes a selection from, or interacts with, potential answers which the teacher has selected. Examples include multiple choice, multiple response and so on.

* Student-provided answer question
** In these questions the student's answer contains the content. It is not a selection. Examples of these are numeric questions.

STACK concentrates on student-provided answers which are mathematical expressions. For example, a student might respond to a question with a polynomial or matrix. Essentially STACK asks for mathematical expressions and evaluates these using computer algebra. The prototype test is the following pseudo-code.

if
simplify(student_answer-teacher_answer) = 0
then
mark = 1,
else
mark = 0.

STACK uses a '' computer algebra system '' (CAS) to implement these mathematical functions. A CAS provides a library of functions with which to manipulate students' answers and generate outcomes such as providing feedback. Establishing algebraic equivalence with a correct answer is only one kind of manipulation which is possible.

Using CAS can also help generate random yet structured problems, and corresponding worked solutions.

In STACK a lot of attention has been paid to allowing teachers to author and manage their own questions. The following are the key features.

* Question versions are randomly generated within structured templates.
* There are many different kinds of inputs. These are, for example, where the student enters a mathematical expression, or makes a true/false selection.
* Mathematical properties of students' answers are established using answer tests within the CAS Maxima.
* Feedback is assigned on the basis of these properties using a potential response tree. This feedback includes:
** Textual comments for the student.
** A numerical mark.
** Answer notes from which statistics for the teacher are compiled.

These broadly correspond to formative, summative and evaluative functions of assessment. Which of these outcomes is available to the student, and when, is under the control of the teacher.

* Multi-part mathematical questions are possible: each question may have any number of inputs and any number of potential response trees. There need not be a one-to-one correspondence between these.
* Partial credit is possible when an expression only satisfies some of the required properties.
* Plots can be dynamically generated and included within any part of the question, including feedback in the form of a plot of the student's expression.

==Official User Documentation==
See the [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/About/index.md Official User Documentation] for the STACK project.

==Where to start==

===Teachers===
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Authoring/index.md Authoring questions], including an [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Authoring/Authoring_quick_start.md authoring quick start guide].
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Authoring/Testing.md Question testing].
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Authoring/Deploying.md Deploying questions].
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Authoring/Reporting.md Reporting]
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Authoring/Author_FAQ.md Frequently asked questions]

===[https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Students/index.md Students]===
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Students/FAQ.md Frequently asked questions].
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Students/Answer_input.md Input instructions].
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Students/Answer_assessment.md How answers are assessed].

===Administrators===
* For [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Installation/index.md Installation instructions].

===[https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Developer/index.md Developers]===
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/Developer/index.md Developer docs]

==See also==
* [https://github.com/maths/moodle-qtype_stack/blob/master/doc/en/index.md Official User Documentation for the STACK project]
* [http://stack.bham.ac.uk/ Website URL]
* [https://github.com/maths/moodle-qtype_stack Source control URL]
* [https://github.com/maths/moodle-qtype_stack/issues Bug tracker]
* [https://moodle.org/mod/forum/view.php?id=752 Discussion]

[[Category:Contributed code]]
[[Category:Questions]]

[[es:Tipo de pregunta STACK]]

Question types

2013-07-18T11:39:06Z

TimHunt: /* Third-party question types */

{{Questions}}

You may add a variety of different types of questions in the Quiz and Lesson modules. This page is about [[Quiz module]] question types; some will be similar to [[Lesson questions]] types, which are fewer in number and function differently. The standard quiz question types are listed below with brief descriptions. '''Please use the links on the right side of this page to find more detailed information about standard questions types.'''

