MoodleDocs - User contributions [en]

Quiz FAQ

2020-06-10T11:16:54Z

Tkorner: /* How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? */

{{Quiz}}
==General==

===How can I try a quiz before it is released?===

You have prepared a quiz exam for your students. It is currently in a hidden state. The exam opens on the day of the exam, at a time that the students know about. However, to satisfy yourself that it is doable in the time allotted, You wish to do a dry run yourself before that date. How can You accomplish this?

Method 1: Use the Preview feature available to you as a teacher as you are making the quiz.

Method 2:

# Make a dummy account with a name like "Test Student".
# Enrol that user in the course as a student.
# Add a "User override" to the quiz, so "Test Student" can attempt the quiz before it is open to everyone else.
# Log in as "Test student".
# Attempt the quiz.
# Log back in as teacher.
# Review the attempt.
# Go to Results -> Grades and delete the test attempt.
# Un-enrol "Test Student" from your course.

Method 3: Set up a Moodle Playground course for your teachers. Add teachers with dual role (teacher and student). Teachers can later copy the quiz/assignment/whatever over to their live class.

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

See [[Quiz submission notification]].

===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|500px]]

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

===How can I print a copy of a quiz?===

Use your browser printer option (for example by right-clicking and selecting Print) When a student prints their finished quiz, responses and feedback will also be printed.

[[File:browserquizprint29.png|thumb|center|400px|Print preview of finished quiz - Click to enlarge]]

You can also export 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 of the details of each question.

=== How can I print all the students' quiz questions and answers?===
Install the [https://moodle.org/plugins/quiz_archive quiz archive report] additional plugin and print the webpage to PDF.

=== How can I optimize a Moodle server for performing more concurrent quizzes? ===

See [[Performance recommendations]].

=== Can I release the answers to students who did not attempt a quiz? ===
Yes. One way to handle this with standard Moodle would be to open the quiz after the deadline and add a time limit to the quiz of one second. Unless students are extremely quick they will not be able to gain any points, but would see the general feedback.

=== How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? ===
* Check the [[Offline quiz activity]] additional plugin.
* Read about the use of Chromebooks and iPad in the [[https://docs.moodle.org/38/en/Safe_Exam_Browser | Safe Exam Browser]] Moodle documentation for version until 3.8.
* Visit the page for [https://www.eventbrite.com.au/o/transforming-exams-e-exams-symposium-17431618115 Transforming Exams] - Transforming Exams is an Australian Government funded research project looking at approaches to conducting authentic digital assessment in the exam rooms of Australian universities via the use of Bring-your-own laptops. The project involves 10 Australian university partners and is lead out of Monash University. See [http://transformingexams.com/ TransformingExams.com] for project information.

===Can I print the quiz results without the answers history?===
If you want to to print the results of all the student attempts, but ommit the answers history, as it might take much space, you can do so by accessing the settings on Site admin -> Appearance -> Additional HTML. In the 'Within head' setting, put something like:

<code php n>
<style type="text/css">
@media print {
.que .history {
display: none;
}
}
</style>
</code>

===Is it possible for a teacher to add a personal/private note to a student's quiz submission?===
Not really, but as a workaround, you can use the buit-in [[Notes]] feature.

===Copying a quiz===
When you add questions to a quiz, you are not actually adding questions, but rather links or pointers to questions in the question bank. When you copy a quiz, two things can happen depending on where the questions are placed:

* If the questions are placed in a question category of the quiz, for example the "Default category for questions shared in the quiz context", the quiz is copied as well as the question category together with the questions it contains. See [[https://docs.moodle.org/39/en/Question_contexts#How_to_access_the_Quiz_activity_context How to access the Quiz activity context]].
* If the questions are not placed in a question category of the quiz, the quiz is copied but not the questions. However, the links to the original questions are copied. Therefore, when editing the quiz copy, you are also editing the questions of the original quiz, because the question links point to the same questions. Be careful!

==Setup==

===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 consequences in the grade book.

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 Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

===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 (e.g. '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.

===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:

===Can I make a second quiz start right away after a first quiz is finished?===
By using a hack (See [https://moodle.org/mod/forum/discuss.php?d=377382 this forum thread]).

In the 'Overall feedback' for the first quiz, add some code which redirects to the second quiz. Make a big button to make that obvious:

<code css>
<div style="text-align:center;padding:20px;">
<a href="https://--your domain--/mod/quiz/view.php?id=--quiz 2 no--" target="_blank">
<button type="button" style="height:100px;font-size:24px;">Click here to access Quiz 2</button>
</a>
</div>
</code>

It would look like this:

[[File:Click here to access Quiz 2.png|200px]]

Notes:

* The button will not appear in the gradebook.
* In the quiz settings and under Review options, select 'Overall feedback' under 'Immediately after the attempt'. Deselect 'Overall feedback' under 'Later, while the quiz is still open' and 'After the quiz is closed'.

==Attempts==

===How can I give particular students extra time or numbers of attempts?===
*In the Quiz administration there is a link "User overrides"
*Click this link and you will be able to choose one or more users and change quiz dates, times or number of attempts.

[[File:quizuseroverride.png]]

===Can I have different start times/timings/numbers of attempts for different groups?===
*In the Quiz administration settings block, there is a link "group overrides" that allows you to do things like grant extensions to certain groups of students.
*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 manually entering a grade in the gradebook. Also the teacher could change the closing date after the fact and regrade the attempts. The students' answers would then get graded.

===How can a "Never submitted quiz" attempt be submitted?===
Currently there is no way to retrieve an attempt that was "Never Submitted", and get it back into the "In progress" state. Perhaps the best solution is to plan ahead and set your quiz to set your quiz to be submitted automatically. Alternatively, you can
# Update the quiz : set the "close the quiz" date after today
# Set "When time expires" to "There is a grace period ..."
#Under Grade set "Attempts allowed" to "unlimited"
#Question behavior: Each attempt builds on the last "Yes"
# Invite the students who did not close their exams
# Allow them to start a new attempt, and close it immediately.

===Why can't people (guests) attempt 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 = guest, password = visitor, for everyone to share.

===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, 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 force my students to answer all the question in a quiz before they submit?===

There are various ways to answer this:
# You can't.
# Your students are not stupid. They know they will get zero marks for any question they do not answer, so they already have a strong incentive to answer every question. Furthermore, at the end of the quiz there is the summary page where they can easily check that they have answered all the questions before they submit, so they won't accidentally miss questions.
# OK, so you want us to write code that won't let students submit before they have answered each question. Well, all that does is forces the student to put random junk like "asdf" into each question before they click the button, or randomly make a choice in each multiple choice question. There is no educational benefit in this. You get more meaningful information if students leave those questions blank rather than putting in random responses.

=== Can I force a user to reattempt only incorrect questions in subsequent attempts?===

The easiest way to implement this solution is to use javascript or modify the source code on your Moodle site. The javascript solution described in [https://moodle.org/mod/forum/discuss.php?d=395125 this forum thread] is as follows:

* Insert the following code in the HTML of the text of a description question.
* Include this description question in the quizzes. If the quizzes are displayed on multiple pages, add the description question on each page.
* If you are using the [[Adaptable theme]] you can put the JS in the JS section of the [[Adaptable theme]]. With the standard [[Boost theme]] or [[Classic theme]] place the script in the Site Administration / Appearance / Additional HTML section. This way you don't have to include the script in every quiz.

<code>
<h3>Title of the quiz</h3> // optional
<p>Give some info.</p> // optional

<script src="https://ajax.googleapis.com/ajax/libs/jquery/3.4.1/jquery.min.js"></script>
<script>
$(document).ready(function() {
// Clear sessionStorage after a certain delay
if (sessionStorage.getItem("setTime") != "set") {
nd = new Date();
lastTime = nd.getTime().toString();
sessionStorage.setItem("time", lastTime);
sessionStorage.setItem("setTime", "set");
}
// Set the delay to say 5 minutes: aferXmin = 5
// (Use 0.33 minutes, i.e. 20 sec, for demonstration purposes)
afterXmin = 5;
maxDelay = afterXmin * 60 * 1000;
d = new Date();
newTime = d.getTime()
lastTime = sessionStorage.getItem("time")
delay = newTime - lastTime;
if (delay > maxDelay) {
sessionStorage.clear();
}
// Show or hide correct or incorrect questions in the previous attempt:
i = 0;
$(".que").each(function() {
i++;
var x = i.toString();
if ($(this).hasClass("correct")) {
sessionStorage.setItem(x, "correct");
}
if ($(this).hasClass("incorrect")) {
sessionStorage.setItem(x, "incorrect");
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "correct") {
$(this).hide();
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "incorrect") {
$(this).show();
}
});
});
</script>
</code>

==Grades==

===Why is my quiz not displaying in the gradebook?===

Go to the editing quiz page and check that you have a maximum grade that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

===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 edit grade icon, unchecking the overridden box and saving the changes.

===How can I set a grade to pass?===

See the section 'Setting a grade to pass for a quiz' in [[Activity completion settings]] for details.

===How can I have a quiz that is not graded?===

On the Edit quiz page, change the total score and each question's score to 0 instead of the defaults of 10 and 1 per question:
[[File:quizscore0.png]]

==Appearance==

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

[[File:flag.png]]

There is a capability 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 can I hide the number of marks available for each question?===

This is not really possible unless you are prepared to edit the code.

If you have a custom theme, you can add CSS like this:
<code css>
.que .info .grade { display: none; }
</code>
or you could try to make it more specific, and only hide the grade before the question is answered:
<code css>
.que.answersaved .info .grade,
.que.invalidanswer .info .grade,
.que.notyetanswered .info .grade { display: none; }
</code>
You can also add this CSS using the [[Header_and_footer|Additional HTML admin setting]].

Alternatively, you can alter the PHP code here: https://github.com/moodle/moodle/blob/4de51c25ae227a727dcba7c39f6f644a5d47ce7a/mod/quiz/locallib.php#L1820. Change that line to give the behaviour you want, e.g.
<code php>
$options->marks = self::extract($quiz->reviewmarks, $when,
self::MARK_AND_MAX, self::HIDDEN);
</code>

Be warned that any of these approaches will affect every quiz in the Moodle site.

===How can I delay the quiz feedback after the quiz has passed===
* Suppose the students take a "Main" one-hour quiz from 2 April 14:00 to 2 April 15:00. They shall not have any feedback during and after the quiz until the following week.
* Students take a "Follow up" quiz a week later, starting 9 April 14:00. If they succeed the "Follow up" quiz, they can then review the "Main" quiz and get their points.

This can be done by editing the "Main" and "Follow up" quiz settings, and the Gradebook set up as follows:

[[File:MoodleDocs201904041052.png|280px|thumb|right]]
'''"Main" quiz settings''' ''See also the image on the right'' ->

Timing
Open the quiz: 2 April 14:00
Close the quiz: 9 April 14:00
Review options
During the attempt
Uncheck feedbacks
Immediately after the attempt
Uncheck feedbacks
Later, while the quiz is still open
Uncheck feedbacks
After the quiz is closed
Check feedbacks
Restrict access
Student must match any of the following
Date: until 2 April 15:00
or
Student must match all of the following (restriction set)
Date: from 9 April 14:00
and
Grade: Follow up
Check must be ≥ 1 %

'''"Follow up" quiz settings'''

Timing
Open the quiz: 9 April 14:00

'''Gradebook set up'''
Main quiz: Weight 0.0, ID number "main"
Follow up quiz: Weight 0.0, ID number "followup"
Grade item "Total": Weight 100.0, Calculation = [[main]] + [[followup]] ''(<- do not copy/paste this equation, rewrite it)''

===Is there a way to display submitted images instead of titles of Images on the review page for the quiz?===
Yes. See [https://moodle.org/mod/forum/discuss.php?d=392623#p1582739 this forum post].

==Errors==

===I obtain 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!

==Quiz plugins==

There are a number of ways to extend quizzes, such as adding new reports and questions types. See [https://moodle.org/plugins/browse.php?list=category&id=28 Moodle plugins directory: Plugin type: Quiz].

==See also==

* [[Effective quiz practices]]
* [[Questions FAQ]]

==Any further questions?==

Please post in the [https://moodle.org/mod/forum/view.php?id=737 Quiz forum] on moodle.org.

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]
[[fr:FAQ sur les tests]]

Quiz FAQ

2020-06-10T11:16:30Z

Tkorner: /* How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? */

{{Quiz}}
==General==

===How can I try a quiz before it is released?===

You have prepared a quiz exam for your students. It is currently in a hidden state. The exam opens on the day of the exam, at a time that the students know about. However, to satisfy yourself that it is doable in the time allotted, You wish to do a dry run yourself before that date. How can You accomplish this?

Method 1: Use the Preview feature available to you as a teacher as you are making the quiz.

Method 2:

# Make a dummy account with a name like "Test Student".
# Enrol that user in the course as a student.
# Add a "User override" to the quiz, so "Test Student" can attempt the quiz before it is open to everyone else.
# Log in as "Test student".
# Attempt the quiz.
# Log back in as teacher.
# Review the attempt.
# Go to Results -> Grades and delete the test attempt.
# Un-enrol "Test Student" from your course.

Method 3: Set up a Moodle Playground course for your teachers. Add teachers with dual role (teacher and student). Teachers can later copy the quiz/assignment/whatever over to their live class.

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

See [[Quiz submission notification]].

===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|500px]]

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

===How can I print a copy of a quiz?===

Use your browser printer option (for example by right-clicking and selecting Print) When a student prints their finished quiz, responses and feedback will also be printed.

[[File:browserquizprint29.png|thumb|center|400px|Print preview of finished quiz - Click to enlarge]]

You can also export 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 of the details of each question.

=== How can I print all the students' quiz questions and answers?===
Install the [https://moodle.org/plugins/quiz_archive quiz archive report] additional plugin and print the webpage to PDF.

=== How can I optimize a Moodle server for performing more concurrent quizzes? ===

See [[Performance recommendations]].

=== Can I release the answers to students who did not attempt a quiz? ===
Yes. One way to handle this with standard Moodle would be to open the quiz after the deadline and add a time limit to the quiz of one second. Unless students are extremely quick they will not be able to gain any points, but would see the general feedback.

=== How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? ===
* Check the [[Offline quiz activity]] additional plugin.
* Read about the use of Chromebooks and iPad in the [[https://docs.moodle.org/38/en/Safe_Exam_Browser| Safe Exam Browser]] Moodle documentation for version until 3.8.
* Visit the page for [https://www.eventbrite.com.au/o/transforming-exams-e-exams-symposium-17431618115 Transforming Exams] - Transforming Exams is an Australian Government funded research project looking at approaches to conducting authentic digital assessment in the exam rooms of Australian universities via the use of Bring-your-own laptops. The project involves 10 Australian university partners and is lead out of Monash University. See [http://transformingexams.com/ TransformingExams.com] for project information.

===Can I print the quiz results without the answers history?===
If you want to to print the results of all the student attempts, but ommit the answers history, as it might take much space, you can do so by accessing the settings on Site admin -> Appearance -> Additional HTML. In the 'Within head' setting, put something like:

<code php n>
<style type="text/css">
@media print {
.que .history {
display: none;
}
}
</style>
</code>

===Is it possible for a teacher to add a personal/private note to a student's quiz submission?===
Not really, but as a workaround, you can use the buit-in [[Notes]] feature.

===Copying a quiz===
When you add questions to a quiz, you are not actually adding questions, but rather links or pointers to questions in the question bank. When you copy a quiz, two things can happen depending on where the questions are placed:

* If the questions are placed in a question category of the quiz, for example the "Default category for questions shared in the quiz context", the quiz is copied as well as the question category together with the questions it contains. See [[https://docs.moodle.org/39/en/Question_contexts#How_to_access_the_Quiz_activity_context How to access the Quiz activity context]].
* If the questions are not placed in a question category of the quiz, the quiz is copied but not the questions. However, the links to the original questions are copied. Therefore, when editing the quiz copy, you are also editing the questions of the original quiz, because the question links point to the same questions. Be careful!

==Setup==

===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 consequences in the grade book.

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 Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

===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 (e.g. '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.

===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:

===Can I make a second quiz start right away after a first quiz is finished?===
By using a hack (See [https://moodle.org/mod/forum/discuss.php?d=377382 this forum thread]).

In the 'Overall feedback' for the first quiz, add some code which redirects to the second quiz. Make a big button to make that obvious:

<code css>
<div style="text-align:center;padding:20px;">
<a href="https://--your domain--/mod/quiz/view.php?id=--quiz 2 no--" target="_blank">
<button type="button" style="height:100px;font-size:24px;">Click here to access Quiz 2</button>
</a>
</div>
</code>

It would look like this:

[[File:Click here to access Quiz 2.png|200px]]

Notes:

* The button will not appear in the gradebook.
* In the quiz settings and under Review options, select 'Overall feedback' under 'Immediately after the attempt'. Deselect 'Overall feedback' under 'Later, while the quiz is still open' and 'After the quiz is closed'.

==Attempts==

===How can I give particular students extra time or numbers of attempts?===
*In the Quiz administration there is a link "User overrides"
*Click this link and you will be able to choose one or more users and change quiz dates, times or number of attempts.

[[File:quizuseroverride.png]]

===Can I have different start times/timings/numbers of attempts for different groups?===
*In the Quiz administration settings block, there is a link "group overrides" that allows you to do things like grant extensions to certain groups of students.
*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 manually entering a grade in the gradebook. Also the teacher could change the closing date after the fact and regrade the attempts. The students' answers would then get graded.

===How can a "Never submitted quiz" attempt be submitted?===
Currently there is no way to retrieve an attempt that was "Never Submitted", and get it back into the "In progress" state. Perhaps the best solution is to plan ahead and set your quiz to set your quiz to be submitted automatically. Alternatively, you can
# Update the quiz : set the "close the quiz" date after today
# Set "When time expires" to "There is a grace period ..."
#Under Grade set "Attempts allowed" to "unlimited"
#Question behavior: Each attempt builds on the last "Yes"
# Invite the students who did not close their exams
# Allow them to start a new attempt, and close it immediately.

===Why can't people (guests) attempt 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 = guest, password = visitor, for everyone to share.

===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, 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 force my students to answer all the question in a quiz before they submit?===

There are various ways to answer this:
# You can't.
# Your students are not stupid. They know they will get zero marks for any question they do not answer, so they already have a strong incentive to answer every question. Furthermore, at the end of the quiz there is the summary page where they can easily check that they have answered all the questions before they submit, so they won't accidentally miss questions.
# OK, so you want us to write code that won't let students submit before they have answered each question. Well, all that does is forces the student to put random junk like "asdf" into each question before they click the button, or randomly make a choice in each multiple choice question. There is no educational benefit in this. You get more meaningful information if students leave those questions blank rather than putting in random responses.

=== Can I force a user to reattempt only incorrect questions in subsequent attempts?===

The easiest way to implement this solution is to use javascript or modify the source code on your Moodle site. The javascript solution described in [https://moodle.org/mod/forum/discuss.php?d=395125 this forum thread] is as follows:

* Insert the following code in the HTML of the text of a description question.
* Include this description question in the quizzes. If the quizzes are displayed on multiple pages, add the description question on each page.
* If you are using the [[Adaptable theme]] you can put the JS in the JS section of the [[Adaptable theme]]. With the standard [[Boost theme]] or [[Classic theme]] place the script in the Site Administration / Appearance / Additional HTML section. This way you don't have to include the script in every quiz.

<code>
<h3>Title of the quiz</h3> // optional
<p>Give some info.</p> // optional

<script src="https://ajax.googleapis.com/ajax/libs/jquery/3.4.1/jquery.min.js"></script>
<script>
$(document).ready(function() {
// Clear sessionStorage after a certain delay
if (sessionStorage.getItem("setTime") != "set") {
nd = new Date();
lastTime = nd.getTime().toString();
sessionStorage.setItem("time", lastTime);
sessionStorage.setItem("setTime", "set");
}
// Set the delay to say 5 minutes: aferXmin = 5
// (Use 0.33 minutes, i.e. 20 sec, for demonstration purposes)
afterXmin = 5;
maxDelay = afterXmin * 60 * 1000;
d = new Date();
newTime = d.getTime()
lastTime = sessionStorage.getItem("time")
delay = newTime - lastTime;
if (delay > maxDelay) {
sessionStorage.clear();
}
// Show or hide correct or incorrect questions in the previous attempt:
i = 0;
$(".que").each(function() {
i++;
var x = i.toString();
if ($(this).hasClass("correct")) {
sessionStorage.setItem(x, "correct");
}
if ($(this).hasClass("incorrect")) {
sessionStorage.setItem(x, "incorrect");
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "correct") {
$(this).hide();
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "incorrect") {
$(this).show();
}
});
});
</script>
</code>

==Grades==

===Why is my quiz not displaying in the gradebook?===

Go to the editing quiz page and check that you have a maximum grade that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

===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 edit grade icon, unchecking the overridden box and saving the changes.

===How can I set a grade to pass?===

See the section 'Setting a grade to pass for a quiz' in [[Activity completion settings]] for details.

===How can I have a quiz that is not graded?===

On the Edit quiz page, change the total score and each question's score to 0 instead of the defaults of 10 and 1 per question:
[[File:quizscore0.png]]

==Appearance==

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

[[File:flag.png]]

There is a capability 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 can I hide the number of marks available for each question?===

This is not really possible unless you are prepared to edit the code.

If you have a custom theme, you can add CSS like this:
<code css>
.que .info .grade { display: none; }
</code>
or you could try to make it more specific, and only hide the grade before the question is answered:
<code css>
.que.answersaved .info .grade,
.que.invalidanswer .info .grade,
.que.notyetanswered .info .grade { display: none; }
</code>
You can also add this CSS using the [[Header_and_footer|Additional HTML admin setting]].

Alternatively, you can alter the PHP code here: https://github.com/moodle/moodle/blob/4de51c25ae227a727dcba7c39f6f644a5d47ce7a/mod/quiz/locallib.php#L1820. Change that line to give the behaviour you want, e.g.
<code php>
$options->marks = self::extract($quiz->reviewmarks, $when,
self::MARK_AND_MAX, self::HIDDEN);
</code>

Be warned that any of these approaches will affect every quiz in the Moodle site.

