Development:Quiz UI redesign scenarios - Entering questions into an exam: Difference between revisions
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Unless exams are very simple, teachers often have a natural set of categories to organize questions in, from course curriculum or from the actual material of the course. In tech-speak, this can be regarded as metadata of the actual questions. | Unless exams are very simple, teachers often have a natural set of categories to organize questions in, from course curriculum or from the actual material of the course. In tech-speak, this can be regarded as metadata of the actual questions. | ||
=== Mack === | === Mack Marketing === | ||
* carefully crafted, can't reuse the questions (but may be able to use for reference) | * carefully crafted, can't reuse the questions (but may be able to use for reference) | ||
Revision as of 15:25, 11 June 2008
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Organizing questions and adding them into an exam
Unless exams are very simple, teachers often have a natural set of categories to organize questions in, from course curriculum or from the actual material of the course. In tech-speak, this can be regarded as metadata of the actual questions.
Mack Marketing
- carefully crafted, can't reuse the questions (but may be able to use for reference)
Mack primarily creates just exams. For him, exams are one-time wholes and each question is a part of the whole, tightly bound to that one exam.
However, Mack can use his questions as templates, or at least sources for inspiration when creating new exams. Thus he keeps a copy all his exams, sorted by date. If he had time, he sometimes wonders, he would also create an thematical index of all the questions, so that whenever he needed a question from a certain theme, he could just look at the index and see which exams contained a question he needs.
Sometimes Mack finds himself in a real hurry when a student wants a renewal (another try or another, separate date for taking the exam for the first time) for an exam, since some, even the more rarely taken exams he has don't have question banks. In this case, he might be willing to compromise how unique wholes his exams are, so that he can have a question bank full of spare questions, ready for use for surprising renewal exams.
Ida Informatics
Based on the themes that come from course curriculum, Ida has organized her questions in categories. Under most themes she has further divided the questions into different difficulty levels and for most a given exam, she usually has about 60% of easier and 40% of mode difficult questions. Since she has a lot (i.e. dozens ... thousands) of questions for each course, she would find it useful to categorize questions based on different criterias – that is, to be capable of tagging questions, as well as searching for particular questions based on their content, tags or other properties.
Harvey
Each time the exam is taken, Harvey picks one or two questions for each exam book from his comprehensive selection of questions.