==Standard question types==

=== Calculated ===
Calculated questions offer a way to create individual numerical questions by the use of wildcards that are substituted with individual values when the quiz is taken. [[Calculated_question_type|More on the Calculated question type]]

=== Description ===
This is not a real question. It simply prints some text (and possibly graphics) without requiring an answer. This can be used to provide some information to be used by a subsequent group of questions, for example. [[Description_question_type|More on the Description question type]]

=== Essay ===
This allows students to write at length on a particular subject and must be manually graded.
{{New features}}
It is possible for a teacher to create a template to scaffold the student's answer in order to give them extra support. The template is then reproduced in the text editor when the student starts to answer the question. See Youtube video [http://youtu.be/BAZa66WvyWQ Essay scaffold with the Moodle quiz]

{|
| [[File:templatebox.png|thumb|Response template in question set up screen]]
| [[File:quiztemplate.png|thumb|What the student sees]]
|
|}

=== Matching ===
A list of sub-questions is provided, along with a list of answers. The respondent must "match" the correct answers with each question. [[Matching_question_type|More on the Matching question type]]

=== Embedded Answers ([http://en.wikipedia.org/wiki/Cloze_test Cloze Test] / Gap Fill) ===
These very flexible questions consist of a passage of text (in Moodle format) that has various answers embedded within it, including multiple choice, short answers and numerical answers. [[Embedded_Answers_(Cloze)_question_type|More on the Embedded Answers question type]]

Writing project multiple choice.

=== Short Answer ===
In response to a question (that may include an image), the respondent types a word or phrase. There may several possible correct answers, with different grades. Answers may or may not be sensitive to case. [[Short-Answer_question_type|More on the Short Answer question type]]

=== Numerical ===
From the student perspective, a numerical question looks just like a short-answer question. The difference is that numerical answers are allowed to have an accepted error. This allows a continuous range of answers to be set. [[Numerical_question_type|More on the Numerical question type]]

=== True/False ===
In response to a question (that may include an image), the respondent selects from two options: True or False. [[True/False_question_type|More on the True/False question type]]

==Third-party question types==

Besides the standard question types that are part of the core Moodle distribution, there are a number of [https://moodle.org/plugins/browse.php?list=category&id=29 question type add-ons] in [https://moodle.org/plugins the add-ons database].

Some of those add-ons have additional documentation here:

* [[Algebra question type]]
* [[Calculated Objects question type]]
* [[Combined question type]]
* [[Drag and drop image or text question type]]
* [[Drag and drop into text]]
* [[Drag and drop marker question type]]
* [[Drag and drop matching question type]]
* [[Drag and drop onto image question type]]
* [[Java Molecular Editor question type]]
* [[Opaque question type]]
* [[Pattern-match question type]]
* [[Preg question type]]
* [[Regular Expression Short-Answer question type]]
* [[Select missing words question type]]
* [[Spreadsheet question type]]

==See also==
[[Lesson questions]]

[[Category:Quiz]]
[[Category:Teacher]]
[[Category:Lesson]]

[[ca:Tipus_de_preguntes]]
[[es:Tipos de preguntas]]
[[eu:Galdera-motak]]
[[fr:Types de questions]]
[[ja:問題タイプ]]

Question types

2013-07-18T11:38:42Z

TimHunt: /* Third-party question types */

{{Questions}}

You may add a variety of different types of questions in the Quiz and Lesson modules. This page is about [[Quiz module]] question types; some will be similar to [[Lesson questions]] types, which are fewer in number and function differently. The standard quiz question types are listed below with brief descriptions. '''Please use the links on the right side of this page to find more detailed information about standard questions types.'''

==Standard question types==

=== Calculated ===
Calculated questions offer a way to create individual numerical questions by the use of wildcards that are substituted with individual values when the quiz is taken. [[Calculated_question_type|More on the Calculated question type]]

=== Description ===
This is not a real question. It simply prints some text (and possibly graphics) without requiring an answer. This can be used to provide some information to be used by a subsequent group of questions, for example. [[Description_question_type|More on the Description question type]]

=== Essay ===
This allows students to write at length on a particular subject and must be manually graded.
{{New features}}
It is possible for a teacher to create a template to scaffold the student's answer in order to give them extra support. The template is then reproduced in the text editor when the student starts to answer the question. See Youtube video [http://youtu.be/BAZa66WvyWQ Essay scaffold with the Moodle quiz]

{|
| [[File:templatebox.png|thumb|Response template in question set up screen]]
| [[File:quiztemplate.png|thumb|What the student sees]]
|
|}

=== Matching ===
A list of sub-questions is provided, along with a list of answers. The respondent must "match" the correct answers with each question. [[Matching_question_type|More on the Matching question type]]

=== Embedded Answers ([http://en.wikipedia.org/wiki/Cloze_test Cloze Test] / Gap Fill) ===
These very flexible questions consist of a passage of text (in Moodle format) that has various answers embedded within it, including multiple choice, short answers and numerical answers. [[Embedded_Answers_(Cloze)_question_type|More on the Embedded Answers question type]]

Writing project multiple choice.