===How can I delay the quiz feedback after the quiz has passed===
* Suppose the students take a "Main" one-hour quiz from 2 April 14:00 to 2 April 15:00. They shall not have any feedback during and after the quiz until the following week.
* Students take a "Follow up" quiz a week later, starting 9 April 14:00. If they succeed the "Follow up" quiz, they can then review the "Main" quiz and get their points.

This can be done by editing the "Main" and "Follow up" quiz settings, and the Gradebook set up as follows:

[[File:MoodleDocs201904041052.png|280px|thumb|right]]
'''"Main" quiz settings''' ''See also the image on the right'' ->

Timing
Open the quiz: 2 April 14:00
Close the quiz: 9 April 14:00
Review options
During the attempt
Uncheck feedbacks
Immediately after the attempt
Uncheck feedbacks
Later, while the quiz is still open
Uncheck feedbacks
After the quiz is closed
Check feedbacks
Restrict access
Student must match any of the following
Date: until 2 April 15:00
or
Student must match all of the following (restriction set)
Date: from 9 April 14:00
and
Grade: Follow up
Check must be ≥ 1 %

'''"Follow up" quiz settings'''

Timing
Open the quiz: 9 April 14:00

'''Gradebook set up'''
Main quiz: Weight 0.0, ID number "main"
Follow up quiz: Weight 0.0, ID number "followup"
Grade item "Total": Weight 100.0, Calculation = [[main]] + [[followup]] ''(<- do not copy/paste this equation, rewrite it)''

===Is there a way to display submitted images instead of titles of Images on the review page for the quiz?===
Yes. See [https://moodle.org/mod/forum/discuss.php?d=392623#p1582739 this forum post].

==Errors==

===I obtain 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!

==Quiz plugins==

There are a number of ways to extend quizzes, such as adding new reports and questions types. See [https://moodle.org/plugins/browse.php?list=category&id=28 Moodle plugins directory: Plugin type: Quiz].

==See also==

* [[Effective quiz practices]]
* [[Questions FAQ]]

==Any further questions?==

Please post in the [https://moodle.org/mod/forum/view.php?id=737 Quiz forum] on moodle.org.

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]
[[fr:FAQ sur les tests]]

Quiz FAQ

2020-06-10T11:16:17Z

Tkorner: /* How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? */

{{Quiz}}
==General==

===How can I try a quiz before it is released?===

You have prepared a quiz exam for your students. It is currently in a hidden state. The exam opens on the day of the exam, at a time that the students know about. However, to satisfy yourself that it is doable in the time allotted, You wish to do a dry run yourself before that date. How can You accomplish this?

Method 1: Use the Preview feature available to you as a teacher as you are making the quiz.

Method 2:

# Make a dummy account with a name like "Test Student".
# Enrol that user in the course as a student.
# Add a "User override" to the quiz, so "Test Student" can attempt the quiz before it is open to everyone else.
# Log in as "Test student".
# Attempt the quiz.
# Log back in as teacher.
# Review the attempt.
# Go to Results -> Grades and delete the test attempt.
# Un-enrol "Test Student" from your course.

Method 3: Set up a Moodle Playground course for your teachers. Add teachers with dual role (teacher and student). Teachers can later copy the quiz/assignment/whatever over to their live class.

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

See [[Quiz submission notification]].

===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|500px]]

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

===How can I print a copy of a quiz?===

Use your browser printer option (for example by right-clicking and selecting Print) When a student prints their finished quiz, responses and feedback will also be printed.

[[File:browserquizprint29.png|thumb|center|400px|Print preview of finished quiz - Click to enlarge]]

You can also export 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 of the details of each question.

=== How can I print all the students' quiz questions and answers?===
Install the [https://moodle.org/plugins/quiz_archive quiz archive report] additional plugin and print the webpage to PDF.

=== How can I optimize a Moodle server for performing more concurrent quizzes? ===

See [[Performance recommendations]].

=== Can I release the answers to students who did not attempt a quiz? ===
Yes. One way to handle this with standard Moodle would be to open the quiz after the deadline and add a time limit to the quiz of one second. Unless students are extremely quick they will not be able to gain any points, but would see the general feedback.

=== How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? ===
* Check the [[Offline quiz activity]] additional plugin.
* Read about the use of Chromebooks and iPad in the [[https://docs.moodle.org/38/en/Safe_Exam_Browser|Safe Exam Browser]] Moodle documentation for version until 3.8.
* Visit the page for [https://www.eventbrite.com.au/o/transforming-exams-e-exams-symposium-17431618115 Transforming Exams] - Transforming Exams is an Australian Government funded research project looking at approaches to conducting authentic digital assessment in the exam rooms of Australian universities via the use of Bring-your-own laptops. The project involves 10 Australian university partners and is lead out of Monash University. See [http://transformingexams.com/ TransformingExams.com] for project information.

===Can I print the quiz results without the answers history?===
If you want to to print the results of all the student attempts, but ommit the answers history, as it might take much space, you can do so by accessing the settings on Site admin -> Appearance -> Additional HTML. In the 'Within head' setting, put something like:

<code php n>
<style type="text/css">
@media print {
.que .history {
display: none;
}
}
</style>
</code>

===Is it possible for a teacher to add a personal/private note to a student's quiz submission?===
Not really, but as a workaround, you can use the buit-in [[Notes]] feature.

===Copying a quiz===
When you add questions to a quiz, you are not actually adding questions, but rather links or pointers to questions in the question bank. When you copy a quiz, two things can happen depending on where the questions are placed:

* If the questions are placed in a question category of the quiz, for example the "Default category for questions shared in the quiz context", the quiz is copied as well as the question category together with the questions it contains. See [[https://docs.moodle.org/39/en/Question_contexts#How_to_access_the_Quiz_activity_context How to access the Quiz activity context]].
* If the questions are not placed in a question category of the quiz, the quiz is copied but not the questions. However, the links to the original questions are copied. Therefore, when editing the quiz copy, you are also editing the questions of the original quiz, because the question links point to the same questions. Be careful!

==Setup==

===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 consequences in the grade book.

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 Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

===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 (e.g. '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.

===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:

===Can I make a second quiz start right away after a first quiz is finished?===
By using a hack (See [https://moodle.org/mod/forum/discuss.php?d=377382 this forum thread]).

In the 'Overall feedback' for the first quiz, add some code which redirects to the second quiz. Make a big button to make that obvious:

<code css>
<div style="text-align:center;padding:20px;">
<a href="https://--your domain--/mod/quiz/view.php?id=--quiz 2 no--" target="_blank">
<button type="button" style="height:100px;font-size:24px;">Click here to access Quiz 2</button>
</a>
</div>
</code>

It would look like this:

[[File:Click here to access Quiz 2.png|200px]]

Notes:

* The button will not appear in the gradebook.
* In the quiz settings and under Review options, select 'Overall feedback' under 'Immediately after the attempt'. Deselect 'Overall feedback' under 'Later, while the quiz is still open' and 'After the quiz is closed'.

==Attempts==

===How can I give particular students extra time or numbers of attempts?===
*In the Quiz administration there is a link "User overrides"
*Click this link and you will be able to choose one or more users and change quiz dates, times or number of attempts.

[[File:quizuseroverride.png]]

===Can I have different start times/timings/numbers of attempts for different groups?===
*In the Quiz administration settings block, there is a link "group overrides" that allows you to do things like grant extensions to certain groups of students.
*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 manually entering a grade in the gradebook. Also the teacher could change the closing date after the fact and regrade the attempts. The students' answers would then get graded.

===How can a "Never submitted quiz" attempt be submitted?===
Currently there is no way to retrieve an attempt that was "Never Submitted", and get it back into the "In progress" state. Perhaps the best solution is to plan ahead and set your quiz to set your quiz to be submitted automatically. Alternatively, you can
# Update the quiz : set the "close the quiz" date after today
# Set "When time expires" to "There is a grace period ..."
#Under Grade set "Attempts allowed" to "unlimited"
#Question behavior: Each attempt builds on the last "Yes"
# Invite the students who did not close their exams
# Allow them to start a new attempt, and close it immediately.

===Why can't people (guests) attempt 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 = guest, password = visitor, for everyone to share.

===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, 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 force my students to answer all the question in a quiz before they submit?===

There are various ways to answer this:
# You can't.
# Your students are not stupid. They know they will get zero marks for any question they do not answer, so they already have a strong incentive to answer every question. Furthermore, at the end of the quiz there is the summary page where they can easily check that they have answered all the questions before they submit, so they won't accidentally miss questions.
# OK, so you want us to write code that won't let students submit before they have answered each question. Well, all that does is forces the student to put random junk like "asdf" into each question before they click the button, or randomly make a choice in each multiple choice question. There is no educational benefit in this. You get more meaningful information if students leave those questions blank rather than putting in random responses.

=== Can I force a user to reattempt only incorrect questions in subsequent attempts?===

The easiest way to implement this solution is to use javascript or modify the source code on your Moodle site. The javascript solution described in [https://moodle.org/mod/forum/discuss.php?d=395125 this forum thread] is as follows:

* Insert the following code in the HTML of the text of a description question.
* Include this description question in the quizzes. If the quizzes are displayed on multiple pages, add the description question on each page.
* If you are using the [[Adaptable theme]] you can put the JS in the JS section of the [[Adaptable theme]]. With the standard [[Boost theme]] or [[Classic theme]] place the script in the Site Administration / Appearance / Additional HTML section. This way you don't have to include the script in every quiz.

<code>
<h3>Title of the quiz</h3> // optional
<p>Give some info.</p> // optional

<script src="https://ajax.googleapis.com/ajax/libs/jquery/3.4.1/jquery.min.js"></script>
<script>
$(document).ready(function() {
// Clear sessionStorage after a certain delay
if (sessionStorage.getItem("setTime") != "set") {
nd = new Date();
lastTime = nd.getTime().toString();
sessionStorage.setItem("time", lastTime);
sessionStorage.setItem("setTime", "set");
}
// Set the delay to say 5 minutes: aferXmin = 5
// (Use 0.33 minutes, i.e. 20 sec, for demonstration purposes)
afterXmin = 5;
maxDelay = afterXmin * 60 * 1000;
d = new Date();
newTime = d.getTime()
lastTime = sessionStorage.getItem("time")
delay = newTime - lastTime;
if (delay > maxDelay) {
sessionStorage.clear();
}
// Show or hide correct or incorrect questions in the previous attempt:
i = 0;
$(".que").each(function() {
i++;
var x = i.toString();
if ($(this).hasClass("correct")) {
sessionStorage.setItem(x, "correct");
}
if ($(this).hasClass("incorrect")) {
sessionStorage.setItem(x, "incorrect");
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "correct") {
$(this).hide();
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "incorrect") {
$(this).show();
}
});
});
</script>
</code>

==Grades==

===Why is my quiz not displaying in the gradebook?===

Go to the editing quiz page and check that you have a maximum grade that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

===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 edit grade icon, unchecking the overridden box and saving the changes.

===How can I set a grade to pass?===

See the section 'Setting a grade to pass for a quiz' in [[Activity completion settings]] for details.

===How can I have a quiz that is not graded?===

On the Edit quiz page, change the total score and each question's score to 0 instead of the defaults of 10 and 1 per question:
[[File:quizscore0.png]]

==Appearance==

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

[[File:flag.png]]

There is a capability 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 can I hide the number of marks available for each question?===

This is not really possible unless you are prepared to edit the code.

If you have a custom theme, you can add CSS like this:
<code css>
.que .info .grade { display: none; }
</code>
or you could try to make it more specific, and only hide the grade before the question is answered:
<code css>
.que.answersaved .info .grade,
.que.invalidanswer .info .grade,
.que.notyetanswered .info .grade { display: none; }
</code>
You can also add this CSS using the [[Header_and_footer|Additional HTML admin setting]].

Alternatively, you can alter the PHP code here: https://github.com/moodle/moodle/blob/4de51c25ae227a727dcba7c39f6f644a5d47ce7a/mod/quiz/locallib.php#L1820. Change that line to give the behaviour you want, e.g.
<code php>
$options->marks = self::extract($quiz->reviewmarks, $when,
self::MARK_AND_MAX, self::HIDDEN);
</code>

Be warned that any of these approaches will affect every quiz in the Moodle site.

===How can I delay the quiz feedback after the quiz has passed===
* Suppose the students take a "Main" one-hour quiz from 2 April 14:00 to 2 April 15:00. They shall not have any feedback during and after the quiz until the following week.
* Students take a "Follow up" quiz a week later, starting 9 April 14:00. If they succeed the "Follow up" quiz, they can then review the "Main" quiz and get their points.

This can be done by editing the "Main" and "Follow up" quiz settings, and the Gradebook set up as follows:

[[File:MoodleDocs201904041052.png|280px|thumb|right]]
'''"Main" quiz settings''' ''See also the image on the right'' ->

Timing
Open the quiz: 2 April 14:00
Close the quiz: 9 April 14:00
Review options
During the attempt
Uncheck feedbacks
Immediately after the attempt
Uncheck feedbacks
Later, while the quiz is still open
Uncheck feedbacks
After the quiz is closed
Check feedbacks
Restrict access
Student must match any of the following
Date: until 2 April 15:00
or
Student must match all of the following (restriction set)
Date: from 9 April 14:00
and
Grade: Follow up
Check must be ≥ 1 %

'''"Follow up" quiz settings'''

Timing
Open the quiz: 9 April 14:00

'''Gradebook set up'''
Main quiz: Weight 0.0, ID number "main"
Follow up quiz: Weight 0.0, ID number "followup"
Grade item "Total": Weight 100.0, Calculation = [[main]] + [[followup]] ''(<- do not copy/paste this equation, rewrite it)''

===Is there a way to display submitted images instead of titles of Images on the review page for the quiz?===
Yes. See [https://moodle.org/mod/forum/discuss.php?d=392623#p1582739 this forum post].

==Errors==

===I obtain 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!

==Quiz plugins==

There are a number of ways to extend quizzes, such as adding new reports and questions types. See [https://moodle.org/plugins/browse.php?list=category&id=28 Moodle plugins directory: Plugin type: Quiz].

==See also==

* [[Effective quiz practices]]
* [[Questions FAQ]]

==Any further questions?==

Please post in the [https://moodle.org/mod/forum/view.php?id=737 Quiz forum] on moodle.org.

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]
[[fr:FAQ sur les tests]]

Quiz FAQ

2020-06-10T11:15:43Z

Tkorner: /* How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? */

{{Quiz}}
==General==

===How can I try a quiz before it is released?===

You have prepared a quiz exam for your students. It is currently in a hidden state. The exam opens on the day of the exam, at a time that the students know about. However, to satisfy yourself that it is doable in the time allotted, You wish to do a dry run yourself before that date. How can You accomplish this?

Method 1: Use the Preview feature available to you as a teacher as you are making the quiz.

Method 2:

# Make a dummy account with a name like "Test Student".
# Enrol that user in the course as a student.
# Add a "User override" to the quiz, so "Test Student" can attempt the quiz before it is open to everyone else.
# Log in as "Test student".
# Attempt the quiz.
# Log back in as teacher.
# Review the attempt.
# Go to Results -> Grades and delete the test attempt.
# Un-enrol "Test Student" from your course.

Method 3: Set up a Moodle Playground course for your teachers. Add teachers with dual role (teacher and student). Teachers can later copy the quiz/assignment/whatever over to their live class.

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

See [[Quiz submission notification]].

===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|500px]]

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

===How can I print a copy of a quiz?===

Use your browser printer option (for example by right-clicking and selecting Print) When a student prints their finished quiz, responses and feedback will also be printed.

[[File:browserquizprint29.png|thumb|center|400px|Print preview of finished quiz - Click to enlarge]]

You can also export 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 of the details of each question.

=== How can I print all the students' quiz questions and answers?===
Install the [https://moodle.org/plugins/quiz_archive quiz archive report] additional plugin and print the webpage to PDF.

=== How can I optimize a Moodle server for performing more concurrent quizzes? ===

See [[Performance recommendations]].

=== Can I release the answers to students who did not attempt a quiz? ===
Yes. One way to handle this with standard Moodle would be to open the quiz after the deadline and add a time limit to the quiz of one second. Unless students are extremely quick they will not be able to gain any points, but would see the general feedback.

=== How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? ===
* Check the [[Offline quiz activity]] additional plugin.
* Read about the use of Chromebooks and iPad in the [[https://docs.moodle.org/38/en/Safe_Exam_Browser]] Moodle documentation.
* Visit the page for [https://www.eventbrite.com.au/o/transforming-exams-e-exams-symposium-17431618115 Transforming Exams] - Transforming Exams is an Australian Government funded research project looking at approaches to conducting authentic digital assessment in the exam rooms of Australian universities via the use of Bring-your-own laptops. The project involves 10 Australian university partners and is lead out of Monash University. See [http://transformingexams.com/ TransformingExams.com] for project information.

===Can I print the quiz results without the answers history?===
If you want to to print the results of all the student attempts, but ommit the answers history, as it might take much space, you can do so by accessing the settings on Site admin -> Appearance -> Additional HTML. In the 'Within head' setting, put something like:

<code php n>
<style type="text/css">
@media print {
.que .history {
display: none;
}
}
</style>
</code>

===Is it possible for a teacher to add a personal/private note to a student's quiz submission?===
Not really, but as a workaround, you can use the buit-in [[Notes]] feature.

===Copying a quiz===
When you add questions to a quiz, you are not actually adding questions, but rather links or pointers to questions in the question bank. When you copy a quiz, two things can happen depending on where the questions are placed:

* If the questions are placed in a question category of the quiz, for example the "Default category for questions shared in the quiz context", the quiz is copied as well as the question category together with the questions it contains. See [[https://docs.moodle.org/39/en/Question_contexts#How_to_access_the_Quiz_activity_context How to access the Quiz activity context]].
* If the questions are not placed in a question category of the quiz, the quiz is copied but not the questions. However, the links to the original questions are copied. Therefore, when editing the quiz copy, you are also editing the questions of the original quiz, because the question links point to the same questions. Be careful!

==Setup==

===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 consequences in the grade book.

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 Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

===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 (e.g. '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.

===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:

===Can I make a second quiz start right away after a first quiz is finished?===
By using a hack (See [https://moodle.org/mod/forum/discuss.php?d=377382 this forum thread]).

In the 'Overall feedback' for the first quiz, add some code which redirects to the second quiz. Make a big button to make that obvious:

<code css>
<div style="text-align:center;padding:20px;">
<a href="https://--your domain--/mod/quiz/view.php?id=--quiz 2 no--" target="_blank">
<button type="button" style="height:100px;font-size:24px;">Click here to access Quiz 2</button>
</a>
</div>
</code>

It would look like this:

[[File:Click here to access Quiz 2.png|200px]]

Notes:

* The button will not appear in the gradebook.
* In the quiz settings and under Review options, select 'Overall feedback' under 'Immediately after the attempt'. Deselect 'Overall feedback' under 'Later, while the quiz is still open' and 'After the quiz is closed'.

==Attempts==

===How can I give particular students extra time or numbers of attempts?===
*In the Quiz administration there is a link "User overrides"
*Click this link and you will be able to choose one or more users and change quiz dates, times or number of attempts.

[[File:quizuseroverride.png]]

===Can I have different start times/timings/numbers of attempts for different groups?===
*In the Quiz administration settings block, there is a link "group overrides" that allows you to do things like grant extensions to certain groups of students.
*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 manually entering a grade in the gradebook. Also the teacher could change the closing date after the fact and regrade the attempts. The students' answers would then get graded.

===How can a "Never submitted quiz" attempt be submitted?===
Currently there is no way to retrieve an attempt that was "Never Submitted", and get it back into the "In progress" state. Perhaps the best solution is to plan ahead and set your quiz to set your quiz to be submitted automatically. Alternatively, you can
# Update the quiz : set the "close the quiz" date after today
# Set "When time expires" to "There is a grace period ..."
#Under Grade set "Attempts allowed" to "unlimited"
#Question behavior: Each attempt builds on the last "Yes"
# Invite the students who did not close their exams
# Allow them to start a new attempt, and close it immediately.

===Why can't people (guests) attempt 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 = guest, password = visitor, for everyone to share.

===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, 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 force my students to answer all the question in a quiz before they submit?===

There are various ways to answer this:
# You can't.
# Your students are not stupid. They know they will get zero marks for any question they do not answer, so they already have a strong incentive to answer every question. Furthermore, at the end of the quiz there is the summary page where they can easily check that they have answered all the questions before they submit, so they won't accidentally miss questions.
# OK, so you want us to write code that won't let students submit before they have answered each question. Well, all that does is forces the student to put random junk like "asdf" into each question before they click the button, or randomly make a choice in each multiple choice question. There is no educational benefit in this. You get more meaningful information if students leave those questions blank rather than putting in random responses.

=== Can I force a user to reattempt only incorrect questions in subsequent attempts?===

The easiest way to implement this solution is to use javascript or modify the source code on your Moodle site. The javascript solution described in [https://moodle.org/mod/forum/discuss.php?d=395125 this forum thread] is as follows:

* Insert the following code in the HTML of the text of a description question.
* Include this description question in the quizzes. If the quizzes are displayed on multiple pages, add the description question on each page.
* If you are using the [[Adaptable theme]] you can put the JS in the JS section of the [[Adaptable theme]]. With the standard [[Boost theme]] or [[Classic theme]] place the script in the Site Administration / Appearance / Additional HTML section. This way you don't have to include the script in every quiz.

<code>
<h3>Title of the quiz</h3> // optional
<p>Give some info.</p> // optional

<script src="https://ajax.googleapis.com/ajax/libs/jquery/3.4.1/jquery.min.js"></script>
<script>
$(document).ready(function() {
// Clear sessionStorage after a certain delay
if (sessionStorage.getItem("setTime") != "set") {
nd = new Date();
lastTime = nd.getTime().toString();
sessionStorage.setItem("time", lastTime);
sessionStorage.setItem("setTime", "set");
}
// Set the delay to say 5 minutes: aferXmin = 5
// (Use 0.33 minutes, i.e. 20 sec, for demonstration purposes)
afterXmin = 5;
maxDelay = afterXmin * 60 * 1000;
d = new Date();
newTime = d.getTime()
lastTime = sessionStorage.getItem("time")
delay = newTime - lastTime;
if (delay > maxDelay) {
sessionStorage.clear();
}
// Show or hide correct or incorrect questions in the previous attempt:
i = 0;
$(".que").each(function() {
i++;
var x = i.toString();
if ($(this).hasClass("correct")) {
sessionStorage.setItem(x, "correct");
}
if ($(this).hasClass("incorrect")) {
sessionStorage.setItem(x, "incorrect");
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "correct") {
$(this).hide();
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "incorrect") {
$(this).show();
}
});
});
</script>
</code>

==Grades==

===Why is my quiz not displaying in the gradebook?===

Go to the editing quiz page and check that you have a maximum grade that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

===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 edit grade icon, unchecking the overridden box and saving the changes.

