- 1 Name/Introduction
- 2 Open/Close the quiz
- 3 Time limit
- 4 Questions per page
- 5 Shuffle questions
- 6 Shuffle answers
- 7 Attempts allowed
- 8 Each attempt builds on the last
- 9 Grading method
- 10 Adaptive mode
- 11 Apply penalties
- 12 Decimal points
- 13 Students may review
- 14 Show quiz in a "secure" window
- 15 Require password
- 16 Require network address
- 17 Group mode
- 18 Visible to students
These are the descriptive fields in your quiz. In the Name field, write the name of the quiz that you wish it to be identified by. In the Introduction field, write the description of the quiz that students will see before attempting the quiz.
Open/Close the quiz
You can specify times when the quiz is accessible for people to make attempts. Before the opening time, and after the closing time, the quiz will be unavailable.
By default, quizzes do not have a time limit, which allows students as much time as they need to complete the quiz. If you do specify a time limit, several things are done to try and ensure that quizzes are completed within that time:
- A floating timer window is shown with a countdown
- When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
- If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero
Questions per page
For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz page breaks will automatically be inserted according to the setting you choose here. However you will also be able to move page breaks around by hand later on the editing page.
If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student attempts the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.
If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.
Students may be allowed to have multiple attempts at a quiz. This can help make the process of taking the quiz more of an educational activity rather than simply an assessment.
Each attempt builds on the last
If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows a quiz to be completed over several attempts. To show a fresh quiz on every attempt, select No for this setting.
When multiple attempts are allowed, there are different ways you can use the grades to calculate the student's final grade for the quiz.
- Highest grade
The final grade is the highest (best) grade in any attempt.
- Average grade
The final grade is the average (simple mean) grade of all attempts.
- First grade
The final grade is the grade gained on the first attempt (other attempts are ignored).
- Last grade
The final grade is the grade gained on the most recent attempt only.
If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However a penalty will usually be subtracted from the students score for each wrong attempt (the amount of penalty is determined by the penalty factor, set by the next option).
This mode also allows adaptive questions that can change themselves in response to a student's answer. Here is how the IMS QTI specification defines adaptive questions (items):
An adaptive item is an item that adapts either its appearance, its scoring (Response Processing) or both in response to each of the candidate's attempts. For example, an adaptive item may start by prompting the candidate with a box for free-text entry but, on receiving an unsatisfactory answer, present a simple choice interaction instead and award fewer marks for subsequently identifying the correct response. Adaptivity allows authors to create items for use in formative situations which both help to guide candidates through a given task while also providing an outcome that takes into consideration their path In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and prompt the student to try again; in more complicated question also the question text and even the interaction elements can change.
If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.
This setting has no effect unless the quiz is run in adaptive mode.
By using this setting you can select the number of decimals to be showed in the grade of every attempt.
Students may review
This option controls whether and when students will be able to review their past attempts at this quiz.
Students may review responses, scores, feedback or answers immediately after the attempt, while the quiz is still open or after the quiz is closed.
Show quiz in a "secure" window
The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.
What happens is that:
- The quiz appears in a new fullscreen window.
- Some mouse actions on the text are prevented.
- Some keyboard commands are prevented.
NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.
This field is optional.
If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz.
Require network address
This field is optional.
You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 188.8.131.52/20, 184.108.40.206
There are three types of numbers you can use (you can not use text based domain names like example.com):
- Full IP addresses, such as 192.168.10.1 which will match a single computer (or proxy).
- Partial addresses, such as 192.168 which will match anything starting with those numbers.
- CIDR notation, such as 220.127.116.11/20 which allows you to specify more detailed subnets.
Spaces are ignored.
The group mode can be one of three levels:
- No groups
There are no sub groups, everyone is part of one big community
- Separate groups
Each group can only see their own group, others are invisible
- Visible groups
Each group works in their own group, but can also see other groups
The group mode can be defined at two levels:
- Course level
The group mode defined at the course level is the default mode for all activities defined within that course
- Activity level
Each activity that supports groups can also define its own grouping mode. If the course is set to "force group mode" then the setting for each activity is ignored.
Visible to students
You can also decide on whether or not the quiz will be seen by the students. You can hide the activity from students selecting "Hide" in the Visible to students field. It is useful if you wouldn't like to make the activity available immediately.
More about creating quiz questions you will find here.