=== Short Answer ===
In response to a question (that may include an image), the respondent types a word or phrase. There may several possible correct answers, with different grades. Answers may or may not be sensitive to case. [[Short-Answer_question_type|More on the Short Answer question type]]

=== Numerical ===
From the student perspective, a numerical question looks just like a short-answer question. The difference is that numerical answers are allowed to have an accepted error. This allows a continuous range of answers to be set. [[Numerical_question_type|More on the Numerical question type]]

=== True/False ===
In response to a question (that may include an image), the respondent selects from two options: True or False. [[True/False_question_type|More on the True/False question type]]

==Third-party question types==

Besides the standard question types that are part of the core Moodle distribution, there are a number of [https://moodle.org/plugins/browse.php?list=category&id=29 question type add-ons] in [https://moodle.org/plugins the add-ons database].

Some of those add-ons have additional documentation here:

* [[Algebra question type]]
* [[Calculated Objects question type]]
* [[Combined question type]]
* [[Drag and drop image or text question type]]
* [[Drag and drop into text]]
* [[Drag and drop marker question type]]
* [[Drag and drop matching question type]]
* [[Drag and drop onto image question type]]
* [[Java Molecular Editor question type]]
* [[Opaque question type]]
* [[Pattern-match question type]]
* [[Preg question type]]
* [[Regular Expression Short-Answer question type]]
* [[Select_missing_words_question_type]]
* [[Spreadsheet question type]]

==See also==
[[Lesson questions]]

[[Category:Quiz]]
[[Category:Teacher]]
[[Category:Lesson]]

[[ca:Tipus_de_preguntes]]
[[es:Tipos de preguntas]]
[[eu:Galdera-motak]]
[[fr:Types de questions]]
[[ja:問題タイプ]]

question/type/gapselect

2013-07-18T11:37:57Z

TimHunt: TimHunt moved page question/type/gapselect to Select missing words question type

#REDIRECT [[Select missing words question type]]

Select missing words question type

2013-07-18T11:37:42Z

TimHunt: TimHunt moved page question/type/gapselect to Select missing words question type

{{Questions}}This is very similar to the [[question/type/ddwtos|Drag and drop into text]] question type, but uses drop-down menus in the text instead of drag-boxes. This works well where the question text is very long, so you would have to scroll a lot to do drag and drop.

This is a question type created and maintained by the Open University.

== More documentation ==

More [http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.5.1 http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.4.6 documentation is available] on the Open University's [http://www.open.edu/openlearn/ OpenLearn site].

== See also ==

* [http://moodle.org/plugins/browse.php?list=set&id=10 Other Moodle plugins from the Open University]
* [http://moodle.org/plugins/browse.php?list=category&id=29 Other third-party question type plugins]
* [http://labspace.open.ac.uk/course/view.php?id=3484 eAssessment at the Open University with open source software]

[[Category:Contributed code]]

[[es:Tipo de pregunta seleccionar palabra faltante]]
[[fr:Question à mot manquant]]

question/type/ddwtos

2013-07-18T09:27:32Z

TimHunt: TimHunt moved page question/type/ddwtos to Drag and drop into text

#REDIRECT [[Drag and drop into text]]

Drag and drop into text

2013-07-18T09:27:12Z

TimHunt: TimHunt moved page question/type/ddwtos to Drag and drop into text

{{Questions}}A drag and drop question type where missing words have to be dragged into gaps in a paragraph of text.

[[File:danddqruntimem2.jpg]]

This is a question type created and maintained by the Open University.

== More documentation ==

More [http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.4.1 http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.4.1 documentation is available] on the Open University's [http://www.open.edu/openlearn/ OpenLearn site].