===How can I set a grade to pass?===

See the section 'Setting a grade to pass for a quiz' in [[Activity completion settings]] for details.

===How can I have a quiz that is not graded?===

On the Edit quiz page, change the total score and each question's score to 0 instead of the defaults of 10 and 1 per question:
[[File:quizscore0.png]]

==Appearance==

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

[[File:flag.png]]

There is a capability 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 can I hide the number of marks available for each question?===

This is not really possible unless you are prepared to edit the code.

If you have a custom theme, you can add CSS like this:
<code css>
.que .info .grade { display: none; }
</code>
or you could try to make it more specific, and only hide the grade before the question is answered:
<code css>
.que.answersaved .info .grade,
.que.invalidanswer .info .grade,
.que.notyetanswered .info .grade { display: none; }
</code>
You can also add this CSS using the [[Header_and_footer|Additional HTML admin setting]].

Alternatively, you can alter the PHP code here: https://github.com/moodle/moodle/blob/4de51c25ae227a727dcba7c39f6f644a5d47ce7a/mod/quiz/locallib.php#L1820. Change that line to give the behaviour you want, e.g.
<code php>
$options->marks = self::extract($quiz->reviewmarks, $when,
self::MARK_AND_MAX, self::HIDDEN);
</code>

Be warned that any of these approaches will affect every quiz in the Moodle site.

===How can I delay the quiz feedback after the quiz has passed===
* Suppose the students take a "Main" one-hour quiz from 2 April 14:00 to 2 April 15:00. They shall not have any feedback during and after the quiz until the following week.
* Students take a "Follow up" quiz a week later, starting 9 April 14:00. If they succeed the "Follow up" quiz, they can then review the "Main" quiz and get their points.

This can be done by editing the "Main" and "Follow up" quiz settings, and the Gradebook set up as follows:

[[File:MoodleDocs201904041052.png|280px|thumb|right]]
'''"Main" quiz settings''' ''See also the image on the right'' ->

Timing
Open the quiz: 2 April 14:00
Close the quiz: 9 April 14:00
Review options
During the attempt
Uncheck feedbacks
Immediately after the attempt
Uncheck feedbacks
Later, while the quiz is still open
Uncheck feedbacks
After the quiz is closed
Check feedbacks
Restrict access
Student must match any of the following
Date: until 2 April 15:00
or
Student must match all of the following (restriction set)
Date: from 9 April 14:00
and
Grade: Follow up
Check must be ≥ 1 %

'''"Follow up" quiz settings'''

Timing
Open the quiz: 9 April 14:00

'''Gradebook set up'''
Main quiz: Weight 0.0, ID number "main"
Follow up quiz: Weight 0.0, ID number "followup"
Grade item "Total": Weight 100.0, Calculation = [[main]] + [[followup]] ''(<- do not copy/paste this equation, rewrite it)''

===Is there a way to display submitted images instead of titles of Images on the review page for the quiz?===
Yes. See [https://moodle.org/mod/forum/discuss.php?d=392623#p1582739 this forum post].

==Errors==

===I obtain 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!

==Quiz plugins==

There are a number of ways to extend quizzes, such as adding new reports and questions types. See [https://moodle.org/plugins/browse.php?list=category&id=28 Moodle plugins directory: Plugin type: Quiz].

==See also==

* [[Effective quiz practices]]
* [[Questions FAQ]]

==Any further questions?==

Please post in the [https://moodle.org/mod/forum/view.php?id=737 Quiz forum] on moodle.org.

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]
[[fr:FAQ sur les tests]]

Quiz FAQ

2020-06-10T11:14:41Z

Tkorner: /* How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? */

{{Quiz}}
==General==

===How can I try a quiz before it is released?===

You have prepared a quiz exam for your students. It is currently in a hidden state. The exam opens on the day of the exam, at a time that the students know about. However, to satisfy yourself that it is doable in the time allotted, You wish to do a dry run yourself before that date. How can You accomplish this?

Method 1: Use the Preview feature available to you as a teacher as you are making the quiz.

Method 2:

# Make a dummy account with a name like "Test Student".
# Enrol that user in the course as a student.
# Add a "User override" to the quiz, so "Test Student" can attempt the quiz before it is open to everyone else.
# Log in as "Test student".
# Attempt the quiz.
# Log back in as teacher.
# Review the attempt.
# Go to Results -> Grades and delete the test attempt.
# Un-enrol "Test Student" from your course.

Method 3: Set up a Moodle Playground course for your teachers. Add teachers with dual role (teacher and student). Teachers can later copy the quiz/assignment/whatever over to their live class.

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

See [[Quiz submission notification]].

===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|500px]]

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

===How can I print a copy of a quiz?===

Use your browser printer option (for example by right-clicking and selecting Print) When a student prints their finished quiz, responses and feedback will also be printed.

[[File:browserquizprint29.png|thumb|center|400px|Print preview of finished quiz - Click to enlarge]]

You can also export 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 of the details of each question.

=== How can I print all the students' quiz questions and answers?===
Install the [https://moodle.org/plugins/quiz_archive quiz archive report] additional plugin and print the webpage to PDF.

=== How can I optimize a Moodle server for performing more concurrent quizzes? ===

See [[Performance recommendations]].

=== Can I release the answers to students who did not attempt a quiz? ===
Yes. One way to handle this with standard Moodle would be to open the quiz after the deadline and add a time limit to the quiz of one second. Unless students are extremely quick they will not be able to gain any points, but would see the general feedback.

=== How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? ===
* Check the [[Offline quiz activity]] additional plugin.
* Read about the use of [[Safe_exam_browser#Chrome_OS_and_Safe_Exam_Browser| Chromebooks]] and [[https://docs.moodle.org/38/en/Safe_Exam_Browser]] in the [[Safe exam browser]] Moodle documentation.
* Visit the page for [https://www.eventbrite.com.au/o/transforming-exams-e-exams-symposium-17431618115 Transforming Exams] - Transforming Exams is an Australian Government funded research project looking at approaches to conducting authentic digital assessment in the exam rooms of Australian universities via the use of Bring-your-own laptops. The project involves 10 Australian university partners and is lead out of Monash University. See [http://transformingexams.com/ TransformingExams.com] for project information.

===Can I print the quiz results without the answers history?===
If you want to to print the results of all the student attempts, but ommit the answers history, as it might take much space, you can do so by accessing the settings on Site admin -> Appearance -> Additional HTML. In the 'Within head' setting, put something like:

<code php n>
<style type="text/css">
@media print {
.que .history {
display: none;
}
}
</style>
</code>

===Is it possible for a teacher to add a personal/private note to a student's quiz submission?===
Not really, but as a workaround, you can use the buit-in [[Notes]] feature.

===Copying a quiz===
When you add questions to a quiz, you are not actually adding questions, but rather links or pointers to questions in the question bank. When you copy a quiz, two things can happen depending on where the questions are placed:

* If the questions are placed in a question category of the quiz, for example the "Default category for questions shared in the quiz context", the quiz is copied as well as the question category together with the questions it contains. See [[https://docs.moodle.org/39/en/Question_contexts#How_to_access_the_Quiz_activity_context How to access the Quiz activity context]].
* If the questions are not placed in a question category of the quiz, the quiz is copied but not the questions. However, the links to the original questions are copied. Therefore, when editing the quiz copy, you are also editing the questions of the original quiz, because the question links point to the same questions. Be careful!

==Setup==

===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 consequences in the grade book.

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 Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

===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 (e.g. '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.

===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:

===Can I make a second quiz start right away after a first quiz is finished?===
By using a hack (See [https://moodle.org/mod/forum/discuss.php?d=377382 this forum thread]).

In the 'Overall feedback' for the first quiz, add some code which redirects to the second quiz. Make a big button to make that obvious:

<code css>
<div style="text-align:center;padding:20px;">
<a href="https://--your domain--/mod/quiz/view.php?id=--quiz 2 no--" target="_blank">
<button type="button" style="height:100px;font-size:24px;">Click here to access Quiz 2</button>
</a>
</div>
</code>

It would look like this:

[[File:Click here to access Quiz 2.png|200px]]

Notes:

* The button will not appear in the gradebook.
* In the quiz settings and under Review options, select 'Overall feedback' under 'Immediately after the attempt'. Deselect 'Overall feedback' under 'Later, while the quiz is still open' and 'After the quiz is closed'.

==Attempts==

===How can I give particular students extra time or numbers of attempts?===
*In the Quiz administration there is a link "User overrides"
*Click this link and you will be able to choose one or more users and change quiz dates, times or number of attempts.

[[File:quizuseroverride.png]]

===Can I have different start times/timings/numbers of attempts for different groups?===
*In the Quiz administration settings block, there is a link "group overrides" that allows you to do things like grant extensions to certain groups of students.
*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 manually entering a grade in the gradebook. Also the teacher could change the closing date after the fact and regrade the attempts. The students' answers would then get graded.

===How can a "Never submitted quiz" attempt be submitted?===
Currently there is no way to retrieve an attempt that was "Never Submitted", and get it back into the "In progress" state. Perhaps the best solution is to plan ahead and set your quiz to set your quiz to be submitted automatically. Alternatively, you can
# Update the quiz : set the "close the quiz" date after today
# Set "When time expires" to "There is a grace period ..."
#Under Grade set "Attempts allowed" to "unlimited"
#Question behavior: Each attempt builds on the last "Yes"
# Invite the students who did not close their exams
# Allow them to start a new attempt, and close it immediately.

===Why can't people (guests) attempt 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 = guest, password = visitor, for everyone to share.

===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, 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 force my students to answer all the question in a quiz before they submit?===

There are various ways to answer this:
# You can't.
# Your students are not stupid. They know they will get zero marks for any question they do not answer, so they already have a strong incentive to answer every question. Furthermore, at the end of the quiz there is the summary page where they can easily check that they have answered all the questions before they submit, so they won't accidentally miss questions.
# OK, so you want us to write code that won't let students submit before they have answered each question. Well, all that does is forces the student to put random junk like "asdf" into each question before they click the button, or randomly make a choice in each multiple choice question. There is no educational benefit in this. You get more meaningful information if students leave those questions blank rather than putting in random responses.

=== Can I force a user to reattempt only incorrect questions in subsequent attempts?===

The easiest way to implement this solution is to use javascript or modify the source code on your Moodle site. The javascript solution described in [https://moodle.org/mod/forum/discuss.php?d=395125 this forum thread] is as follows:

* Insert the following code in the HTML of the text of a description question.
* Include this description question in the quizzes. If the quizzes are displayed on multiple pages, add the description question on each page.
* If you are using the [[Adaptable theme]] you can put the JS in the JS section of the [[Adaptable theme]]. With the standard [[Boost theme]] or [[Classic theme]] place the script in the Site Administration / Appearance / Additional HTML section. This way you don't have to include the script in every quiz.

<code>
<h3>Title of the quiz</h3> // optional
<p>Give some info.</p> // optional

<script src="https://ajax.googleapis.com/ajax/libs/jquery/3.4.1/jquery.min.js"></script>
<script>
$(document).ready(function() {
// Clear sessionStorage after a certain delay
if (sessionStorage.getItem("setTime") != "set") {
nd = new Date();
lastTime = nd.getTime().toString();
sessionStorage.setItem("time", lastTime);
sessionStorage.setItem("setTime", "set");
}
// Set the delay to say 5 minutes: aferXmin = 5
// (Use 0.33 minutes, i.e. 20 sec, for demonstration purposes)
afterXmin = 5;
maxDelay = afterXmin * 60 * 1000;
d = new Date();
newTime = d.getTime()
lastTime = sessionStorage.getItem("time")
delay = newTime - lastTime;
if (delay > maxDelay) {
sessionStorage.clear();
}
// Show or hide correct or incorrect questions in the previous attempt:
i = 0;
$(".que").each(function() {
i++;
var x = i.toString();
if ($(this).hasClass("correct")) {
sessionStorage.setItem(x, "correct");
}
if ($(this).hasClass("incorrect")) {
sessionStorage.setItem(x, "incorrect");
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "correct") {
$(this).hide();
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "incorrect") {
$(this).show();
}
});
});
</script>
</code>

==Grades==

===Why is my quiz not displaying in the gradebook?===

Go to the editing quiz page and check that you have a maximum grade that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

===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 edit grade icon, unchecking the overridden box and saving the changes.

===How can I set a grade to pass?===

See the section 'Setting a grade to pass for a quiz' in [[Activity completion settings]] for details.

===How can I have a quiz that is not graded?===

On the Edit quiz page, change the total score and each question's score to 0 instead of the defaults of 10 and 1 per question:
[[File:quizscore0.png]]

==Appearance==

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

[[File:flag.png]]

There is a capability 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 can I hide the number of marks available for each question?===

This is not really possible unless you are prepared to edit the code.

If you have a custom theme, you can add CSS like this:
<code css>
.que .info .grade { display: none; }
</code>
or you could try to make it more specific, and only hide the grade before the question is answered:
<code css>
.que.answersaved .info .grade,
.que.invalidanswer .info .grade,
.que.notyetanswered .info .grade { display: none; }
</code>
You can also add this CSS using the [[Header_and_footer|Additional HTML admin setting]].

Alternatively, you can alter the PHP code here: https://github.com/moodle/moodle/blob/4de51c25ae227a727dcba7c39f6f644a5d47ce7a/mod/quiz/locallib.php#L1820. Change that line to give the behaviour you want, e.g.
<code php>
$options->marks = self::extract($quiz->reviewmarks, $when,
self::MARK_AND_MAX, self::HIDDEN);
</code>

Be warned that any of these approaches will affect every quiz in the Moodle site.

===How can I delay the quiz feedback after the quiz has passed===
* Suppose the students take a "Main" one-hour quiz from 2 April 14:00 to 2 April 15:00. They shall not have any feedback during and after the quiz until the following week.
* Students take a "Follow up" quiz a week later, starting 9 April 14:00. If they succeed the "Follow up" quiz, they can then review the "Main" quiz and get their points.

This can be done by editing the "Main" and "Follow up" quiz settings, and the Gradebook set up as follows:

[[File:MoodleDocs201904041052.png|280px|thumb|right]]
'''"Main" quiz settings''' ''See also the image on the right'' ->

Timing
Open the quiz: 2 April 14:00
Close the quiz: 9 April 14:00
Review options
During the attempt
Uncheck feedbacks
Immediately after the attempt
Uncheck feedbacks
Later, while the quiz is still open
Uncheck feedbacks
After the quiz is closed
Check feedbacks
Restrict access
Student must match any of the following
Date: until 2 April 15:00
or
Student must match all of the following (restriction set)
Date: from 9 April 14:00
and
Grade: Follow up
Check must be ≥ 1 %

'''"Follow up" quiz settings'''

Timing
Open the quiz: 9 April 14:00

'''Gradebook set up'''
Main quiz: Weight 0.0, ID number "main"
Follow up quiz: Weight 0.0, ID number "followup"
Grade item "Total": Weight 100.0, Calculation = [[main]] + [[followup]] ''(<- do not copy/paste this equation, rewrite it)''

===Is there a way to display submitted images instead of titles of Images on the review page for the quiz?===
Yes. See [https://moodle.org/mod/forum/discuss.php?d=392623#p1582739 this forum post].

==Errors==

===I obtain 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!

==Quiz plugins==

There are a number of ways to extend quizzes, such as adding new reports and questions types. See [https://moodle.org/plugins/browse.php?list=category&id=28 Moodle plugins directory: Plugin type: Quiz].

==See also==

* [[Effective quiz practices]]
* [[Questions FAQ]]

==Any further questions?==

Please post in the [https://moodle.org/mod/forum/view.php?id=737 Quiz forum] on moodle.org.

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]
[[fr:FAQ sur les tests]]

Quiz FAQ

2020-06-10T11:14:08Z

Tkorner: /* How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? */

{{Quiz}}
==General==

===How can I try a quiz before it is released?===

You have prepared a quiz exam for your students. It is currently in a hidden state. The exam opens on the day of the exam, at a time that the students know about. However, to satisfy yourself that it is doable in the time allotted, You wish to do a dry run yourself before that date. How can You accomplish this?

Method 1: Use the Preview feature available to you as a teacher as you are making the quiz.

Method 2:

# Make a dummy account with a name like "Test Student".
# Enrol that user in the course as a student.
# Add a "User override" to the quiz, so "Test Student" can attempt the quiz before it is open to everyone else.
# Log in as "Test student".
# Attempt the quiz.
# Log back in as teacher.
# Review the attempt.
# Go to Results -> Grades and delete the test attempt.
# Un-enrol "Test Student" from your course.

Method 3: Set up a Moodle Playground course for your teachers. Add teachers with dual role (teacher and student). Teachers can later copy the quiz/assignment/whatever over to their live class.

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

See [[Quiz submission notification]].

===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|500px]]

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

===How can I print a copy of a quiz?===

Use your browser printer option (for example by right-clicking and selecting Print) When a student prints their finished quiz, responses and feedback will also be printed.

[[File:browserquizprint29.png|thumb|center|400px|Print preview of finished quiz - Click to enlarge]]

You can also export 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 of the details of each question.

=== How can I print all the students' quiz questions and answers?===
Install the [https://moodle.org/plugins/quiz_archive quiz archive report] additional plugin and print the webpage to PDF.

=== How can I optimize a Moodle server for performing more concurrent quizzes? ===

See [[Performance recommendations]].

=== Can I release the answers to students who did not attempt a quiz? ===
Yes. One way to handle this with standard Moodle would be to open the quiz after the deadline and add a time limit to the quiz of one second. Unless students are extremely quick they will not be able to gain any points, but would see the general feedback.

=== How can I make Moodle quizzes if my school does not have enough computers / fast internet / a good Moodle server? ===
* Check the [[Offline quiz activity]] additional plugin.
* Read about the use of [[Safe_exam_browser#Chrome_OS_and_Safe_Exam_Browser| Chromebooks]] and [[https://docs.moodle.org/38/en/Safe_Exam_Browser|iPads]] in the [[Safe exam browser]] Moodle documentation.
* Visit the page for [https://www.eventbrite.com.au/o/transforming-exams-e-exams-symposium-17431618115 Transforming Exams] - Transforming Exams is an Australian Government funded research project looking at approaches to conducting authentic digital assessment in the exam rooms of Australian universities via the use of Bring-your-own laptops. The project involves 10 Australian university partners and is lead out of Monash University. See [http://transformingexams.com/ TransformingExams.com] for project information.

===Can I print the quiz results without the answers history?===
If you want to to print the results of all the student attempts, but ommit the answers history, as it might take much space, you can do so by accessing the settings on Site admin -> Appearance -> Additional HTML. In the 'Within head' setting, put something like:

<code php n>
<style type="text/css">
@media print {
.que .history {
display: none;
}
}
</style>
</code>

===Is it possible for a teacher to add a personal/private note to a student's quiz submission?===
Not really, but as a workaround, you can use the buit-in [[Notes]] feature.

===Copying a quiz===
When you add questions to a quiz, you are not actually adding questions, but rather links or pointers to questions in the question bank. When you copy a quiz, two things can happen depending on where the questions are placed:

* If the questions are placed in a question category of the quiz, for example the "Default category for questions shared in the quiz context", the quiz is copied as well as the question category together with the questions it contains. See [[https://docs.moodle.org/39/en/Question_contexts#How_to_access_the_Quiz_activity_context How to access the Quiz activity context]].
* If the questions are not placed in a question category of the quiz, the quiz is copied but not the questions. However, the links to the original questions are copied. Therefore, when editing the quiz copy, you are also editing the questions of the original quiz, because the question links point to the same questions. Be careful!

==Setup==

===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 consequences in the grade book.

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 Quiz Administration > Edit Quiz and you will now be able to add or delete questions.

===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 (e.g. '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.

===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:

===Can I make a second quiz start right away after a first quiz is finished?===
By using a hack (See [https://moodle.org/mod/forum/discuss.php?d=377382 this forum thread]).

In the 'Overall feedback' for the first quiz, add some code which redirects to the second quiz. Make a big button to make that obvious:

<code css>
<div style="text-align:center;padding:20px;">
<a href="https://--your domain--/mod/quiz/view.php?id=--quiz 2 no--" target="_blank">
<button type="button" style="height:100px;font-size:24px;">Click here to access Quiz 2</button>
</a>
</div>
</code>

It would look like this:

[[File:Click here to access Quiz 2.png|200px]]

Notes:

* The button will not appear in the gradebook.
* In the quiz settings and under Review options, select 'Overall feedback' under 'Immediately after the attempt'. Deselect 'Overall feedback' under 'Later, while the quiz is still open' and 'After the quiz is closed'.

==Attempts==

===How can I give particular students extra time or numbers of attempts?===
*In the Quiz administration there is a link "User overrides"
*Click this link and you will be able to choose one or more users and change quiz dates, times or number of attempts.

[[File:quizuseroverride.png]]

===Can I have different start times/timings/numbers of attempts for different groups?===
*In the Quiz administration settings block, there is a link "group overrides" that allows you to do things like grant extensions to certain groups of students.
*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 manually entering a grade in the gradebook. Also the teacher could change the closing date after the fact and regrade the attempts. The students' answers would then get graded.

===How can a "Never submitted quiz" attempt be submitted?===
Currently there is no way to retrieve an attempt that was "Never Submitted", and get it back into the "In progress" state. Perhaps the best solution is to plan ahead and set your quiz to set your quiz to be submitted automatically. Alternatively, you can
# Update the quiz : set the "close the quiz" date after today
# Set "When time expires" to "There is a grace period ..."
#Under Grade set "Attempts allowed" to "unlimited"
#Question behavior: Each attempt builds on the last "Yes"
# Invite the students who did not close their exams
# Allow them to start a new attempt, and close it immediately.

===Why can't people (guests) attempt 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 = guest, password = visitor, for everyone to share.

===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, 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 force my students to answer all the question in a quiz before they submit?===

There are various ways to answer this:
# You can't.
# Your students are not stupid. They know they will get zero marks for any question they do not answer, so they already have a strong incentive to answer every question. Furthermore, at the end of the quiz there is the summary page where they can easily check that they have answered all the questions before they submit, so they won't accidentally miss questions.
# OK, so you want us to write code that won't let students submit before they have answered each question. Well, all that does is forces the student to put random junk like "asdf" into each question before they click the button, or randomly make a choice in each multiple choice question. There is no educational benefit in this. You get more meaningful information if students leave those questions blank rather than putting in random responses.

=== Can I force a user to reattempt only incorrect questions in subsequent attempts?===

The easiest way to implement this solution is to use javascript or modify the source code on your Moodle site. The javascript solution described in [https://moodle.org/mod/forum/discuss.php?d=395125 this forum thread] is as follows:

* Insert the following code in the HTML of the text of a description question.
* Include this description question in the quizzes. If the quizzes are displayed on multiple pages, add the description question on each page.
* If you are using the [[Adaptable theme]] you can put the JS in the JS section of the [[Adaptable theme]]. With the standard [[Boost theme]] or [[Classic theme]] place the script in the Site Administration / Appearance / Additional HTML section. This way you don't have to include the script in every quiz.

<code>
<h3>Title of the quiz</h3> // optional
<p>Give some info.</p> // optional

<script src="https://ajax.googleapis.com/ajax/libs/jquery/3.4.1/jquery.min.js"></script>
<script>
$(document).ready(function() {
// Clear sessionStorage after a certain delay
if (sessionStorage.getItem("setTime") != "set") {
nd = new Date();
lastTime = nd.getTime().toString();
sessionStorage.setItem("time", lastTime);
sessionStorage.setItem("setTime", "set");
}
// Set the delay to say 5 minutes: aferXmin = 5
// (Use 0.33 minutes, i.e. 20 sec, for demonstration purposes)
afterXmin = 5;
maxDelay = afterXmin * 60 * 1000;
d = new Date();
newTime = d.getTime()
lastTime = sessionStorage.getItem("time")
delay = newTime - lastTime;
if (delay > maxDelay) {
sessionStorage.clear();
}
// Show or hide correct or incorrect questions in the previous attempt:
i = 0;
$(".que").each(function() {
i++;
var x = i.toString();
if ($(this).hasClass("correct")) {
sessionStorage.setItem(x, "correct");
}
if ($(this).hasClass("incorrect")) {
sessionStorage.setItem(x, "incorrect");
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "correct") {
$(this).hide();
}
if ($(this).hasClass("answersaved") && sessionStorage.getItem(x) == "incorrect") {
$(this).show();
}
});
});
</script>
</code>

==Grades==

===Why is my quiz not displaying in the gradebook?===

Go to the editing quiz page and check that you have a maximum grade that is more than 0 - if your score is 0, then the quiz will not appear in the gradebook.

===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 edit grade icon, unchecking the overridden box and saving the changes.

===How can I set a grade to pass?===

See the section 'Setting a grade to pass for a quiz' in [[Activity completion settings]] for details.

===How can I have a quiz that is not graded?===

On the Edit quiz page, change the total score and each question's score to 0 instead of the defaults of 10 and 1 per question:
[[File:quizscore0.png]]

==Appearance==

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

[[File:flag.png]]

There is a capability 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 can I hide the number of marks available for each question?===

This is not really possible unless you are prepared to edit the code.

If you have a custom theme, you can add CSS like this:
<code css>
.que .info .grade { display: none; }
</code>
or you could try to make it more specific, and only hide the grade before the question is answered:
<code css>
.que.answersaved .info .grade,
.que.invalidanswer .info .grade,
.que.notyetanswered .info .grade { display: none; }
</code>
You can also add this CSS using the [[Header_and_footer|Additional HTML admin setting]].

Alternatively, you can alter the PHP code here: https://github.com/moodle/moodle/blob/4de51c25ae227a727dcba7c39f6f644a5d47ce7a/mod/quiz/locallib.php#L1820. Change that line to give the behaviour you want, e.g.
<code php>
$options->marks = self::extract($quiz->reviewmarks, $when,
self::MARK_AND_MAX, self::HIDDEN);
</code>

Be warned that any of these approaches will affect every quiz in the Moodle site.

===How can I delay the quiz feedback after the quiz has passed===
* Suppose the students take a "Main" one-hour quiz from 2 April 14:00 to 2 April 15:00. They shall not have any feedback during and after the quiz until the following week.
* Students take a "Follow up" quiz a week later, starting 9 April 14:00. If they succeed the "Follow up" quiz, they can then review the "Main" quiz and get their points.

This can be done by editing the "Main" and "Follow up" quiz settings, and the Gradebook set up as follows:

[[File:MoodleDocs201904041052.png|280px|thumb|right]]
'''"Main" quiz settings''' ''See also the image on the right'' ->

Timing
Open the quiz: 2 April 14:00
Close the quiz: 9 April 14:00
Review options
During the attempt
Uncheck feedbacks
Immediately after the attempt
Uncheck feedbacks
Later, while the quiz is still open
Uncheck feedbacks
After the quiz is closed
Check feedbacks
Restrict access
Student must match any of the following
Date: until 2 April 15:00
or
Student must match all of the following (restriction set)
Date: from 9 April 14:00
and
Grade: Follow up
Check must be ≥ 1 %

'''"Follow up" quiz settings'''

Timing
Open the quiz: 9 April 14:00

'''Gradebook set up'''
Main quiz: Weight 0.0, ID number "main"
Follow up quiz: Weight 0.0, ID number "followup"
Grade item "Total": Weight 100.0, Calculation = [[main]] + [[followup]] ''(<- do not copy/paste this equation, rewrite it)''

===Is there a way to display submitted images instead of titles of Images on the review page for the quiz?===
Yes. See [https://moodle.org/mod/forum/discuss.php?d=392623#p1582739 this forum post].

==Errors==

===I obtain 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!

==Quiz plugins==

There are a number of ways to extend quizzes, such as adding new reports and questions types. See [https://moodle.org/plugins/browse.php?list=category&id=28 Moodle plugins directory: Plugin type: Quiz].

==See also==

* [[Effective quiz practices]]
* [[Questions FAQ]]

==Any further questions?==

Please post in the [https://moodle.org/mod/forum/view.php?id=737 Quiz forum] on moodle.org.

[[Category:FAQ]]

[[de:Test FAQ]]
[[es:Examen FAQ]]
[[fr:FAQ sur les tests]]

Quiz settings

2020-06-10T11:09:44Z

Tkorner: layout issues

{{Quiz}}
Creating a new quiz is a two-step process. In the first step, you create the quiz activity and set its options which specify the rules for interacting with the quiz. In the second step you add questions to the quiz.
This page describes the options you can set for the quiz activity. The page [[Building Quiz]] describes how to set up the questions for the quiz.

==Quiz administration==
When you first set up your quiz from ''Add an activity or resource > Quiz'', (or, if you don't have this link, the dropdown ''Add an activity>Quiz'') you will get the following settings, (which can also be changed later in the Edit Settings link of the Quiz administration settings block) All settings may expanded by clicking the "Expand all" link top right.

==General==
Add a name here (which students will click on to access the quiz) and, if desired, a description of what they must do.

==Timing==
{{Note|The user's time-zone - as set in the user profile - only affects how a particular time is displayed to that user. The actual timing for the quiz is not changed by that.}}
;Open the quiz
:You can specify times when the quiz is accessible for people to make attempts. Before the opening time the quiz will be unavailable to students. They will be able to view the quiz introduction but will not be able to view the questions. Quizzes with start times in the future display both the open and close date for students.
;Close the quiz
:After the closing time, the students will not be able to start new attempts. Answers that the student submits after the quiz closing date will be saved but they will not be marked.
: Even after the quiz has closed students will still be able to see the quiz description and review their attempts. What exactly they will see depends on the settings you choose for review options (see below).
;Time limit
: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:

[[File:quiz timer.png|thumb|Navigation block showing quiz timer]]

# A countdown timer is shown in the quiz navigation block
# 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 goes over the allotted time, no marks are awarded for any answers entered after the time ran out

;When time expires..

{{Note|It is always the case that if the student is actively working on the quiz when the count-down timer reachers zero, then their attempt will be automatically submitted at that moment. This setting only affects what happens if the student starts a timed attempt, then leaves the attempt, and then later time expires.}}
There are three options as to what will happen when the time limit is up. Choose the one you need from the dropdown menu:
# Open attempts are submitted automatically (This is the default)
# There is a grace period when open attempts can be submitted, but no more questions answered
# Attempts must be submitted before time expires, or they are not counted.

If you select "''There is a grace period...''" then you can check the box to enable the "Submission grace period" and specify a period of time during which learners may still submit the quiz after the time is up.

{{Note|You can change quiz availability and duration for different groups or users in the Group or User override sections in quiz administration.}}

===Example of how timing is handled===

#A student starts a quiz at noon. The quiz has a one-hour time-limit, and a 1 hour delay between attempts. The student gets distracted, and so actually does not submit (using the overdue handling) until 1:30pm. ''They are allowed to start their second attempt at 2. pm''
#The quiz count-down timer submits a student's quiz attempt at the last second when time expires. Because the server is heavily loaded, it takes 30 seconds to process the student's attempt. ''The submission is accepted nonetheless.''
#Same situation as above but with a 120 second delay: ''The submission is rejected.''
#The delay is not because of server load but because the student found a way to cheat the timer. ''Moodle cannot know what causes a delay. The behaviour is controlled by the admin setting (quiz | graceperiodmin), 60 seconds by default.''
#A student is a member of 3 groups, all of which have different override settings. Which limits will apply to this student? ''If there is any user-specific override, then that is used, and the group overrides for that setting are not used at all. Otherwise, if there are multiple group overrides, the most generous values are used (the earliest open date, the latest close date, the longest time limit, the most number of attempts, and the student can type any of the passwords).''

==Grade==
;Grade category
If you have categories in your gradebook, select the one you wish the quiz to be in here.
;Attempts allowed
: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.
{{Note|You can change the allowed number of attempts for different groups or users in the Group or User override sections of the Quiz Administration settings block.}}
;Grade to pass
Here you can set a passing grade for the quiz. This may be connected with [[Activity completion]] and [[Conditional activities]] such that a student will not be able to access a follow up activity until they have passed the quiz.
;Grading method
: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 earned on the first attempt (other attempts are ignored)
* Last grade - the final grade is the grade earned on the most recent attempt only

==Layout==
;New 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.
:'''''Note that changing this setting has no effect on questions you have already added to the quiz'''''. The setting will only apply to questions you add subsequently. To change the page breaks in an existing quiz, you need to go to the quiz editing screen, tick the 'Show page breaks' checkbox, then use the repaginate control.

If you have many questions that use many high definition images and the server suffers performance issues, showing only one question per page is easier on the server that showing many (or all) questions in one page.

;Navigation method (available by clicking ''Show More'')

Choose ''Sequential'' instead of ''Free'', if you want to force the student to progress through the questions in order and not go back to a previous question or skip to a later one.

==Question behaviour==
;How questions behave
:This is the primary way to control the experience a student has as they interact with each question in the quiz. If you want students to get immediate feedback on their response with a chance to try again, if they get it wrong, then select 'Interactive with multiple tries' (and add some hints to your questions and specify a retry penalty if desired). If you want to replicate a traditional exam, select 'Deferred feedback'. In other situations, the other options can be useful. For a description of all the behaviours, see [[Question behaviours]].
;Allow redo within an attempt (available by clicking "Show more")
:If using Interactive or Immediate feedback mode, enabling this setting means students can try a question again even if they have used up their allowed attempts. This is helpful if they wish to learn from the feedback given at the end of their attempts. Importantly, for students to continue with the same question, the question definition must contain hints. It must also have been added manually into the quiz, rather than randomly (see [[Building Quiz#Adding questions]]). Otherwise, the 'redo' will occur with a different question from the one they were working on previously if there are other questions available (such as when the question slot is filled by a random question). A student's grade for that question slot is based on the most recent question they have started. ''Note: by default students are allowed three tries to answer a question correctly in Interactive mode before the 'redo' option becomes available. The number of tries cannot be reduced but it can be increased by adding more hints to the question in the 'Multiple tries' section of the question's configuration page.''
;Each attempt builds on the last (available by clicking "Show more")
: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 the student on the new attempt to concentrate on just those questions that were answered incorrectly on the previous attempt. If this option is chosen then each attempt by a particular student uses the same questions in the same order, independent of randomization settings. To show a fresh quiz on every attempt, select No for this setting.

==Review options==
(These settings are collapsed by default)

[[File:quizreview.png|thumb|600px|Review options expanded]]

This section controls what information students will be shown when they review their past attempts at the quiz, and during the attempt in adaptive mode. It is a matrix with check boxes.

The various pieces of information that can be controlled are:
; The attempt: Will show how the student responded to each question.
; Whether correct: Displays whether the students response to each question is correct or incorrect.
; Marks: Reveals the marks awarded to the student and the grade for the quiz.
; Specific feedback: Will show the feedback for the response to the answer as set when adding the question to the quiz. Each response to a question can have feedback for both correct and incorrect answers.
; General feedback: Displays the general feedback for the whole question as set when adding the question to the quiz. You can use the general feedback to give students some background to what knowledge the question was testing.
; Right answer: Reveals the correct answer to each question, whether the student answered correctly or not (See note below).
; Overall feedback: Displays feedback for the entire quiz as set in the quiz settings (See note below).

For each of the above items, you can determine the timeframe when the students will see them:
; During the attempt : is only available when ''‘How questions behave’'' has been set to ''‘Immediate feedback’'', ''‘Immediate feedback with CBM’'' and ''‘Interactive with multiple tries’''. If set to one of these options then a ''‘Check’'' button will appear below the answer and when clicked the student will submit that response and then receive immediate feedback.
; Immediately after the attempt : means within 2 minutes of the student clicking "submit all and finish".
; Later, while the quiz is still open : means after 2 minutes, but before the close date (if the quiz does not have a close date, this phase never ends).
; After the quiz is closed : means what it says (you never get here for quizzes without a close date).

:''Tip:'' Checking any of the boxes in the timeframe row, will reveal the test to the student. For example, to allow students to see their quiz immediately after taking it but not later, make sure none of the boxes in "Later" or "After" rows are checked. The student will be able to see their grade but not get into the quiz.

Note: Currently, the Answers display is a bit inconsistent between different question types. For example, the matching question type shows students which of their responses are correct, but does not tell them the right answer for the ones they got wrong. The short answer and multiple choices question types do tell the student what the correct answer is.

Users with the capability 'View hidden grades' [[Capabilities/moodle/grade:viewhidden|moodle/grade:viewhidden]] (typically teachers and administrators) are not affected by these settings and will always by able to review all information about a student's attempt at any time.

In your list of review options, you must have 'The attempt' (the first option in the lists) selected before you can enable the options to show 'Whether correct', 'Specific feedback', 'General feedback', and 'Right answer'. If you choose not to let the students review the attempt, your only options are to display 'Marks' and 'Overall feedback'.

==Appearance==
;Show the user's picture
:It is now possible, when displaying the user's profile picture for proctoring purposes, to choose whether a large image or thumbnail will be displayed.
;Decimal places in grades
:This option determines how many digits will be shown after the decimal separator (see [[dev:Translation_langconfig|langconfig]] ) when the grade is displayed. A setting of 0 for example means that the grades are displayed as integers. This setting is only used for the display of grades, not for the display or marking of answers.
;Decimal places in question grades
:By default this is an advanced setting. You need to click Show more ... to reveal it. Lets you have a different display of grades for each question compared to the quiz total. For example you may which to see the total as a whole number, but still show fractional grades for each question.
;Show blocks during quiz attempts
:Also an advanced setting by default. You can control whether blocks are shown on the page during quiz attempts.

==Safe Exam Browser==

:[[Safe exam browser|Safe Exam Browser]] is a customised open-source web browser which works perfectly integrated into Moodle quiz. It must be downloaded and installed on the computer that the student uses to attempt the quiz. It restricts student to focus on the quiz. Features include full screen, without web navigation options, shortcut keys including copy and paste are disabled and of course surfing the web during an exam. But Safe exam browser can enable specific software or websites to be available.

;Require the use of Safe Exam Browser
:Activating the general requirement of Safe Exam Browser opens all the settings for using the Safe Exam Browser. You can choose between ''Configure manually'', ''Use an existing template'', ''Upload my own config'' and ''Use SEB client config''.

:Please refer to the [[Safe exam browser|Safe exam browser settings page]] for detailed information on the additional settings and for the usage of Safe Exam Browser in general.

==Extra restrictions on attempts==
;Require password
: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. This is useful to give only a selected group of students access to the quiz. If you have many users taking one simultaneous quiz, it may help to assign a very long password to the quiz, so that the load on the server is spread over time (see [https://moodle.org/mod/forum/discuss.php?d=316736#p1273704 this forum thread]).
;Require network address
: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 (invigilated) quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 231.54.211.0/20, 231.3.56.211

: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 231.54.211.0/20 which allows you to specify more detailed subnets.

:Spaces are ignored.

;Enforced delay between attempts
:You can set a time (from seconds to weeks) between the first and second attempt of a quiz. You can also (or alternatively) set a time from seconds to weeks for subsequent attempts after the second attempt. Thus, you might allow a student to take the quiz twice immediately with no delay, but if they want to improve their score with a third attempt, they are forced to wait a week and use the time for extra revision.

;Browser security
:This is by default an advanced field, visible by clicking "Show advanced".
:The options in this section offer various ways to try to restrict how students may try to 'cheat' while attempting a quiz. However, this is not a simple issue, and what in one situation is considered 'cheating' may, in another situation, just be effective use of information technology. (For example, the ability to quickly find answers using a search engine.)

::Note also that this is not just at problem of technology with a technical solution. Cheating has been going on since long before computers, and while computers make certain actions, like copy and paste, easier, they also make it easier for teachers to detect cheating - for example using the quiz reports. The options provided here are not fool-proof, and while they do make some forms of cheating harder for students, they also make it more inconvenient for students to attempt the quizzes, and they are not fool-proof.

:'''Full screen pop-up with some JavaScript security'''

:There is a limit to what the quiz, which runs on a web server, can do to restrict what the student sitting at their computer can do while attempting the quiz. However, this option does what is possible:
[[File:seb24.png|thumb|Student view of quiz question with full screen popup.]]
:* The quiz will only start if the student has a JavaScript-enabled web-browser.
:* The quiz appears in a fullscreen popup window that covers all the other windows and has no course navigation controls. (However, it is impossible for a web site to create a browser window that cannot be minimised or moved aside.)
:* The students are prevented, as far as is possible, from using facilities like copy and paste.

==Overall feedback==
Overall feedback is shown to a student after they have completed an attempt at the quiz. The text that is shown can depend on the grade the student got. Click "Show editing tools" to display the rich text editor, and drag the bottom right of the text box out to expand it.

For example, if you entered:

:Grade boundary: 100%
:Feedback: "Well done"
:Grade boundary: 40%
:Feedback: "Please study this week's work again"
:Grade boundary: 0%

Then students who score between 100% and 40% will see the "Well done" message, and those who score between 39.99% and 0% will see "Please study this week's work again". That is, the grade boundaries define ranges of grades, and each feedback string is displayed to scores within the appropriate range.

Grade boundaries can be specified either as a percentage, for example "31.41%", or as a number, for example "7". If your quiz is out of 10 marks, a grade boundary of 7 means 7/10 or better.

Note that the maximum and minimum grade boundaries (100% and 0%) are set automatically.

You can set as many or as few grade boundaries as you wish. The form allows you up to 5 ranges at first, but you can add more by clicking the "Add 3 fields to form" button underneath.

If you're getting confusing error messages about a boundary being out of sequence (when it's obviously *in* sequence), or "boundaries must be between 0% and 100%" (and they are) -- check that the Maximum Grade for this quiz is set to something greater than zero.

If you want to reduce the number of boundaries and feedbacks, you will need to remove all feedbacks and boundaries and then add the reduced amount.

==Outcomes==
This setting will only appear if [[Outcomes]] have been enabled by the administrator and are used in the course. See [[Outcomes]] for how to remove an outcome once it has been added to a quiz.

==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.
===Quiz completion===

The following automatic activity completion conditions apply to the quiz:

:''Require view'' - the student clicks on the quiz to view it
:''Require grade'' - the student obtains a grade
:''Require a passing grade'' - a 'Grade to pass' is specified for the quiz in the gradebook.
:''All available attempts completed'' - a certain number of attempts were allowed on the quiz and the student has completed them all.

==Group and User overrides==
Dates, timing and number of allowed attempts may be changed for individual users or groups by following the links ''Group Overrides'' or ''User Overrides'' in Quiz administration. In situations where two group overrides may apply to a single user, the most lenient date is used. For "Open the quiz" dates, this means the earliest possible date is used, for "Close the quiz" dates, this means that the latest possible date is used Note also that if there exists a user override for a student, it will always take precedence over any group overrides.

===Group overrides===
To change a quiz setting for a particular group, click the "add group override" button in ''Quiz Administration>Group overrides'', make the changes you wish and save or enter another override.

===User overrides===
To change a quiz setting for a particular user or users, click the "add user override"button in ''Quiz Administration>User overrides'', make the changes you wish and save or enter another override.

==Site administration settings==

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

The time period settings for a quiz (such as time limit, submission grace period, autosave period and so on) can be set here with a duration of seconds, minutes, hours, days or weeks. These defaults will then be used when new quizzes are created.

;Autosave period
:If enabled, student responses will be saved at regular period according to the selection here. the default is one minute. This is useful so that students don't lose work but does increase the load on the server.

Using [[Safe Exam Browser]] with the quiz module has two additional settings which may be changed by an administrator.<br />
In ''Site administration > Plugins > Activity modules > Quiz > Safe Exam Browser templates'' you can add and manage templates of Safe Exam Browser settings for using in a quiz. This make sense, if you want to make it easier for teachers or if you want to restrict teachers to use Safe Exam Browser only in a specific setting.<br />
In ''Site administration > Plugins > Activity modules > Quiz > Safe Exam Browser access rule'' you change general settings of the usage of Safe Exam browser like the download link for Safe Exam Browser or if Moodle is allowed to auto configure Safe Exam Browser.

How questions behave can be configured in ''Site administration > Plugins > Question behaviours > Manage question behaviours''.