== See also ==

* [http://moodle.org/plugins/browse.php?list=set&id=10 Other Moodle plugins from the Open University]
* [http://moodle.org/plugins/browse.php?list=category&id=29 Other third-party question type plugins]
* [http://labspace.open.ac.uk/course/view.php?id=3484 eAssessment at the Open University with open source software]

[[Category:Contributed code]]

[es:Tipo de pregunta arrastrar y soltar al texto]]

Dyskusja:question/type/ddimageortext

2013-07-18T06:20:51Z

TimHunt: TimHunt moved page Talk:question/type/ddimageortext to Talk:Drag and drop image or text question type: Follow naming convention.

#REDIRECT [[Talk:Drag and drop image or text question type]]

Dyskusja:Drag and drop image or text question type

2013-07-18T06:20:36Z

TimHunt: TimHunt moved page Talk:question/type/ddimageortext to Talk:Drag and drop image or text question type: Follow naming convention.

I think that this page should be named "Drag_and_drop_image_or_text_question_type" to keep the naming of other question types in Moodle Docs

question/type/ddimageortext

2013-07-18T06:20:26Z

TimHunt: TimHunt moved page question/type/ddimageortext to Drag and drop image or text question type: Follow naming convention.

#REDIRECT [[Drag and drop image or text question type]]

Drag and drop image or text question type

2013-07-18T06:20:06Z

TimHunt: TimHunt moved page question/type/ddimageortext to Drag and drop image or text question type: Follow naming convention.

{{Questions}}The student must drag images or text labels onto predefined drop zones in a background image.

[[File:ddimageexample.png]]

My comparison, the [[question/type/ddmarker|Drag-and-drop markers]] question types lets students all labels to an image with no predefined areas.

This is a question type created and maintained by the Open University.

== More documentation ==

More [http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.5.1 http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.4.2 documentation is available] on the Open University's [http://www.open.edu/openlearn/ OpenLearn site].

== See also ==

* [http://moodle.org/plugins/browse.php?list=set&id=10 Other Moodle plugins from the Open University]
* [http://moodle.org/plugins/browse.php?list=category&id=29 Other third-party question type plugins]
* [http://labspace.open.ac.uk/course/view.php?id=3484 eAssessment at the Open University with open source software]

[[Category:Contributed code]]

Dyskusja:Moodle XML format

2013-07-17T11:37:17Z

TimHunt:

Would it be clearer to name this page "Moodle Question XML format", since it only describes the XML format for questions, not for glossaries, courses, or SCORM?
(Ideally the other XML formats would have separate pages, although I don't see much documentation for those formats.)

--[[User:Clif Kussmaul|Clif Kussmaul]] ([[User talk:Clif Kussmaul|talk]]) 18:54, 17 July 2013 (WST)

: Well, in the Moodle user interface, the format is called Moodle XML format, and has been for years. So, renaming this page will reduce some forms of confusion, but increase others.--[[User:Tim Hunt|Tim Hunt]] ([[User talk:Tim Hunt|talk]]) 19:37, 17 July 2013 (WST)

Combined question type

2013-07-03T14:45:59Z

TimHunt: /* See also */

{{Questions}}
The Combined question incorporates features of four existing question types into one composite question.

[[File:combinedqtype.png]]

The four question types that are included are
* Numeric (n.b. based on Variable numeric and not Numerical)
* Pattern match
* OU multiple response
* Select missing word

==Response fields==

The response fields have the form
[[<identifier>:<type>{:<options>}]]

<identifier> may be alphanumeric up to 8 characters. In our example we’ve just used numbers.
<type> is one of numeric, pmatch, multiresponse or selectmenu.

Numeric and pmatch have the option to limit the size of the input box.
* '''__10__''' is the width of the displayed input box in characters alone.
* '''_____''' (i.e.) without a number provides a box equivalent in length to the number of underscores.
If no ____ is present the input box follows the question stem and is a ‘full single line’.

Multiresponse can be displayed vertically or horizontally
* '''v''' for vertical display. This is the default.
* '''h''' for horizontal display. If the rendering is too long it wraps at a choice.