==See also==

[[fr:Ajouter/modifier un test]]
[[de:Test konfigurieren]]
[[es:Configuraciones del examen]]

Quiz settings

2020-06-10T11:08:44Z

Tkorner: added Safe Exam Browser to the Admin settings

{{Quiz}}
Creating a new quiz is a two-step process. In the first step, you create the quiz activity and set its options which specify the rules for interacting with the quiz. In the second step you add questions to the quiz.
This page describes the options you can set for the quiz activity. The page [[Building Quiz]] describes how to set up the questions for the quiz.

==Quiz administration==
When you first set up your quiz from ''Add an activity or resource > Quiz'', (or, if you don't have this link, the dropdown ''Add an activity>Quiz'') you will get the following settings, (which can also be changed later in the Edit Settings link of the Quiz administration settings block) All settings may expanded by clicking the "Expand all" link top right.

==General==
Add a name here (which students will click on to access the quiz) and, if desired, a description of what they must do.

==Timing==
{{Note|The user's time-zone - as set in the user profile - only affects how a particular time is displayed to that user. The actual timing for the quiz is not changed by that.}}
;Open the quiz
:You can specify times when the quiz is accessible for people to make attempts. Before the opening time the quiz will be unavailable to students. They will be able to view the quiz introduction but will not be able to view the questions. Quizzes with start times in the future display both the open and close date for students.
;Close the quiz
:After the closing time, the students will not be able to start new attempts. Answers that the student submits after the quiz closing date will be saved but they will not be marked.
: Even after the quiz has closed students will still be able to see the quiz description and review their attempts. What exactly they will see depends on the settings you choose for review options (see below).
;Time limit
: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:

[[File:quiz timer.png|thumb|Navigation block showing quiz timer]]

# A countdown timer is shown in the quiz navigation block
# 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 goes over the allotted time, no marks are awarded for any answers entered after the time ran out

;When time expires..

{{Note|It is always the case that if the student is actively working on the quiz when the count-down timer reachers zero, then their attempt will be automatically submitted at that moment. This setting only affects what happens if the student starts a timed attempt, then leaves the attempt, and then later time expires.}}
There are three options as to what will happen when the time limit is up. Choose the one you need from the dropdown menu:
# Open attempts are submitted automatically (This is the default)
# There is a grace period when open attempts can be submitted, but no more questions answered
# Attempts must be submitted before time expires, or they are not counted.

If you select "''There is a grace period...''" then you can check the box to enable the "Submission grace period" and specify a period of time during which learners may still submit the quiz after the time is up.

{{Note|You can change quiz availability and duration for different groups or users in the Group or User override sections in quiz administration.}}

===Example of how timing is handled===

#A student starts a quiz at noon. The quiz has a one-hour time-limit, and a 1 hour delay between attempts. The student gets distracted, and so actually does not submit (using the overdue handling) until 1:30pm. ''They are allowed to start their second attempt at 2. pm''
#The quiz count-down timer submits a student's quiz attempt at the last second when time expires. Because the server is heavily loaded, it takes 30 seconds to process the student's attempt. ''The submission is accepted nonetheless.''
#Same situation as above but with a 120 second delay: ''The submission is rejected.''
#The delay is not because of server load but because the student found a way to cheat the timer. ''Moodle cannot know what causes a delay. The behaviour is controlled by the admin setting (quiz | graceperiodmin), 60 seconds by default.''
#A student is a member of 3 groups, all of which have different override settings. Which limits will apply to this student? ''If there is any user-specific override, then that is used, and the group overrides for that setting are not used at all. Otherwise, if there are multiple group overrides, the most generous values are used (the earliest open date, the latest close date, the longest time limit, the most number of attempts, and the student can type any of the passwords).''

==Grade==
;Grade category
If you have categories in your gradebook, select the one you wish the quiz to be in here.
;Attempts allowed
: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.
{{Note|You can change the allowed number of attempts for different groups or users in the Group or User override sections of the Quiz Administration settings block.}}
;Grade to pass
Here you can set a passing grade for the quiz. This may be connected with [[Activity completion]] and [[Conditional activities]] such that a student will not be able to access a follow up activity until they have passed the quiz.
;Grading method
: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 earned on the first attempt (other attempts are ignored)
* Last grade - the final grade is the grade earned on the most recent attempt only

==Layout==
;New 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.
:'''''Note that changing this setting has no effect on questions you have already added to the quiz'''''. The setting will only apply to questions you add subsequently. To change the page breaks in an existing quiz, you need to go to the quiz editing screen, tick the 'Show page breaks' checkbox, then use the repaginate control.

If you have many questions that use many high definition images and the server suffers performance issues, showing only one question per page is easier on the server that showing many (or all) questions in one page.

;Navigation method (available by clicking ''Show More'')

Choose ''Sequential'' instead of ''Free'', if you want to force the student to progress through the questions in order and not go back to a previous question or skip to a later one.

==Question behaviour==
;How questions behave
:This is the primary way to control the experience a student has as they interact with each question in the quiz. If you want students to get immediate feedback on their response with a chance to try again, if they get it wrong, then select 'Interactive with multiple tries' (and add some hints to your questions and specify a retry penalty if desired). If you want to replicate a traditional exam, select 'Deferred feedback'. In other situations, the other options can be useful. For a description of all the behaviours, see [[Question behaviours]].
;Allow redo within an attempt (available by clicking "Show more")
:If using Interactive or Immediate feedback mode, enabling this setting means students can try a question again even if they have used up their allowed attempts. This is helpful if they wish to learn from the feedback given at the end of their attempts. Importantly, for students to continue with the same question, the question definition must contain hints. It must also have been added manually into the quiz, rather than randomly (see [[Building Quiz#Adding questions]]). Otherwise, the 'redo' will occur with a different question from the one they were working on previously if there are other questions available (such as when the question slot is filled by a random question). A student's grade for that question slot is based on the most recent question they have started. ''Note: by default students are allowed three tries to answer a question correctly in Interactive mode before the 'redo' option becomes available. The number of tries cannot be reduced but it can be increased by adding more hints to the question in the 'Multiple tries' section of the question's configuration page.''
;Each attempt builds on the last (available by clicking "Show more")
: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 the student on the new attempt to concentrate on just those questions that were answered incorrectly on the previous attempt. If this option is chosen then each attempt by a particular student uses the same questions in the same order, independent of randomization settings. To show a fresh quiz on every attempt, select No for this setting.

==Review options==
(These settings are collapsed by default)

[[File:quizreview.png|thumb|600px|Review options expanded]]

This section controls what information students will be shown when they review their past attempts at the quiz, and during the attempt in adaptive mode. It is a matrix with check boxes.

The various pieces of information that can be controlled are:
; The attempt: Will show how the student responded to each question.
; Whether correct: Displays whether the students response to each question is correct or incorrect.
; Marks: Reveals the marks awarded to the student and the grade for the quiz.
; Specific feedback: Will show the feedback for the response to the answer as set when adding the question to the quiz. Each response to a question can have feedback for both correct and incorrect answers.
; General feedback: Displays the general feedback for the whole question as set when adding the question to the quiz. You can use the general feedback to give students some background to what knowledge the question was testing.
; Right answer: Reveals the correct answer to each question, whether the student answered correctly or not (See note below).
; Overall feedback: Displays feedback for the entire quiz as set in the quiz settings (See note below).

For each of the above items, you can determine the timeframe when the students will see them:
; During the attempt : is only available when ''‘How questions behave’'' has been set to ''‘Immediate feedback’'', ''‘Immediate feedback with CBM’'' and ''‘Interactive with multiple tries’''. If set to one of these options then a ''‘Check’'' button will appear below the answer and when clicked the student will submit that response and then receive immediate feedback.
; Immediately after the attempt : means within 2 minutes of the student clicking "submit all and finish".
; Later, while the quiz is still open : means after 2 minutes, but before the close date (if the quiz does not have a close date, this phase never ends).
; After the quiz is closed : means what it says (you never get here for quizzes without a close date).

:''Tip:'' Checking any of the boxes in the timeframe row, will reveal the test to the student. For example, to allow students to see their quiz immediately after taking it but not later, make sure none of the boxes in "Later" or "After" rows are checked. The student will be able to see their grade but not get into the quiz.

Note: Currently, the Answers display is a bit inconsistent between different question types. For example, the matching question type shows students which of their responses are correct, but does not tell them the right answer for the ones they got wrong. The short answer and multiple choices question types do tell the student what the correct answer is.

Users with the capability 'View hidden grades' [[Capabilities/moodle/grade:viewhidden|moodle/grade:viewhidden]] (typically teachers and administrators) are not affected by these settings and will always by able to review all information about a student's attempt at any time.

In your list of review options, you must have 'The attempt' (the first option in the lists) selected before you can enable the options to show 'Whether correct', 'Specific feedback', 'General feedback', and 'Right answer'. If you choose not to let the students review the attempt, your only options are to display 'Marks' and 'Overall feedback'.

==Appearance==
;Show the user's picture
:It is now possible, when displaying the user's profile picture for proctoring purposes, to choose whether a large image or thumbnail will be displayed.
;Decimal places in grades
:This option determines how many digits will be shown after the decimal separator (see [[dev:Translation_langconfig|langconfig]] ) when the grade is displayed. A setting of 0 for example means that the grades are displayed as integers. This setting is only used for the display of grades, not for the display or marking of answers.
;Decimal places in question grades
:By default this is an advanced setting. You need to click Show more ... to reveal it. Lets you have a different display of grades for each question compared to the quiz total. For example you may which to see the total as a whole number, but still show fractional grades for each question.
;Show blocks during quiz attempts
:Also an advanced setting by default. You can control whether blocks are shown on the page during quiz attempts.

==Safe Exam Browser==

:[[Safe exam browser|Safe Exam Browser]] is a customised open-source web browser which works perfectly integrated into Moodle quiz. It must be downloaded and installed on the computer that the student uses to attempt the quiz. It restricts student to focus on the quiz. Features include full screen, without web navigation options, shortcut keys including copy and paste are disabled and of course surfing the web during an exam. But Safe exam browser can enable specific software or websites to be available.

;Require the use of Safe Exam Browser
:Activating the general requirement of Safe Exam Browser opens all the settings for using the Safe Exam Browser. You can choose between ''Configure manually'', ''Use an existing template'', ''Upload my own config'' and ''Use SEB client config''.

:Please refer to the [[Safe exam browser|Safe exam browser settings page]] for detailed information on the additional settings and for the usage of Safe Exam Browser in general.

==Extra restrictions on attempts==
;Require password
: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. This is useful to give only a selected group of students access to the quiz. If you have many users taking one simultaneous quiz, it may help to assign a very long password to the quiz, so that the load on the server is spread over time (see [https://moodle.org/mod/forum/discuss.php?d=316736#p1273704 this forum thread]).
;Require network address
: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 (invigilated) quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 231.54.211.0/20, 231.3.56.211

: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 231.54.211.0/20 which allows you to specify more detailed subnets.

:Spaces are ignored.

;Enforced delay between attempts
:You can set a time (from seconds to weeks) between the first and second attempt of a quiz. You can also (or alternatively) set a time from seconds to weeks for subsequent attempts after the second attempt. Thus, you might allow a student to take the quiz twice immediately with no delay, but if they want to improve their score with a third attempt, they are forced to wait a week and use the time for extra revision.

;Browser security
:This is by default an advanced field, visible by clicking "Show advanced".
:The options in this section offer various ways to try to restrict how students may try to 'cheat' while attempting a quiz. However, this is not a simple issue, and what in one situation is considered 'cheating' may, in another situation, just be effective use of information technology. (For example, the ability to quickly find answers using a search engine.)

::Note also that this is not just at problem of technology with a technical solution. Cheating has been going on since long before computers, and while computers make certain actions, like copy and paste, easier, they also make it easier for teachers to detect cheating - for example using the quiz reports. The options provided here are not fool-proof, and while they do make some forms of cheating harder for students, they also make it more inconvenient for students to attempt the quizzes, and they are not fool-proof.

:'''Full screen pop-up with some JavaScript security'''

:There is a limit to what the quiz, which runs on a web server, can do to restrict what the student sitting at their computer can do while attempting the quiz. However, this option does what is possible:
[[File:seb24.png|thumb|Student view of quiz question with full screen popup.]]
:* The quiz will only start if the student has a JavaScript-enabled web-browser.
:* The quiz appears in a fullscreen popup window that covers all the other windows and has no course navigation controls. (However, it is impossible for a web site to create a browser window that cannot be minimised or moved aside.)
:* The students are prevented, as far as is possible, from using facilities like copy and paste.

==Overall feedback==
Overall feedback is shown to a student after they have completed an attempt at the quiz. The text that is shown can depend on the grade the student got. Click "Show editing tools" to display the rich text editor, and drag the bottom right of the text box out to expand it.

For example, if you entered:

:Grade boundary: 100%
:Feedback: "Well done"
:Grade boundary: 40%
:Feedback: "Please study this week's work again"
:Grade boundary: 0%

Then students who score between 100% and 40% will see the "Well done" message, and those who score between 39.99% and 0% will see "Please study this week's work again". That is, the grade boundaries define ranges of grades, and each feedback string is displayed to scores within the appropriate range.

Grade boundaries can be specified either as a percentage, for example "31.41%", or as a number, for example "7". If your quiz is out of 10 marks, a grade boundary of 7 means 7/10 or better.

Note that the maximum and minimum grade boundaries (100% and 0%) are set automatically.

You can set as many or as few grade boundaries as you wish. The form allows you up to 5 ranges at first, but you can add more by clicking the "Add 3 fields to form" button underneath.

If you're getting confusing error messages about a boundary being out of sequence (when it's obviously *in* sequence), or "boundaries must be between 0% and 100%" (and they are) -- check that the Maximum Grade for this quiz is set to something greater than zero.

If you want to reduce the number of boundaries and feedbacks, you will need to remove all feedbacks and boundaries and then add the reduced amount.

==Outcomes==
This setting will only appear if [[Outcomes]] have been enabled by the administrator and are used in the course. See [[Outcomes]] for how to remove an outcome once it has been added to a quiz.

==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.
===Quiz completion===

The following automatic activity completion conditions apply to the quiz:

:''Require view'' - the student clicks on the quiz to view it
:''Require grade'' - the student obtains a grade
:''Require a passing grade'' - a 'Grade to pass' is specified for the quiz in the gradebook.
:''All available attempts completed'' - a certain number of attempts were allowed on the quiz and the student has completed them all.

==Group and User overrides==
Dates, timing and number of allowed attempts may be changed for individual users or groups by following the links ''Group Overrides'' or ''User Overrides'' in Quiz administration. In situations where two group overrides may apply to a single user, the most lenient date is used. For "Open the quiz" dates, this means the earliest possible date is used, for "Close the quiz" dates, this means that the latest possible date is used Note also that if there exists a user override for a student, it will always take precedence over any group overrides.

===Group overrides===
To change a quiz setting for a particular group, click the "add group override" button in ''Quiz Administration>Group overrides'', make the changes you wish and save or enter another override.

===User overrides===
To change a quiz setting for a particular user or users, click the "add user override"button in ''Quiz Administration>User overrides'', make the changes you wish and save or enter another override.

==Site administration settings==

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

The time period settings for a quiz (such as time limit, submission grace period, autosave period and so on) can be set here with a duration of seconds, minutes, hours, days or weeks. These defaults will then be used when new quizzes are created.

;Autosave period
:If enabled, student responses will be saved at regular period according to the selection here. the default is one minute. This is useful so that students don't lose work but does increase the load on the server.

Using [[Safe Exam Browser]] with the quiz module has two additional settings which may be changed by an administrator.
In ''Site administration > Plugins > Activity modules > Quiz > Safe Exam Browser templates" you can add and manage templates of Safe Exam Browser settings for using in a quiz. This make sense, if you want to make it easier for teachers or if you want to restrict teachers to use Safe Exam Browser only in a specific setting.
In ''Site administration > Plugins > Activity modules > Quiz > Safe Exam Browser access rule'' you change general settings of the usage of Safe Exam browser like the download link for Safe Exam Browser or if Moodle is allowed to auto configure Safe Exam Browser.

How questions behave can be configured in ''Site administration > Plugins > Question behaviours > Manage question behaviours''.

==See also==

[[fr:Ajouter/modifier un test]]
[[de:Test konfigurieren]]
[[es:Configuraciones del examen]]

Quiz settings

2020-06-10T10:49:56Z

Tkorner: Updated the Safe Exam Browser settings for 3.9

{{Quiz}}
Creating a new quiz is a two-step process. In the first step, you create the quiz activity and set its options which specify the rules for interacting with the quiz. In the second step you add questions to the quiz.
This page describes the options you can set for the quiz activity. The page [[Building Quiz]] describes how to set up the questions for the quiz.

==Quiz administration==
When you first set up your quiz from ''Add an activity or resource > Quiz'', (or, if you don't have this link, the dropdown ''Add an activity>Quiz'') you will get the following settings, (which can also be changed later in the Edit Settings link of the Quiz administration settings block) All settings may expanded by clicking the "Expand all" link top right.

==General==
Add a name here (which students will click on to access the quiz) and, if desired, a description of what they must do.

==Timing==
{{Note|The user's time-zone - as set in the user profile - only affects how a particular time is displayed to that user. The actual timing for the quiz is not changed by that.}}
;Open the quiz
:You can specify times when the quiz is accessible for people to make attempts. Before the opening time the quiz will be unavailable to students. They will be able to view the quiz introduction but will not be able to view the questions. Quizzes with start times in the future display both the open and close date for students.
;Close the quiz
:After the closing time, the students will not be able to start new attempts. Answers that the student submits after the quiz closing date will be saved but they will not be marked.
: Even after the quiz has closed students will still be able to see the quiz description and review their attempts. What exactly they will see depends on the settings you choose for review options (see below).
;Time limit
: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:

[[File:quiz timer.png|thumb|Navigation block showing quiz timer]]

# A countdown timer is shown in the quiz navigation block
# 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 goes over the allotted time, no marks are awarded for any answers entered after the time ran out

;When time expires..

{{Note|It is always the case that if the student is actively working on the quiz when the count-down timer reachers zero, then their attempt will be automatically submitted at that moment. This setting only affects what happens if the student starts a timed attempt, then leaves the attempt, and then later time expires.}}
There are three options as to what will happen when the time limit is up. Choose the one you need from the dropdown menu:
# Open attempts are submitted automatically (This is the default)
# There is a grace period when open attempts can be submitted, but no more questions answered
# Attempts must be submitted before time expires, or they are not counted.

If you select "''There is a grace period...''" then you can check the box to enable the "Submission grace period" and specify a period of time during which learners may still submit the quiz after the time is up.

{{Note|You can change quiz availability and duration for different groups or users in the Group or User override sections in quiz administration.}}

===Example of how timing is handled===

#A student starts a quiz at noon. The quiz has a one-hour time-limit, and a 1 hour delay between attempts. The student gets distracted, and so actually does not submit (using the overdue handling) until 1:30pm. ''They are allowed to start their second attempt at 2. pm''
#The quiz count-down timer submits a student's quiz attempt at the last second when time expires. Because the server is heavily loaded, it takes 30 seconds to process the student's attempt. ''The submission is accepted nonetheless.''
#Same situation as above but with a 120 second delay: ''The submission is rejected.''
#The delay is not because of server load but because the student found a way to cheat the timer. ''Moodle cannot know what causes a delay. The behaviour is controlled by the admin setting (quiz | graceperiodmin), 60 seconds by default.''
#A student is a member of 3 groups, all of which have different override settings. Which limits will apply to this student? ''If there is any user-specific override, then that is used, and the group overrides for that setting are not used at all. Otherwise, if there are multiple group overrides, the most generous values are used (the earliest open date, the latest close date, the longest time limit, the most number of attempts, and the student can type any of the passwords).''

==Grade==
;Grade category
If you have categories in your gradebook, select the one you wish the quiz to be in here.
;Attempts allowed
: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.
{{Note|You can change the allowed number of attempts for different groups or users in the Group or User override sections of the Quiz Administration settings block.}}
;Grade to pass
Here you can set a passing grade for the quiz. This may be connected with [[Activity completion]] and [[Conditional activities]] such that a student will not be able to access a follow up activity until they have passed the quiz.
;Grading method
: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 earned on the first attempt (other attempts are ignored)
* Last grade - the final grade is the grade earned on the most recent attempt only

==Layout==
;New 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.
:'''''Note that changing this setting has no effect on questions you have already added to the quiz'''''. The setting will only apply to questions you add subsequently. To change the page breaks in an existing quiz, you need to go to the quiz editing screen, tick the 'Show page breaks' checkbox, then use the repaginate control.

If you have many questions that use many high definition images and the server suffers performance issues, showing only one question per page is easier on the server that showing many (or all) questions in one page.

;Navigation method (available by clicking ''Show More'')

Choose ''Sequential'' instead of ''Free'', if you want to force the student to progress through the questions in order and not go back to a previous question or skip to a later one.

==Question behaviour==
;How questions behave
:This is the primary way to control the experience a student has as they interact with each question in the quiz. If you want students to get immediate feedback on their response with a chance to try again, if they get it wrong, then select 'Interactive with multiple tries' (and add some hints to your questions and specify a retry penalty if desired). If you want to replicate a traditional exam, select 'Deferred feedback'. In other situations, the other options can be useful. For a description of all the behaviours, see [[Question behaviours]].
;Allow redo within an attempt (available by clicking "Show more")
:If using Interactive or Immediate feedback mode, enabling this setting means students can try a question again even if they have used up their allowed attempts. This is helpful if they wish to learn from the feedback given at the end of their attempts. Importantly, for students to continue with the same question, the question definition must contain hints. It must also have been added manually into the quiz, rather than randomly (see [[Building Quiz#Adding questions]]). Otherwise, the 'redo' will occur with a different question from the one they were working on previously if there are other questions available (such as when the question slot is filled by a random question). A student's grade for that question slot is based on the most recent question they have started. ''Note: by default students are allowed three tries to answer a question correctly in Interactive mode before the 'redo' option becomes available. The number of tries cannot be reduced but it can be increased by adding more hints to the question in the 'Multiple tries' section of the question's configuration page.''
;Each attempt builds on the last (available by clicking "Show more")
: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 the student on the new attempt to concentrate on just those questions that were answered incorrectly on the previous attempt. If this option is chosen then each attempt by a particular student uses the same questions in the same order, independent of randomization settings. To show a fresh quiz on every attempt, select No for this setting.

==Review options==
(These settings are collapsed by default)

[[File:quizreview.png|thumb|600px|Review options expanded]]

This section controls what information students will be shown when they review their past attempts at the quiz, and during the attempt in adaptive mode. It is a matrix with check boxes.

The various pieces of information that can be controlled are:
; The attempt: Will show how the student responded to each question.
; Whether correct: Displays whether the students response to each question is correct or incorrect.
; Marks: Reveals the marks awarded to the student and the grade for the quiz.
; Specific feedback: Will show the feedback for the response to the answer as set when adding the question to the quiz. Each response to a question can have feedback for both correct and incorrect answers.
; General feedback: Displays the general feedback for the whole question as set when adding the question to the quiz. You can use the general feedback to give students some background to what knowledge the question was testing.
; Right answer: Reveals the correct answer to each question, whether the student answered correctly or not (See note below).
; Overall feedback: Displays feedback for the entire quiz as set in the quiz settings (See note below).

For each of the above items, you can determine the timeframe when the students will see them:
; During the attempt : is only available when ''‘How questions behave’'' has been set to ''‘Immediate feedback’'', ''‘Immediate feedback with CBM’'' and ''‘Interactive with multiple tries’''. If set to one of these options then a ''‘Check’'' button will appear below the answer and when clicked the student will submit that response and then receive immediate feedback.
; Immediately after the attempt : means within 2 minutes of the student clicking "submit all and finish".
; Later, while the quiz is still open : means after 2 minutes, but before the close date (if the quiz does not have a close date, this phase never ends).
; After the quiz is closed : means what it says (you never get here for quizzes without a close date).

:''Tip:'' Checking any of the boxes in the timeframe row, will reveal the test to the student. For example, to allow students to see their quiz immediately after taking it but not later, make sure none of the boxes in "Later" or "After" rows are checked. The student will be able to see their grade but not get into the quiz.

Note: Currently, the Answers display is a bit inconsistent between different question types. For example, the matching question type shows students which of their responses are correct, but does not tell them the right answer for the ones they got wrong. The short answer and multiple choices question types do tell the student what the correct answer is.

Users with the capability 'View hidden grades' [[Capabilities/moodle/grade:viewhidden|moodle/grade:viewhidden]] (typically teachers and administrators) are not affected by these settings and will always by able to review all information about a student's attempt at any time.

In your list of review options, you must have 'The attempt' (the first option in the lists) selected before you can enable the options to show 'Whether correct', 'Specific feedback', 'General feedback', and 'Right answer'. If you choose not to let the students review the attempt, your only options are to display 'Marks' and 'Overall feedback'.

==Appearance==
;Show the user's picture
:It is now possible, when displaying the user's profile picture for proctoring purposes, to choose whether a large image or thumbnail will be displayed.
;Decimal places in grades
:This option determines how many digits will be shown after the decimal separator (see [[dev:Translation_langconfig|langconfig]] ) when the grade is displayed. A setting of 0 for example means that the grades are displayed as integers. This setting is only used for the display of grades, not for the display or marking of answers.
;Decimal places in question grades
:By default this is an advanced setting. You need to click Show more ... to reveal it. Lets you have a different display of grades for each question compared to the quiz total. For example you may which to see the total as a whole number, but still show fractional grades for each question.
;Show blocks during quiz attempts
:Also an advanced setting by default. You can control whether blocks are shown on the page during quiz attempts.

==Safe Exam Browser==

:[[Safe exam browser|Safe Exam Browser]] is a customised open-source web browser which works perfectly integrated into Moodle quiz. It must be downloaded and installed on the computer that the student uses to attempt the quiz. It restricts student to focus on the quiz. Features include full screen, without web navigation options, shortcut keys including copy and paste are disabled and of course surfing the web during an exam. But Safe exam browser can enable specific software or websites to be available.

;Require the use of Safe Exam Browser
:Activating the general requirement of Safe Exam Browser opens all the settings for using the Safe Exam Browser. You can choose between ''Configure manually'', ''Use an existing template'', ''Upload my own config'' and ''Use SEB client config''.

:Please refer to the [[Safe exam browser|Safe exam browser settings page]] for detailed information on the additional settings and for the usage of Safe Exam Browser in general.

==Extra restrictions on attempts==
;Require password
: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. This is useful to give only a selected group of students access to the quiz. If you have many users taking one simultaneous quiz, it may help to assign a very long password to the quiz, so that the load on the server is spread over time (see [https://moodle.org/mod/forum/discuss.php?d=316736#p1273704 this forum thread]).
;Require network address
: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 (invigilated) quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 231.54.211.0/20, 231.3.56.211

: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 231.54.211.0/20 which allows you to specify more detailed subnets.

:Spaces are ignored.

;Enforced delay between attempts
:You can set a time (from seconds to weeks) between the first and second attempt of a quiz. You can also (or alternatively) set a time from seconds to weeks for subsequent attempts after the second attempt. Thus, you might allow a student to take the quiz twice immediately with no delay, but if they want to improve their score with a third attempt, they are forced to wait a week and use the time for extra revision.

;Browser security
:This is by default an advanced field, visible by clicking "Show advanced".
:The options in this section offer various ways to try to restrict how students may try to 'cheat' while attempting a quiz. However, this is not a simple issue, and what in one situation is considered 'cheating' may, in another situation, just be effective use of information technology. (For example, the ability to quickly find answers using a search engine.)

::Note also that this is not just at problem of technology with a technical solution. Cheating has been going on since long before computers, and while computers make certain actions, like copy and paste, easier, they also make it easier for teachers to detect cheating - for example using the quiz reports. The options provided here are not fool-proof, and while they do make some forms of cheating harder for students, they also make it more inconvenient for students to attempt the quizzes, and they are not fool-proof.

:'''Full screen pop-up with some JavaScript security'''

:There is a limit to what the quiz, which runs on a web server, can do to restrict what the student sitting at their computer can do while attempting the quiz. However, this option does what is possible:
[[File:seb24.png|thumb|Student view of quiz question with full screen popup.]]
:* The quiz will only start if the student has a JavaScript-enabled web-browser.
:* The quiz appears in a fullscreen popup window that covers all the other windows and has no course navigation controls. (However, it is impossible for a web site to create a browser window that cannot be minimised or moved aside.)
:* The students are prevented, as far as is possible, from using facilities like copy and paste.

==Overall feedback==
Overall feedback is shown to a student after they have completed an attempt at the quiz. The text that is shown can depend on the grade the student got. Click "Show editing tools" to display the rich text editor, and drag the bottom right of the text box out to expand it.

For example, if you entered:

:Grade boundary: 100%
:Feedback: "Well done"
:Grade boundary: 40%
:Feedback: "Please study this week's work again"
:Grade boundary: 0%

Then students who score between 100% and 40% will see the "Well done" message, and those who score between 39.99% and 0% will see "Please study this week's work again". That is, the grade boundaries define ranges of grades, and each feedback string is displayed to scores within the appropriate range.

Grade boundaries can be specified either as a percentage, for example "31.41%", or as a number, for example "7". If your quiz is out of 10 marks, a grade boundary of 7 means 7/10 or better.

Note that the maximum and minimum grade boundaries (100% and 0%) are set automatically.

You can set as many or as few grade boundaries as you wish. The form allows you up to 5 ranges at first, but you can add more by clicking the "Add 3 fields to form" button underneath.

If you're getting confusing error messages about a boundary being out of sequence (when it's obviously *in* sequence), or "boundaries must be between 0% and 100%" (and they are) -- check that the Maximum Grade for this quiz is set to something greater than zero.

If you want to reduce the number of boundaries and feedbacks, you will need to remove all feedbacks and boundaries and then add the reduced amount.

==Outcomes==
This setting will only appear if [[Outcomes]] have been enabled by the administrator and are used in the course. See [[Outcomes]] for how to remove an outcome once it has been added to a quiz.

==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.
===Quiz completion===

The following automatic activity completion conditions apply to the quiz:

:''Require view'' - the student clicks on the quiz to view it
:''Require grade'' - the student obtains a grade
:''Require a passing grade'' - a 'Grade to pass' is specified for the quiz in the gradebook.
:''All available attempts completed'' - a certain number of attempts were allowed on the quiz and the student has completed them all.

==Group and User overrides==
Dates, timing and number of allowed attempts may be changed for individual users or groups by following the links ''Group Overrides'' or ''User Overrides'' in Quiz administration. In situations where two group overrides may apply to a single user, the most lenient date is used. For "Open the quiz" dates, this means the earliest possible date is used, for "Close the quiz" dates, this means that the latest possible date is used Note also that if there exists a user override for a student, it will always take precedence over any group overrides.

===Group overrides===
To change a quiz setting for a particular group, click the "add group override" button in ''Quiz Administration>Group overrides'', make the changes you wish and save or enter another override.

===User overrides===
To change a quiz setting for a particular user or users, click the "add user override"button in ''Quiz Administration>User overrides'', make the changes you wish and save or enter another override.

==Site administration settings==

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

The time period settings for a quiz (such as time limit, submission grace period, autosave period and so on) can be set here with a duration of seconds, minutes, hours, days or weeks. These defaults will then be used when new quizzes are created.

;Autosave period
:If enabled, student responses will be saved at regular period according to the selection here. the default is one minute. This is useful so that students don't lose work but does increase the load on the server.

How questions behave can be configured in ''Site administration > Plugins > Question behaviours > Manage question behaviours''.

==See also==

[[fr:Ajouter/modifier un test]]
[[de:Test konfigurieren]]
[[es:Configuraciones del examen]]

Secondary education

2020-06-10T10:22:23Z

Tkorner:

Frequent uses in Primary education can be extended in late childhood/adolescent years particularly with social, collaborative learning features like forums, wikis, glossaries, blogs and more.

At this stage, teachers often streamline submission of assignments, post feedback, grades. Many creative educators begin to encourage peer evaluation through ratings, design of projects in Groups, even editing of roles and permissions, thus adding responsibility for courses and individual activities.

Moodle [[Using restrict access|conditional activities]] may be used for [[Gamification|gamification]].

==Moodle for School==
MoodleCloud offers a [https://moodlecloud.com/en/ Moodle for School] paid hosting service that may be perfect for multiple classes in K-12 teaching and learning environments.

These are the the extra plugins that are included (as of July 2016) in the [https://moodle.com/cloud/school/?utm_source=Sendy&utm_medium=Email&utm_campaign=Newsletter_July2016 Moodle for School at MoodleCloud]:
* [https://moodle.org/plugins/mod_attendance Attendance]
* [http://bigbluebutton.org/ BigBlueButton]
* [https://moodle.org/plugins/mod_checklist Checklist]
* [https://moodle.org/plugins/atto_chemistry Chemistry editor]
* [https://moodle.org/plugins/mod_choicegroup Group choice]
* [https://moodle.org/plugins/block_xp Level up!]
* [https://moodle.org/plugins/mod_quizgame Quizventure]
* [https://moodle.org/plugins/tinymce_wordcount Word count]

If your school has a different hosting, you might want to consider adding the above plugins to your site.

==PhET simulations==
[[PhET simulations]] are interactive simulations for science (physics, biology, chemistry, Earth sciences) and math at elementary, middle school, high school and University levels, from the University of Colorado at Boulder, USA, that provides fun, free, interactive, research-based science and mathematics simulations. The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your Moodle server or desktop computer. All simulations are open source.

==Secondary education examples and links==

[http://www.newportvideo.net/play.php?vid=354 Implementing Moodle] - A video about how Cynffig Comprehensive School implemented Moodle and how they use it and plan to use it in the future.

[http://www.youtube.com/watch?v=BgSkE1K9g_E What can Moodle do for you] - short clip by Mary Cooch on use of Moodle in primary & secondary setting.

[http://www.youtube.com/watch?v=Z9XfwBzt1mY Moodle in the classroom] - Molly Tipton talks about using Moodle in her 8th grade social studies class.

[http://www.youtube.com/watch?v=XjLukDNtf3k&feature=related How can Moodle change a school] - 2-part video about gradual implementation, acceptance, and creative use of Moodle in a secondary school.

[http://eduleader.org/grapevine/?p=272 HCC COWS - From school planning to planning school] - Roger Pryor describes the fantastic COWS: Moodle-powered district-wide Collaborative Online Workspaces. The phrase "from school planning to planning school" itself is telling that this is a great initiative. Check out the Moodle Cows & Moodle Sandbox !

[http://www.thestclairtimes.com/view/full_story/6899262/article-Springville-students-use--Moodle--for-21st-century-learning Students use Moodle for 21st century learning] - When Springville High School Principal Robert Harris went to a national dropout prevention workshop two years ago, he had no inkling that the ideas he gained from one session would take him on a journey that would help lead his students into true 21st Century learning.

[http://www.post-gazette.com/pg/10126/1055876-59.stm#ixzz0nrdgFKRl Technology brings Moodle, wiki pages to class in Franklin Regional] - A case of Moodle as a valuable tool in bridging the gap between tech savvy kids and their teachers.

[http://thejournal.com/articles/2010/12/06/virtual-schools-adopt-moodle-based-lms.aspx Virtual Schools Adopt Moodle] - The state-run virtual schooling programs in South Carolina and Utah have adopted learning management systems based on the open source Moodle platform.

[http://www.wickedlocal.com/medford/news/x1946669812/Medford-teachers-continue-to-Moodle Medford teachers continue to Moodle] - A panel of teachers and administrators gave school officials a taste of the online learning initiatives that currently exist in the Medford Public Schools.

[http://auburnjournal.com/detail/157479.html?content_source=&category_id=2&search_filter=&user_id=&event_mode=&event_ts_from=&event_ts_to=&list_type=&order_by=&order_sort=&content_class=1&sub_type=&town_id= High school from home] - A new program at Maidu High School in Auburn offers students an option to go to class without coming to school.

[http://presspubs.com/articles/2010/05/20/st_croix_valley_press/news/doc4bf47f1332c42142845753.txt Teachers describe new technology tools in schools] - Making course content accessible online and providing immediate feedback to help students greatly benefits staff and students in this cluster of St Croix Valley high schools.

[http://www.explorarium.de/projektueberblick.html Using Moodle for constructive learning in Berlin (Germany) schools] - The "eXplorarium"-project brings Moodle and active, constructive learning to children, young people and teachers of schools (K-12) in Berlin, mainly in disadvantaged areas. Look at the video and visit the website, which takes you also to news about moodle and the project-showroom. (in German)

==See also==

* [https://moodle.org/mod/forum/discuss.php?d=349968#unread How can Moodle be used in elementary] forum thread
* [https://moodle.org/mod/forum/discuss.php?d=358911 Top Tech Tools to Build a Learning Platform] forum thread
* [https://moodle.org/mod/forum/discuss.php?d=347532 NGSS and C3 Framework (USA)] forum thread
* [[StudentQuiz module]] - While Moodle’s Quiz module allows teachers to define quizzes to be answered by students with a variety of question types, StudentQuiz moves one step further allowing students to contribute to the pool of questions related to the course. StudentQuiz can be configured to award points for contribution and participation by students and allows techers to moderate the question pool by approving or deleting unsuitable or wrong question. StudentQuiz enables students to rate and optionally comment the questions they answered, awarding the creator of the question with additional points.
* [[Safe Exam Browser]] - If you want to use Moodle to do proctored e-Assessments, have a look at the integration of the lock-down browser [[Safe Exam Browser]] in the quiz module. This could make sure, that students focus on doing the quiz.

[[es:Educación secundaria]]

Effective quiz practices

2020-06-10T10:18:36Z

Tkorner: /* See also */

{{Quiz}}
As we’ve seen, Moodle quiz engine is a powerful, flexible tool for monitoring and diagnosing student performance with certain types of knowledge. Using this tool effectively can boost your course’s effectiveness, and promote student performance. While a computer-scored quiz is a different performance than more open-ended assessments, it does give a valuable window onto student thinking, especially when you use good strategies, and a little creativity.

==Quiz strategies==
Of course, using the quiz engine effectively takes some work and practice. The first thing to do is to use effective question design strategies. If you ask good questions, you’ll get useful data about your students’ performance and understanding of the material. Of course, the converse is also true. There is a ton of literature about effective assessment design available. I’ll just highlight a few of the most important ideas.
*Tie each question to a course goal. After all, you want to know whether your students are achieving the goals of the course, so why not ask them directly?
*Try to ask multiple questions about each important idea in the class. This gives you more data points about student understanding.
*When writing a multiple-choice question, be sure each wrong answer represents a common mis-conception. This will help you diagnose student thinking and eliminate easy guessing.
*Write questions requiring your students to think at different levels. Include some recall questions, some comprehension questions and some application and analysis questions. You can determine where students are having problems in their thinking. Can they recall the material, but not apply it?
*Test your questions. After you’ve established an initial question bank, use the system reports to determine which questions are useful, and which aren’t. As you write new questions, give them a lower point value and throw in a few to establish their reliability.

Once you’ve got a few well-written test banks, be sure to use the [[Quiz reports|quiz reports]] and statistics to monitor your classes performance. The detailed reports and statistics available to you are valuable tools for understanding student understanding of the material.

==Creative quiz uses==
With the Moodle quiz engine, it’s easier to utilize educationally sound assessment strategies which would be too difficult to implement with paper and pencil. Most people think of tests as an infrequent, high-stakes activity, like mid-terms and finals. Better strategies involve frequent, low-stakes assessments you and your students can use to guide their performance during the course of the semester.

Creating a series of small mini-tests gives you a very flexible system for gauging performance and keeping students engaged in the class. Here are a few ideas for quick quizzes you can use as part of a larger assessment strategy.

===Chapter checks===
Getting students to complete reading assignments has to be one of the hardest motivational tasks in education. Reading is critical to understanding most material, and fundamental to success in many classes. The problem for most students is there is no immediate reward or punishment for procrastinating on a reading assignment. If you haven’t done the reading for a class discussion, you can either keep quiet, or, as I used to do occasionally, wing it by skimming in class. If you have a lecture course, there’s almost no need to do the reading as the lecturer usually covers most of the material in class anyway.

Creating a little mini-test for each reading assignment solves a number of problems. First, it encourages students to do the reading so they can do well on the quiz. Second, it gives the students feedback on how well they understood the reading assignment. Third, it gives you data about what aspects of the reading students found confusing, and which they have already mastered so you can focus your class activities.

For a reading mini-test, I would recommend setting a limited time quiz students can only take once. Because it’s a low-stakes activity you want students to use for self-assessment, I would also display feedback and correct answers. If you’re concerned about students sharing answers after they’ve taken the quiz, randomize the question and answer order. If you have a test bank, make some of the questions random as well. As an additional assignment, students should write down one question about a question they got wrong, and bring it to class.

===Test practice===
The key to effective practice is to have a realistic practice environment. Many students worry about tests, especially high-stakes tests, because they have no idea what to expect. What question format will you use? How detailed will the questions be? What should they study?

You can help alleviate test anxiety by creating a practice test students can take to help answer these questions. These tests are usually based on old questions similar to the current test questions. Use last year's final as an example test, which will force you into the practice of writing new questions every year. This is a good idea anyway, as you can be sure someone has a copy of last year’s test they are sharing with others.

To set up a practice test, I’d create a zero point test with questions from the year before in random order with random answers. I would also allow students to take the test as many times as they’d like so they can test themselves as much as they need. Display feedback, but not correct answers so it presents more of a challenge.

[[Gamification]] may be used for quiz practice. See the [[Quizventure activity]].

===Data gathering===

As an expert, you know a lot about your field. Your challenge as a teacher is to translate your knowledge for a novice who doesn’t share your conceptual structure or experience. An example or lecture you think is brilliant may leave your students completely confused. It can be hard to tell what students really understand and what’s leaving them baffled.

A data-gathering quiz is similar to a chapter check, but it takes place after a class meeting or lecture. Your goal is to quickly get some feedback on student understanding of a lecture. What did they really understand? What do you need to spend more time on? I’ve found many instructors have trouble gauging what students find difficult, and what the students find so easy they are bored.

Setting up a post-class data-gathering quiz is similar to creating a chapter check. Set the quiz for a limited time, like a day or two before the next meeting. Allow them to take it once and display feedback and correct answers.

==Quiz security and cheating==

Of course, online testing also presents another chance for the cheaters in your classes to try to game the system. Most online quizzes are meant to be taken at home, or at least outside of class. Students can download the questions and print them out. They can take the tests with other students, or while reading their textbooks.

Fortunately, you can counter many of these strategies, making them more trouble than they are worth to the students. Let’s look at a few strategies for countering most cheating schemes

===Printing and sharing questions===
If you display feedback and correct answers, students can print the results page and share it with their friends. Or they can simply print the questions themselves directly from the quiz. The key to discouraging this behavior is to randomize the question order and the answer order. It makes the printouts a lot less useful. Creating larger question banks and giving tests with random subsets is also an effective strategy. If students can only print a small number of questions at a time, they will need to view the test again and again, then sort the questions to eliminate duplicates.

<blockquote>Warning: Assume there will be printed copies of your questions available to students who want them. Most instructors don’t realize students frequently have copies of old paper based tests, and electronic test delivery is another way for students to get copies of the questions. I know one professor who had over 1100 questions in his online test bank. At the end of the semester, he confiscated a printout from a student. It had every question with the correct answer, neatly formatted and divided by textbook chapter. We decided if students wanted to memorize 1100 questions and answers to the level where they could answer a small number of them displayed at random, then they would have learned more than if they had just studied. Of course, we used timed quizzes and other strategies to minimize using the print-out as a reference manual.</blockquote>

If you activate the '''[[Safe Exam Browser]]''' settings and allow students only to take the quiz with this open-source lock-down browser, students cannot download or print the questions at all. But this setting add the hurdles that students have to install an additional (open-source) software on their devices.

===Using the textbook===
Students will frequently look up the answer to questions in the textbook or a reading. If you are giving a chapter check quiz, then this is what you want them to do. Otherwise, you need to come up with creative ways of making the textbook less directly useful. Timed quizzes are the single most effective tool for eliminating this strategy. A timed quiz requires the students answer the questions in a certain amount of time. If you give enough questions and make the time short enough, they won’t have time to look up all the answers. I usually give about 30 seconds per multiple-choice question. If they answer them faster and have time to look up some answers afterward, I figure they knew enough to deserve to look up an answer or two.