Selectmenu must be followed by the correct choice.

Note that it is possible to have multiple choices that use the same menu choices
e.g. The quick brown <nowiki>[[4:selectmenu:2]]</nowiki> jumps over the lazy <nowiki>[[4:selectmenu:4]]</nowiki>.

Where the choices are, cow, fox, cat, dog.

After adding new input fields and to remove unwanted input fields click the ‘Verify the question text and update the form’ button. At this point your question text will be validated.

==Answer section==

The sub-sections of the form are presented in the order that they are first mentioned in the question.

For our example there are four sub-sections. For open ended responses we are only expecting to match correct responses and as such the ability to match and comment on specific incorrect responses is not supported.

[[File:combineda1.png]]

Scientific notation enables the input of 10n.

[[File:combineda2.png]]

The Pattern match syntax can be found here [http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.3.1 Pattern match documentation]

[[File:combineda3.png]]

[[File:combineda4.png]]

These response matching sections follow the rules of the single questions that they are taken from.

Feedback is given in the order
* Combined feedback
* Feedback to any incorrect response in the order given.
* any Hint.

Weightings should add to 100%.

==Combined feedback==

[[File:combinedcf.png]]

The number of correct responses is counted as the number of correct input boxes plus choices from multiresponse and selectmenu.

==Settings for multiple tries==

This section is used when a try is not totally correct and the test author has chosen to run the test as ‘Interactive with multiple tries’.

The number of correct responses is counted as the number of correct input boxes plus choices from multiresponse and selectmenu.

==Scoring==

There is no negative marking of gaps that are filled incorrectly.
If the question is used in 'interactive with multiple tries' style the marking is modified as follows:
# The mark is reduced for each try by the penalty factor.
# Allowance is made for when a correct choice is first chosen providing it remains chosen in subsequent tries.

==See also==

* [https://moodle.org/plugins/view.php?plugin=qtype_combined Combined question type in the plugins database]
* [https://github.com/moodleou/moodle-qtype_combined The combined question type code on github]

[[Category:Contributed code]]

Combined question type

2013-07-03T14:39:21Z

TimHunt: /* Scoring */

{{Questions}}
The Combined question incorporates features of four existing question types into one composite question.

[[File:combinedqtype.png]]

The four question types that are included are
* Numeric (n.b. based on Variable numeric and not Numerical)
* Pattern match
* OU multiple response
* Select missing word

==Response fields==

The response fields have the form
[[<identifier>:<type>{:<options>}]]

<identifier> may be alphanumeric up to 8 characters. In our example we’ve just used numbers.
<type> is one of numeric, pmatch, multiresponse or selectmenu.

Numeric and pmatch have the option to limit the size of the input box.
* '''__10__''' is the width of the displayed input box in characters alone.
* '''_____''' (i.e.) without a number provides a box equivalent in length to the number of underscores.
If no ____ is present the input box follows the question stem and is a ‘full single line’.

Multiresponse can be displayed vertically or horizontally
* '''v''' for vertical display. This is the default.
* '''h''' for horizontal display. If the rendering is too long it wraps at a choice.

Selectmenu must be followed by the correct choice.

Note that it is possible to have multiple choices that use the same menu choices
e.g. The quick brown <nowiki>[[4:selectmenu:2]]</nowiki> jumps over the lazy <nowiki>[[4:selectmenu:4]]</nowiki>.

Where the choices are, cow, fox, cat, dog.

After adding new input fields and to remove unwanted input fields click the ‘Verify the question text and update the form’ button. At this point your question text will be validated.

==Answer section==

The sub-sections of the form are presented in the order that they are first mentioned in the question.

For our example there are four sub-sections. For open ended responses we are only expecting to match correct responses and as such the ability to match and comment on specific incorrect responses is not supported.

[[File:combineda1.png]]

Scientific notation enables the input of 10n.

[[File:combineda2.png]]

The Pattern match syntax can be found here [http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.3.1 Pattern match documentation]

[[File:combineda3.png]]

[[File:combineda4.png]]

These response matching sections follow the rules of the single questions that they are taken from.