Asking students to apply their knowledge to novel situation can also make a difference. Synthesis and application questions can’t be looked up. Students have to understand the material and apply it creatively to answer the questions. So while they may take the time to review the text, they will still need to try to understand what they’ve read to successfully answer the question.

===Working with friends===
If your students are on the same campus, they may get together in a lab and try to take the quiz together. This is an easy strategy to thwart with random question order, random answer order and questions randomly pulled from a test bank. If my screen doesn’t look like yours, then it’s harder for us to quickly answer all of the questions. A timed quiz also makes it harder for the two of us to cheat if we have different questions and we only have a short amount of time to answer.

===Have someone else take the test===
The old adage goes “On the Internet, no one knows you’re a dog”, and no one knows who is actually taking the test. Students will sometimes pay classmates, or others who have taken the course in the past, to take online quizzes for them. There are two ways to counter this strategy. One, have an occasional proctored exam where students need to show ID. If they haven’t taken the quizzes or done the work until then, they will do poorly on the proctored exam. To eliminate current classmates from taking each others quizzes, only make them available for a short time. You could require everyone take the test within a 2- or 4-hour block. If the test is properly randomized, it will be very difficult to take it more than once during the testing period. The test taker will worry about their own grade first, then about their employer's grade.

Obviously, there are many strategies students can use to cheat. While it would be naïve to assume there isn’t cheating, the vast majority of your students want to succeed on their own merits. The anonymity of the online environment may open up new avenues for the cheaters, but it’s not really much different from your face-to-face classes. A few people will go to great lengths to cheat, but most will be honest as long as it’s not too easy to get away with it. A few precautions will eliminate most of the easy cheats, and the classic strategies will work for the others.

==Robust testing with random variants==

This section describes a good way to help minimise the potential for cheating, and increase the opportunity for students to learn from the feedback by repeated attempts at the quiz. The basic idea is to take each particular question that you were thinking of, and make several slight variants of it. Then use Moodle's random question feature, so that each student gets one of the variants picked at random.

===An example===

A good example of this (although not in Moodle) can be seen at https://students.open.ac.uk/openmark/mu120.m5omdemo/. Take that test once, making a rough note of the questions you are asked. Then after you have done 'End test', do 'Restart entire test' and see that you are asked a different set of questions that have different answers, although they test the same knowledge. This sort of strategy is easier to implement in some subjects than in others.

===How to set this up in Moodle===

Suppose we are going to create a quiz with 6 questions about interpreting diagrams (that is, we are going to try to clone the OpenMark example above). For the fourth question, the closest we will be able to get would be [https://moodle.org/plugins/qtype_ddmarker the Image target question type from the Modules and plugins database].

====1. Create a category for each 'question' in the quiz====

As you can see from the screen shot, I have created six appropriately named categories, all neatly grouped inside a parent category. You do this on the 'Categories' tab of the question bank interface.

[[Image:Variants_categories.png]]

====2. Create the first variant of the first question====

Create the first variant of the first question, just like you would create any other Moodle question.

In our example, this might be a Embedded answers (Cloze) question type. The question text might be:

:Below is a plan of a proposed garden. The scale is that each division in the plan represents a length in the garden of 0.5 metres. What is the proposed length and width of the Patio in the garden?
: [[Image:Variants_flowerbed.gif]]
: The Patio is {''CLOZE syntax''} metres by {''CLOZE syntax''} metres.

====3. Create the other variants of the first question====

To easily create a variant, click the duplicate icon next to the first question, then make the changes you need to turn it into the second variant and save it. Repeat this process to create as many variants as you want.

In our example, we might change the word Patio, and the scale factor each division represents 0.5 metres. We would also need to change the answers and the associated feedback in the {''CLOZE syntax''} bits.

====4. Repeat 2. and 3. for the other questions====

The screen shots show the variants of the third question. This one is a bit more of a pain to set up, because each variant will use a different image of a pie chart, so there is a bit more editing to do, and more files to upload to the course files area.

[[Image:Variants_questionsincat.png]]

====5. Add the questions to the quiz====

Once you have created all the questions, add them to the quiz using the 'Add random question' feature. Select the first category (Reading a plan variants). Ensure 'Display questions from sub-categories too' is off. Use the controls at the bottom to Add 1 random question to the quiz.

Repeat for each of the other categories in order.

[[Image:Variants_quiz.png]]

===Creating variant questions in Atto===
In 2016, a new additional plugin, the [[Cloze editor for Atto]] has a 'Duplicate' button, that allows you to easily and quickly create many question variants.

===Comments===

Obviously this is more work to set up (although not three times as much work as creating one quiz). It is up to you to do the cost benefit analysis for your particular quiz. Note that once you have set this up, you are more likely to be able to reuse quizzes in future, because you have reduced the potential for simple copying of answers.

As an alternative to 'Save as new question', you can use Moodle's import and export formats, and copy and paste in your text editor to create variants.

One issue you have to worry about is, are all the variants you have made of each question really equally difficult? Moodle 2.0 will feature a new Statistics report which should help you analyse your quiz results to see how difficult each variant is.

Experience shows that 'a few variants' can normally be taken to be 3 variants. This is enough to ensure that two students working at neighbouring computers will mostly get different questions to each other. More is better (providing you can ensure equal difficulty) but is more work, so you get diminishing returns.

(This section expands some of the advice above under [[#Printing and sharing questions|Printing and sharing questions]]. It also describes how most online assessments at the Open University are constructed. The [[Calculated question type|calculated question type]] is sometimes another way to implement quizzes like this.)

==Certainty Based Marking==
* 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.

See [[Using certainty-based marking]].

==Proctored exams==
* As a start, check the info in this discussion: https://moodle.org/mod/forum/discuss.php?d=399255#p1610674. Use advance search for the forums, as there has been a bunch of discussion in 2020 about this subject.

* One of the better solutions seen recently for lockdown testing, was a combination of things:
**Use of the safe browser and have the proctor call the student via some form of video call.
**Have the student show the proctor their computer setup and the room the test will be taken in.
**Then, have the student set up the phone in a position showing the student and their computer screen, as best they can from across the room.
**This allows the proctor to watch and hopefully, see any attempts to cheat.

==See also==

* [[Safe exam browser]] The Safe Exam Browser can work with Moodle to control what a student can do when in Moodle. To use it, it must be enabled the [[Quiz settings]]. This adds some additional options which could be chosen directly in the quiz settings.

Forum discussions:
* [https://moodle.org/mod/forum/discuss.php?d=399255#p1610674 Implementing remotely invigilated online exams at scale] - The key lessons and successes of the University of New England's experience in implementing large scale remotely invigilated (proctored) online exams
* [http://moodle.org/mod/forum/discuss.php?d=141003 How do you keep people from cheating while taking a quiz?]
* [https://moodle.org/mod/forum/discuss.php?d=271100#p1168345 User dependent locking and unlocking of quizzes]

External links:
* [https://www.blackboardopenlms.com/2012/09/25/best-practices-30-tips-creating-quiz-questions/ 30 tips for creating quiz questions] by Rebecca DeSantis, MSIT, Moodlerooms Instructional Designer
* [https://www.alfiekohn.org/article/whos-cheating/ Who is Cheating Whom] article
* [https://www.unmc.edu/facdev/_documents/ConstructingWrittenTestQuestions_WritingManual.pdf Constructing written test questions for the basic and clinical sciences] - by the National Board of Medical Examiners (USA)

[[es:Prácticas Eficaces en los Exámenes]]
[[de:Tests effektiv durchführen]]

Effective quiz practices

2020-06-10T10:17:27Z

Tkorner: updated safe exam browser

{{Quiz}}
As we’ve seen, Moodle quiz engine is a powerful, flexible tool for monitoring and diagnosing student performance with certain types of knowledge. Using this tool effectively can boost your course’s effectiveness, and promote student performance. While a computer-scored quiz is a different performance than more open-ended assessments, it does give a valuable window onto student thinking, especially when you use good strategies, and a little creativity.

==Quiz strategies==
Of course, using the quiz engine effectively takes some work and practice. The first thing to do is to use effective question design strategies. If you ask good questions, you’ll get useful data about your students’ performance and understanding of the material. Of course, the converse is also true. There is a ton of literature about effective assessment design available. I’ll just highlight a few of the most important ideas.
*Tie each question to a course goal. After all, you want to know whether your students are achieving the goals of the course, so why not ask them directly?
*Try to ask multiple questions about each important idea in the class. This gives you more data points about student understanding.
*When writing a multiple-choice question, be sure each wrong answer represents a common mis-conception. This will help you diagnose student thinking and eliminate easy guessing.
*Write questions requiring your students to think at different levels. Include some recall questions, some comprehension questions and some application and analysis questions. You can determine where students are having problems in their thinking. Can they recall the material, but not apply it?
*Test your questions. After you’ve established an initial question bank, use the system reports to determine which questions are useful, and which aren’t. As you write new questions, give them a lower point value and throw in a few to establish their reliability.

Once you’ve got a few well-written test banks, be sure to use the [[Quiz reports|quiz reports]] and statistics to monitor your classes performance. The detailed reports and statistics available to you are valuable tools for understanding student understanding of the material.

==Creative quiz uses==
With the Moodle quiz engine, it’s easier to utilize educationally sound assessment strategies which would be too difficult to implement with paper and pencil. Most people think of tests as an infrequent, high-stakes activity, like mid-terms and finals. Better strategies involve frequent, low-stakes assessments you and your students can use to guide their performance during the course of the semester.

Creating a series of small mini-tests gives you a very flexible system for gauging performance and keeping students engaged in the class. Here are a few ideas for quick quizzes you can use as part of a larger assessment strategy.

===Chapter checks===
Getting students to complete reading assignments has to be one of the hardest motivational tasks in education. Reading is critical to understanding most material, and fundamental to success in many classes. The problem for most students is there is no immediate reward or punishment for procrastinating on a reading assignment. If you haven’t done the reading for a class discussion, you can either keep quiet, or, as I used to do occasionally, wing it by skimming in class. If you have a lecture course, there’s almost no need to do the reading as the lecturer usually covers most of the material in class anyway.

Creating a little mini-test for each reading assignment solves a number of problems. First, it encourages students to do the reading so they can do well on the quiz. Second, it gives the students feedback on how well they understood the reading assignment. Third, it gives you data about what aspects of the reading students found confusing, and which they have already mastered so you can focus your class activities.

For a reading mini-test, I would recommend setting a limited time quiz students can only take once. Because it’s a low-stakes activity you want students to use for self-assessment, I would also display feedback and correct answers. If you’re concerned about students sharing answers after they’ve taken the quiz, randomize the question and answer order. If you have a test bank, make some of the questions random as well. As an additional assignment, students should write down one question about a question they got wrong, and bring it to class.

===Test practice===
The key to effective practice is to have a realistic practice environment. Many students worry about tests, especially high-stakes tests, because they have no idea what to expect. What question format will you use? How detailed will the questions be? What should they study?

You can help alleviate test anxiety by creating a practice test students can take to help answer these questions. These tests are usually based on old questions similar to the current test questions. Use last year's final as an example test, which will force you into the practice of writing new questions every year. This is a good idea anyway, as you can be sure someone has a copy of last year’s test they are sharing with others.

To set up a practice test, I’d create a zero point test with questions from the year before in random order with random answers. I would also allow students to take the test as many times as they’d like so they can test themselves as much as they need. Display feedback, but not correct answers so it presents more of a challenge.

[[Gamification]] may be used for quiz practice. See the [[Quizventure activity]].

===Data gathering===

As an expert, you know a lot about your field. Your challenge as a teacher is to translate your knowledge for a novice who doesn’t share your conceptual structure or experience. An example or lecture you think is brilliant may leave your students completely confused. It can be hard to tell what students really understand and what’s leaving them baffled.

A data-gathering quiz is similar to a chapter check, but it takes place after a class meeting or lecture. Your goal is to quickly get some feedback on student understanding of a lecture. What did they really understand? What do you need to spend more time on? I’ve found many instructors have trouble gauging what students find difficult, and what the students find so easy they are bored.

Setting up a post-class data-gathering quiz is similar to creating a chapter check. Set the quiz for a limited time, like a day or two before the next meeting. Allow them to take it once and display feedback and correct answers.

==Quiz security and cheating==

Of course, online testing also presents another chance for the cheaters in your classes to try to game the system. Most online quizzes are meant to be taken at home, or at least outside of class. Students can download the questions and print them out. They can take the tests with other students, or while reading their textbooks.

Fortunately, you can counter many of these strategies, making them more trouble than they are worth to the students. Let’s look at a few strategies for countering most cheating schemes

===Printing and sharing questions===
If you display feedback and correct answers, students can print the results page and share it with their friends. Or they can simply print the questions themselves directly from the quiz. The key to discouraging this behavior is to randomize the question order and the answer order. It makes the printouts a lot less useful. Creating larger question banks and giving tests with random subsets is also an effective strategy. If students can only print a small number of questions at a time, they will need to view the test again and again, then sort the questions to eliminate duplicates.

<blockquote>Warning: Assume there will be printed copies of your questions available to students who want them. Most instructors don’t realize students frequently have copies of old paper based tests, and electronic test delivery is another way for students to get copies of the questions. I know one professor who had over 1100 questions in his online test bank. At the end of the semester, he confiscated a printout from a student. It had every question with the correct answer, neatly formatted and divided by textbook chapter. We decided if students wanted to memorize 1100 questions and answers to the level where they could answer a small number of them displayed at random, then they would have learned more than if they had just studied. Of course, we used timed quizzes and other strategies to minimize using the print-out as a reference manual.</blockquote>

If you activate the '''[[Safe Exam Browser]]''' settings and allow students only to take the quiz with this open-source lock-down browser, students cannot download or print the questions at all. But this setting add the hurdles that students have to install an additional (open-source) software on their devices.

===Using the textbook===
Students will frequently look up the answer to questions in the textbook or a reading. If you are giving a chapter check quiz, then this is what you want them to do. Otherwise, you need to come up with creative ways of making the textbook less directly useful. Timed quizzes are the single most effective tool for eliminating this strategy. A timed quiz requires the students answer the questions in a certain amount of time. If you give enough questions and make the time short enough, they won’t have time to look up all the answers. I usually give about 30 seconds per multiple-choice question. If they answer them faster and have time to look up some answers afterward, I figure they knew enough to deserve to look up an answer or two.

Asking students to apply their knowledge to novel situation can also make a difference. Synthesis and application questions can’t be looked up. Students have to understand the material and apply it creatively to answer the questions. So while they may take the time to review the text, they will still need to try to understand what they’ve read to successfully answer the question.

===Working with friends===
If your students are on the same campus, they may get together in a lab and try to take the quiz together. This is an easy strategy to thwart with random question order, random answer order and questions randomly pulled from a test bank. If my screen doesn’t look like yours, then it’s harder for us to quickly answer all of the questions. A timed quiz also makes it harder for the two of us to cheat if we have different questions and we only have a short amount of time to answer.

===Have someone else take the test===
The old adage goes “On the Internet, no one knows you’re a dog”, and no one knows who is actually taking the test. Students will sometimes pay classmates, or others who have taken the course in the past, to take online quizzes for them. There are two ways to counter this strategy. One, have an occasional proctored exam where students need to show ID. If they haven’t taken the quizzes or done the work until then, they will do poorly on the proctored exam. To eliminate current classmates from taking each others quizzes, only make them available for a short time. You could require everyone take the test within a 2- or 4-hour block. If the test is properly randomized, it will be very difficult to take it more than once during the testing period. The test taker will worry about their own grade first, then about their employer's grade.

Obviously, there are many strategies students can use to cheat. While it would be naïve to assume there isn’t cheating, the vast majority of your students want to succeed on their own merits. The anonymity of the online environment may open up new avenues for the cheaters, but it’s not really much different from your face-to-face classes. A few people will go to great lengths to cheat, but most will be honest as long as it’s not too easy to get away with it. A few precautions will eliminate most of the easy cheats, and the classic strategies will work for the others.

==Robust testing with random variants==

This section describes a good way to help minimise the potential for cheating, and increase the opportunity for students to learn from the feedback by repeated attempts at the quiz. The basic idea is to take each particular question that you were thinking of, and make several slight variants of it. Then use Moodle's random question feature, so that each student gets one of the variants picked at random.

===An example===

A good example of this (although not in Moodle) can be seen at https://students.open.ac.uk/openmark/mu120.m5omdemo/. Take that test once, making a rough note of the questions you are asked. Then after you have done 'End test', do 'Restart entire test' and see that you are asked a different set of questions that have different answers, although they test the same knowledge. This sort of strategy is easier to implement in some subjects than in others.

===How to set this up in Moodle===

Suppose we are going to create a quiz with 6 questions about interpreting diagrams (that is, we are going to try to clone the OpenMark example above). For the fourth question, the closest we will be able to get would be [https://moodle.org/plugins/qtype_ddmarker the Image target question type from the Modules and plugins database].

====1. Create a category for each 'question' in the quiz====

As you can see from the screen shot, I have created six appropriately named categories, all neatly grouped inside a parent category. You do this on the 'Categories' tab of the question bank interface.

[[Image:Variants_categories.png]]

====2. Create the first variant of the first question====

Create the first variant of the first question, just like you would create any other Moodle question.

In our example, this might be a Embedded answers (Cloze) question type. The question text might be:

:Below is a plan of a proposed garden. The scale is that each division in the plan represents a length in the garden of 0.5 metres. What is the proposed length and width of the Patio in the garden?
: [[Image:Variants_flowerbed.gif]]
: The Patio is {''CLOZE syntax''} metres by {''CLOZE syntax''} metres.

====3. Create the other variants of the first question====

To easily create a variant, click the duplicate icon next to the first question, then make the changes you need to turn it into the second variant and save it. Repeat this process to create as many variants as you want.

In our example, we might change the word Patio, and the scale factor each division represents 0.5 metres. We would also need to change the answers and the associated feedback in the {''CLOZE syntax''} bits.

====4. Repeat 2. and 3. for the other questions====

The screen shots show the variants of the third question. This one is a bit more of a pain to set up, because each variant will use a different image of a pie chart, so there is a bit more editing to do, and more files to upload to the course files area.

[[Image:Variants_questionsincat.png]]

====5. Add the questions to the quiz====

Once you have created all the questions, add them to the quiz using the 'Add random question' feature. Select the first category (Reading a plan variants). Ensure 'Display questions from sub-categories too' is off. Use the controls at the bottom to Add 1 random question to the quiz.

Repeat for each of the other categories in order.

[[Image:Variants_quiz.png]]

===Creating variant questions in Atto===
In 2016, a new additional plugin, the [[Cloze editor for Atto]] has a 'Duplicate' button, that allows you to easily and quickly create many question variants.

===Comments===

Obviously this is more work to set up (although not three times as much work as creating one quiz). It is up to you to do the cost benefit analysis for your particular quiz. Note that once you have set this up, you are more likely to be able to reuse quizzes in future, because you have reduced the potential for simple copying of answers.

As an alternative to 'Save as new question', you can use Moodle's import and export formats, and copy and paste in your text editor to create variants.

One issue you have to worry about is, are all the variants you have made of each question really equally difficult? Moodle 2.0 will feature a new Statistics report which should help you analyse your quiz results to see how difficult each variant is.

Experience shows that 'a few variants' can normally be taken to be 3 variants. This is enough to ensure that two students working at neighbouring computers will mostly get different questions to each other. More is better (providing you can ensure equal difficulty) but is more work, so you get diminishing returns.

(This section expands some of the advice above under [[#Printing and sharing questions|Printing and sharing questions]]. It also describes how most online assessments at the Open University are constructed. The [[Calculated question type|calculated question type]] is sometimes another way to implement quizzes like this.)

==Certainty Based Marking==
* 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.

See [[Using certainty-based marking]].

==Proctored exams==
* As a start, check the info in this discussion: https://moodle.org/mod/forum/discuss.php?d=399255#p1610674. Use advance search for the forums, as there has been a bunch of discussion in 2020 about this subject.

* One of the better solutions seen recently for lockdown testing, was a combination of things:
**Use of the safe browser and have the proctor call the student via some form of video call.
**Have the student show the proctor their computer setup and the room the test will be taken in.
**Then, have the student set up the phone in a position showing the student and their computer screen, as best they can from across the room.
**This allows the proctor to watch and hopefully, see any attempts to cheat.

==See also==

* [[Safe exam browser]] The Safe Exam Browser can work with Moodle to control what a student can do when in Moodle. To use it, it must be enabled the Quiz settings. This adds some additional options which could be chosen directly in the quiz settings.

Forum discussions:
* [https://moodle.org/mod/forum/discuss.php?d=399255#p1610674 Implementing remotely invigilated online exams at scale] - The key lessons and successes of the University of New England's experience in implementing large scale remotely invigilated (proctored) online exams
* [http://moodle.org/mod/forum/discuss.php?d=141003 How do you keep people from cheating while taking a quiz?]
* [https://moodle.org/mod/forum/discuss.php?d=271100#p1168345 User dependent locking and unlocking of quizzes]

External links:
* [https://www.blackboardopenlms.com/2012/09/25/best-practices-30-tips-creating-quiz-questions/ 30 tips for creating quiz questions] by Rebecca DeSantis, MSIT, Moodlerooms Instructional Designer
* [https://www.alfiekohn.org/article/whos-cheating/ Who is Cheating Whom] article
* [https://www.unmc.edu/facdev/_documents/ConstructingWrittenTestQuestions_WritingManual.pdf Constructing written test questions for the basic and clinical sciences] - by the National Board of Medical Examiners (USA)

[[es:Prácticas Eficaces en los Exámenes]]
[[de:Tests effektiv durchführen]]

Effective quiz practices

2020-06-10T10:12:24Z

Tkorner: /* Printing and sharing questions */

{{Quiz}}
As we’ve seen, Moodle quiz engine is a powerful, flexible tool for monitoring and diagnosing student performance with certain types of knowledge. Using this tool effectively can boost your course’s effectiveness, and promote student performance. While a computer-scored quiz is a different performance than more open-ended assessments, it does give a valuable window onto student thinking, especially when you use good strategies, and a little creativity.