Feedback is given in the order
* Combined feedback
* Feedback to any incorrect response in the order given.
* any Hint.

Weightings should add to 100%.

==Combined feedback==

[[File:combinedcf.png]]

The number of correct responses is counted as the number of correct input boxes plus choices from multiresponse and selectmenu.

==Settings for multiple tries==

This section is used when a try is not totally correct and the test author has chosen to run the test as ‘Interactive with multiple tries’.

The number of correct responses is counted as the number of correct input boxes plus choices from multiresponse and selectmenu.

==Scoring==

There is no negative marking of gaps that are filled incorrectly.
If the question is used in 'interactive with multiple tries' style the marking is modified as follows:
# The mark is reduced for each try by the penalty factor.
# Allowance is made for when a correct choice is first chosen providing it remains chosen in subsequent tries.

==See also==

* Combined question type in the plugins database
* [https://github.com/moodleou/moodle-qtype_combined The combined question type code on github]

[[Category:Contributed code]]

Combined question type

2013-07-03T14:38:53Z

TimHunt:

{{Questions}}
The Combined question incorporates features of four existing question types into one composite question.

[[File:combinedqtype.png]]

The four question types that are included are
* Numeric (n.b. based on Variable numeric and not Numerical)
* Pattern match
* OU multiple response
* Select missing word

==Response fields==

The response fields have the form
[[<identifier>:<type>{:<options>}]]

<identifier> may be alphanumeric up to 8 characters. In our example we’ve just used numbers.
<type> is one of numeric, pmatch, multiresponse or selectmenu.

Numeric and pmatch have the option to limit the size of the input box.
* '''__10__''' is the width of the displayed input box in characters alone.
* '''_____''' (i.e.) without a number provides a box equivalent in length to the number of underscores.
If no ____ is present the input box follows the question stem and is a ‘full single line’.

Multiresponse can be displayed vertically or horizontally
* '''v''' for vertical display. This is the default.
* '''h''' for horizontal display. If the rendering is too long it wraps at a choice.

Selectmenu must be followed by the correct choice.

Note that it is possible to have multiple choices that use the same menu choices
e.g. The quick brown <nowiki>[[4:selectmenu:2]]</nowiki> jumps over the lazy <nowiki>[[4:selectmenu:4]]</nowiki>.

Where the choices are, cow, fox, cat, dog.

After adding new input fields and to remove unwanted input fields click the ‘Verify the question text and update the form’ button. At this point your question text will be validated.

==Answer section==

The sub-sections of the form are presented in the order that they are first mentioned in the question.

For our example there are four sub-sections. For open ended responses we are only expecting to match correct responses and as such the ability to match and comment on specific incorrect responses is not supported.

[[File:combineda1.png]]

Scientific notation enables the input of 10n.

[[File:combineda2.png]]

The Pattern match syntax can be found here [http://labspace.open.ac.uk/mod/oucontent/view.php?id=470268&section=5.3.1 Pattern match documentation]

[[File:combineda3.png]]

[[File:combineda4.png]]

These response matching sections follow the rules of the single questions that they are taken from.

Feedback is given in the order
* Combined feedback
* Feedback to any incorrect response in the order given.
* any Hint.

Weightings should add to 100%.

==Combined feedback==

[[File:combinedcf.png]]

The number of correct responses is counted as the number of correct input boxes plus choices from multiresponse and selectmenu.

==Settings for multiple tries==

This section is used when a try is not totally correct and the test author has chosen to run the test as ‘Interactive with multiple tries’.

The number of correct responses is counted as the number of correct input boxes plus choices from multiresponse and selectmenu.

==Scoring==

There is no negative marking of gaps that are filled incorrectly.
If the question is used in 'interactive with multiple tries' style the marking is modified as follows:
1. The mark is reduced for each try by the penalty factor.
2. Allowance is made for when a correct choice is first chosen providing it remains chosen in subsequent tries.

==See also==

* Combined question type in the plugins database
* [https://github.com/moodleou/moodle-qtype_combined The combined question type code on github]

[[Category:Contributed code]]