==Quiz strategies==
Of course, using the quiz engine effectively takes some work and practice. The first thing to do is to use effective question design strategies. If you ask good questions, you’ll get useful data about your students’ performance and understanding of the material. Of course, the converse is also true. There is a ton of literature about effective assessment design available. I’ll just highlight a few of the most important ideas.
*Tie each question to a course goal. After all, you want to know whether your students are achieving the goals of the course, so why not ask them directly?
*Try to ask multiple questions about each important idea in the class. This gives you more data points about student understanding.
*When writing a multiple-choice question, be sure each wrong answer represents a common mis-conception. This will help you diagnose student thinking and eliminate easy guessing.
*Write questions requiring your students to think at different levels. Include some recall questions, some comprehension questions and some application and analysis questions. You can determine where students are having problems in their thinking. Can they recall the material, but not apply it?
*Test your questions. After you’ve established an initial question bank, use the system reports to determine which questions are useful, and which aren’t. As you write new questions, give them a lower point value and throw in a few to establish their reliability.

Once you’ve got a few well-written test banks, be sure to use the [[Quiz reports|quiz reports]] and statistics to monitor your classes performance. The detailed reports and statistics available to you are valuable tools for understanding student understanding of the material.

==Creative quiz uses==
With the Moodle quiz engine, it’s easier to utilize educationally sound assessment strategies which would be too difficult to implement with paper and pencil. Most people think of tests as an infrequent, high-stakes activity, like mid-terms and finals. Better strategies involve frequent, low-stakes assessments you and your students can use to guide their performance during the course of the semester.

Creating a series of small mini-tests gives you a very flexible system for gauging performance and keeping students engaged in the class. Here are a few ideas for quick quizzes you can use as part of a larger assessment strategy.

===Chapter checks===
Getting students to complete reading assignments has to be one of the hardest motivational tasks in education. Reading is critical to understanding most material, and fundamental to success in many classes. The problem for most students is there is no immediate reward or punishment for procrastinating on a reading assignment. If you haven’t done the reading for a class discussion, you can either keep quiet, or, as I used to do occasionally, wing it by skimming in class. If you have a lecture course, there’s almost no need to do the reading as the lecturer usually covers most of the material in class anyway.

Creating a little mini-test for each reading assignment solves a number of problems. First, it encourages students to do the reading so they can do well on the quiz. Second, it gives the students feedback on how well they understood the reading assignment. Third, it gives you data about what aspects of the reading students found confusing, and which they have already mastered so you can focus your class activities.

For a reading mini-test, I would recommend setting a limited time quiz students can only take once. Because it’s a low-stakes activity you want students to use for self-assessment, I would also display feedback and correct answers. If you’re concerned about students sharing answers after they’ve taken the quiz, randomize the question and answer order. If you have a test bank, make some of the questions random as well. As an additional assignment, students should write down one question about a question they got wrong, and bring it to class.

===Test practice===
The key to effective practice is to have a realistic practice environment. Many students worry about tests, especially high-stakes tests, because they have no idea what to expect. What question format will you use? How detailed will the questions be? What should they study?

You can help alleviate test anxiety by creating a practice test students can take to help answer these questions. These tests are usually based on old questions similar to the current test questions. Use last year's final as an example test, which will force you into the practice of writing new questions every year. This is a good idea anyway, as you can be sure someone has a copy of last year’s test they are sharing with others.

To set up a practice test, I’d create a zero point test with questions from the year before in random order with random answers. I would also allow students to take the test as many times as they’d like so they can test themselves as much as they need. Display feedback, but not correct answers so it presents more of a challenge.

[[Gamification]] may be used for quiz practice. See the [[Quizventure activity]].

===Data gathering===

As an expert, you know a lot about your field. Your challenge as a teacher is to translate your knowledge for a novice who doesn’t share your conceptual structure or experience. An example or lecture you think is brilliant may leave your students completely confused. It can be hard to tell what students really understand and what’s leaving them baffled.

A data-gathering quiz is similar to a chapter check, but it takes place after a class meeting or lecture. Your goal is to quickly get some feedback on student understanding of a lecture. What did they really understand? What do you need to spend more time on? I’ve found many instructors have trouble gauging what students find difficult, and what the students find so easy they are bored.

Setting up a post-class data-gathering quiz is similar to creating a chapter check. Set the quiz for a limited time, like a day or two before the next meeting. Allow them to take it once and display feedback and correct answers.

==Quiz security and cheating==

Of course, online testing also presents another chance for the cheaters in your classes to try to game the system. Most online quizzes are meant to be taken at home, or at least outside of class. Students can download the questions and print them out. They can take the tests with other students, or while reading their textbooks.

Fortunately, you can counter many of these strategies, making them more trouble than they are worth to the students. Let’s look at a few strategies for countering most cheating schemes

===Printing and sharing questions===
If you display feedback and correct answers, students can print the results page and share it with their friends. Or they can simply print the questions themselves directly from the quiz. The key to discouraging this behavior is to randomize the question order and the answer order. It makes the printouts a lot less useful. Creating larger question banks and giving tests with random subsets is also an effective strategy. If students can only print a small number of questions at a time, they will need to view the test again and again, then sort the questions to eliminate duplicates.

<blockquote>Warning: Assume there will be printed copies of your questions available to students who want them. Most instructors don’t realize students frequently have copies of old paper based tests, and electronic test delivery is another way for students to get copies of the questions. I know one professor who had over 1100 questions in his online test bank. At the end of the semester, he confiscated a printout from a student. It had every question with the correct answer, neatly formatted and divided by textbook chapter. We decided if students wanted to memorize 1100 questions and answers to the level where they could answer a small number of them displayed at random, then they would have learned more than if they had just studied. Of course, we used timed quizzes and other strategies to minimize using the print-out as a reference manual.</blockquote>

If you activate the '''[[Safe Exam Browser]]''' settings and allow students only to take the quiz with this open-source lock-down browser, students cannot download or print the questions at all. But this setting add the hurdles that students have to install an additional (open-source) software on their devices.

===Using the textbook===
Students will frequently look up the answer to questions in the textbook or a reading. If you are giving a chapter check quiz, then this is what you want them to do. Otherwise, you need to come up with creative ways of making the textbook less directly useful. Timed quizzes are the single most effective tool for eliminating this strategy. A timed quiz requires the students answer the questions in a certain amount of time. If you give enough questions and make the time short enough, they won’t have time to look up all the answers. I usually give about 30 seconds per multiple-choice question. If they answer them faster and have time to look up some answers afterward, I figure they knew enough to deserve to look up an answer or two.

Asking students to apply their knowledge to novel situation can also make a difference. Synthesis and application questions can’t be looked up. Students have to understand the material and apply it creatively to answer the questions. So while they may take the time to review the text, they will still need to try to understand what they’ve read to successfully answer the question.

===Working with friends===
If your students are on the same campus, they may get together in a lab and try to take the quiz together. This is an easy strategy to thwart with random question order, random answer order and questions randomly pulled from a test bank. If my screen doesn’t look like yours, then it’s harder for us to quickly answer all of the questions. A timed quiz also makes it harder for the two of us to cheat if we have different questions and we only have a short amount of time to answer.

===Have someone else take the test===
The old adage goes “On the Internet, no one knows you’re a dog”, and no one knows who is actually taking the test. Students will sometimes pay classmates, or others who have taken the course in the past, to take online quizzes for them. There are two ways to counter this strategy. One, have an occasional proctored exam where students need to show ID. If they haven’t taken the quizzes or done the work until then, they will do poorly on the proctored exam. To eliminate current classmates from taking each others quizzes, only make them available for a short time. You could require everyone take the test within a 2- or 4-hour block. If the test is properly randomized, it will be very difficult to take it more than once during the testing period. The test taker will worry about their own grade first, then about their employer's grade.

Obviously, there are many strategies students can use to cheat. While it would be naïve to assume there isn’t cheating, the vast majority of your students want to succeed on their own merits. The anonymity of the online environment may open up new avenues for the cheaters, but it’s not really much different from your face-to-face classes. A few people will go to great lengths to cheat, but most will be honest as long as it’s not too easy to get away with it. A few precautions will eliminate most of the easy cheats, and the classic strategies will work for the others.

==Robust testing with random variants==

This section describes a good way to help minimise the potential for cheating, and increase the opportunity for students to learn from the feedback by repeated attempts at the quiz. The basic idea is to take each particular question that you were thinking of, and make several slight variants of it. Then use Moodle's random question feature, so that each student gets one of the variants picked at random.

===An example===

A good example of this (although not in Moodle) can be seen at https://students.open.ac.uk/openmark/mu120.m5omdemo/. Take that test once, making a rough note of the questions you are asked. Then after you have done 'End test', do 'Restart entire test' and see that you are asked a different set of questions that have different answers, although they test the same knowledge. This sort of strategy is easier to implement in some subjects than in others.

===How to set this up in Moodle===

Suppose we are going to create a quiz with 6 questions about interpreting diagrams (that is, we are going to try to clone the OpenMark example above). For the fourth question, the closest we will be able to get would be [https://moodle.org/plugins/qtype_ddmarker the Image target question type from the Modules and plugins database].

====1. Create a category for each 'question' in the quiz====

As you can see from the screen shot, I have created six appropriately named categories, all neatly grouped inside a parent category. You do this on the 'Categories' tab of the question bank interface.

[[Image:Variants_categories.png]]

====2. Create the first variant of the first question====

Create the first variant of the first question, just like you would create any other Moodle question.

In our example, this might be a Embedded answers (Cloze) question type. The question text might be:

:Below is a plan of a proposed garden. The scale is that each division in the plan represents a length in the garden of 0.5 metres. What is the proposed length and width of the Patio in the garden?
: [[Image:Variants_flowerbed.gif]]
: The Patio is {''CLOZE syntax''} metres by {''CLOZE syntax''} metres.

====3. Create the other variants of the first question====

To easily create a variant, click the duplicate icon next to the first question, then make the changes you need to turn it into the second variant and save it. Repeat this process to create as many variants as you want.

In our example, we might change the word Patio, and the scale factor each division represents 0.5 metres. We would also need to change the answers and the associated feedback in the {''CLOZE syntax''} bits.

====4. Repeat 2. and 3. for the other questions====

The screen shots show the variants of the third question. This one is a bit more of a pain to set up, because each variant will use a different image of a pie chart, so there is a bit more editing to do, and more files to upload to the course files area.

[[Image:Variants_questionsincat.png]]

====5. Add the questions to the quiz====

Once you have created all the questions, add them to the quiz using the 'Add random question' feature. Select the first category (Reading a plan variants). Ensure 'Display questions from sub-categories too' is off. Use the controls at the bottom to Add 1 random question to the quiz.

Repeat for each of the other categories in order.

[[Image:Variants_quiz.png]]

===Creating variant questions in Atto===
In 2016, a new additional plugin, the [[Cloze editor for Atto]] has a 'Duplicate' button, that allows you to easily and quickly create many question variants.

===Comments===

Obviously this is more work to set up (although not three times as much work as creating one quiz). It is up to you to do the cost benefit analysis for your particular quiz. Note that once you have set this up, you are more likely to be able to reuse quizzes in future, because you have reduced the potential for simple copying of answers.

As an alternative to 'Save as new question', you can use Moodle's import and export formats, and copy and paste in your text editor to create variants.

One issue you have to worry about is, are all the variants you have made of each question really equally difficult? Moodle 2.0 will feature a new Statistics report which should help you analyse your quiz results to see how difficult each variant is.

Experience shows that 'a few variants' can normally be taken to be 3 variants. This is enough to ensure that two students working at neighbouring computers will mostly get different questions to each other. More is better (providing you can ensure equal difficulty) but is more work, so you get diminishing returns.

(This section expands some of the advice above under [[#Printing and sharing questions|Printing and sharing questions]]. It also describes how most online assessments at the Open University are constructed. The [[Calculated question type|calculated question type]] is sometimes another way to implement quizzes like this.)

==Certainty Based Marking==
* 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.

See [[Using certainty-based marking]].

==Proctored exams==
* As a start, check the info in this discussion: https://moodle.org/mod/forum/discuss.php?d=399255#p1610674. Use advance search for the forums, as there has been a bunch of discussion in 2020 about this subject.

* One of the better solutions seen recently for lockdown testing, was a combination of things:
**Use of the safe browser and have the proctor call the student via some form of video call.
**Have the student show the proctor their computer setup and the room the test will be taken in.
**Then, have the student set up the phone in a position showing the student and their computer screen, as best they can from across the room.
**This allows the proctor to watch and hopefully, see any attempts to cheat.

==See also==

* [[Safe exam browser]] The Safe Exam Browser can work with Moodle to control what a student can do when in Moodle. To use it, it must be enabled in Settings > Site administration > Development > Experimental > Experimental settings. This adds the choice 'Require Safe Exam Browser' to the 'Browser security' field on the quiz settings form.

Forum discussions:
* [https://moodle.org/mod/forum/discuss.php?d=399255#p1610674 Implementing remotely invigilated online exams at scale] - The key lessons and successes of the University of New England's experience in implementing large scale remotely invigilated (proctored) online exams
* [http://moodle.org/mod/forum/discuss.php?d=141003 How do you keep people from cheating while taking a quiz?]
* [https://moodle.org/mod/forum/discuss.php?d=271100#p1168345 User dependent locking and unlocking of quizzes]

External links:
* [https://www.blackboardopenlms.com/2012/09/25/best-practices-30-tips-creating-quiz-questions/ 30 tips for creating quiz questions] by Rebecca DeSantis, MSIT, Moodlerooms Instructional Designer
* [https://www.alfiekohn.org/article/whos-cheating/ Who is Cheating Whom] article
* [https://www.unmc.edu/facdev/_documents/ConstructingWrittenTestQuestions_WritingManual.pdf Constructing written test questions for the basic and clinical sciences] - by the National Board of Medical Examiners (USA)

[[es:Prácticas Eficaces en los Exámenes]]
[[de:Tests effektiv durchführen]]

Tertiary education

2020-06-10T10:07:01Z

Tkorner: /* Useful links for tertiary educators */

The use of Moodle in [[Secondary education]] is often extended further at the tertiary/university level.

==Moodle plugins by/for Universities==
Many Universities have created custom Moodle plugins which were later shared in [https://moodle.org/plugins/search.php?s=University&search=Search+plugins the Moodle plugins database], for example:
* [[:Category:Open_University|The Open University]] has contributed [https://moodle.org/plugins/browse.php?list=set&id=10 many very well written and highly popular plugins] besides [https://docs.moodle.org/dev/Goals_of_an_online_assessment_system the superb Moodle 2 quiz engine]
* [[:Category:AMC_Academic_Moodle_Cooperation|AMC Academic Moodle Cooperation]] has shared [https://moodle.org/plugins/browse.php?list=contributor&id=1765078 several really good plugins]
* There are [https://moodle.org/plugins/browse.php?list=contributor&id=1833984 more than ten plugins] made by the [https://moodle.org/user/profile.php?id=1833984 University of Ulm]. A [https://moodle.org/plugins/local_sandbox sandbox] plugin programatically restores courses to predefined course states. It can be used to provide playground moodle courses which will be cleaned periodically. The [https://moodle.org/plugins/view/block_course_overview_campus Course overview on campus] block was also made by the University of Ulm.
* [https://moodle.org/plugins/view/mod_activequiz The Active quiz] The original plugin (real-time quiz) was written by Davo Smith, to which the University of Wisconsin - Madison (funded by an educational innovation grant given to the Medical school) re-wrote the plugin, which is now named active quiz
* The [https://moodle.org/plugins/local_usertours User tours] local plugin allows administrators to create tours of Moodle to introduce new features, important information, and more. It was was paid for and sponsored by the kind folk of Dublin City University.
* The [https://moodle.org/plugins/view/block_dedication Course dedication] block was developed by CICEI at Las Palmas de Gran Canaria University.
* The [https://moodle.org/plugins/view/block_accessibility Accesibility block] integrates the ATbar from Southampton University ECS.
* The [https://moodle.org/plugins/view/tinymce_poodll PoodLL anywhere] development was funded by the Birmingham City University
* [https://moodle.org/plugins/view/block_quickmail Quickmail] was developed at Louisiana State University

* One of the authors of the [https://moodle.org/plugins/view/mod_description Course description] works for the Reutlingen University
* The [https://moodle.org/plugins/view/assignsubmission_mahara Mahara assignment submission] was made from code developed by the University of Portland, and Lancaster University
* The [https://moodle.org/plugins/view/mod_ejsapp EJSApp] is backed by the Spanish Open University (UNED) and other Spanish Universities, such as the Huelva, Complutense and Almeria Universities
* The [https://moodle.org/plugins/view/atto_mediagallery Media Gallery] plugin was written by Adam Olley for the University of New South Wales
* The [https://moodle.org/plugins/view/report_engagement Engagement analytics report] was developed as part of a NetSpot Innovation Fund project by Monash University
* The [https://moodle.org/plugins/block_custom_course_menu Custom Course Menu], developed by the University of Portland, is a block to display enrolled courses in a highly configurable manner for both students and teachers.
* The [https://moodle.org/plugins/block_groups Groups and Groupings Block] by [https://moodle.org/plugins/browse.php?list=contributor&id=1936135 the University of Münster] is a Moodle block to display groups and groupings to users. The plugin differentiates between the capability rights of users to evaluate the appropriate amount of information to be displayed.
* The [https://moodle.org/plugins/mod_collabora Collabora] - Collaborative document editing by [https://moodle.org/plugins/browse.php?list=contributor&id=1936135 the University of Münster] provides a document editor for real-time collaboration. Changes to a document are immediately reflected for other users who are accessing the same document. Moodle users can collaborate on simple text files, word, spreadsheet and presentation documents or upload a document. The plugin requires a self-hosted Collabora Online Server (CODE) that is accessed using the so-called WOPI protocol.
* The [https://moodle.org/plugins/block_catalogue Catalogue block] by the Université de Cergy-Pontoise provides a visual and central place for a teacher to access everything he can use in his course (activities, reports, blocks, …) Frequently used items can be marked as favorites for quick access.
* The [https://moodle.org/user/profile.php?id=1805510 University of Nottingham] has made [https://moodle.org/plugins/browse.php?list=contributor&id=1805510 several good plugins]:
** The [https://moodle.org/plugins/mod_allocationform allocation form] by [https://moodle.org/user/profile.php?id=1805510 the University of Nottingham] can be used to provide more than one choice ("choose three workshops from the following selection") and/or to have students allocated to their choices fairly based on the overall choices/preferences made by all students using the Allocation Form you've set up.
** The [https://moodle.org/plugins/mod_tutorialbooking tutorial booking] module by [https://moodle.org/user/profile.php?id=1805510 the University of Nottingham] is designed to allow instructors of a course to create slots that the students can sign themselves up to. It replicates the sign up sheet on an office door.
* The [https://moodle.org/plugins/report_lpmonitoring Monitoring of Learning Plans] is a report by the Université de Montreal. The [https://studium.github.io/moodle-report_lpmonitoring/ main goal of this plugin] is to facilitate the work of [[Learning plans]] managers. It provides an overview of user learning plan, without leaving the page to get information related to this learning plan (such as rating in courses,user evidence,)
* The [https://moodle.org/plugins/block_moderator_guide Moderator Guide block], created by the Coventry University, displays guides for external teachers/graders. These guides are created by teachers and are based on templates created by administrators. The template creation system allows the generation of Moodle forms containing textarea, file uploader and links.
* The [https://www.hsr.ch/de/ University of Applied Sciences Rapperswil] developed the [[StudentQuiz module]] to enable students to collaboratively create their own question pools within Moodle,
* The [https://moodle.org/plugins/report_coursestats Course usage statistics], developed by the needs of online Brazilian university, UFLA, is a Moodle report plugin that helps the admin to known how the courses are being used by users (e.g. as forum, as file repositories or as activities repositories).
* The [https://moodle.org/plugins/tool_attestoodle Attestoodle] plugin, developed by the University of Caen and the University of Mans, is used to generate periodical training certificates for students on a massive scale, based on learning milestones completion.
* The [https://moodle.org/plugins/mod_capquiz CAPQuiz] - additional activity for Computer Adaptive Practice, was developed by Ålesund University College and NTNU Toppundervisning at NTNU - Norwegian University of Science and Technology. It was funded in part by Norgesuniversitetet.
* The [https://moodle.org/plugins/mod_pdfannotator PDF Annotation] by Aachen University, allows students to insert questions, comments and remarks on learning materials in PDF format directly into the document.
* The [https://moodle.org/plugins/tool_supporter Supporter] administrative tool by Technische Universität Darmstadt, lets you easily manage your users and courses within a single window without reloading whole pages. Look up users and courses, enrol students, change settings and much more.
* ETH Zürich developed several [https://moodle.org/plugins/browse.php?list=contributor&id=91386 question types and plugins] which support especially online assessment in improved way.

* ... and [https://moodle.org/plugins/search.php?s=University&p=1&l=20&o=263 many more]

==Discipline-specific plugins==
There are many Moodle plugins available for teaching/assessing several disciplines at and beyond secondary education:
* [[:Category:Discipline-specific_Moodling]]
** [[:Category:Biology|Biology]]
** [[:Category:Chemistry|Chemistry]]
** [[:Category:Language_teaching|Language teaching]]
** [[:Category:Mathematics|Mathematics]]
** [[:Category:Medicine|Medicine]]
** [[:Category:Music|Music]]
** [[:Category:Physics|Physics]]
** [[:Category:Programming|Programming]]

==Themes==
There are several [https://moodle.org/plugins/?q=university%20type:theme Moodle themes made specifically by and for a University]. A few examples are::
* [https://moodle.org/plugins/view/theme_bcu BCU] and [https://moodle.org/plugins/theme_adaptable Adaptable] Birmingham City University. They are based on bootstrap and allow for extensive customisation and some unique features to help improve Moodle's usability.
* [https://moodle.org/plugins/view/theme_klass Klass] This is very very modern theme suitable for your school / college / university and other online educational websites.
*[https://moodle.org/plugins/theme_snap Snap's] user-friendly and responsive design removes barriers to online learning, enabling you to create the modern, engaging experience users expect on the web today. Its intuitive layout is optimised for online learning, focusing on the things that matter - your learning activities and content.
* The [https://moodle.org/plugins/theme_boost_campus Boost Campus theme] is a Moodle Boost child theme made by the Ulm University, which is intended to meet the needs of university campuses and adds several features and improvements.

==PhET simulations==
[[PhET simulations]] are interactive simulations for science (physics, biology, chemistry, Earth sciences) and math at elementary, middle school, high school and University levels, from the University of Colorado at Boulder, USA, that provides fun, free, interactive, research-based science and mathematics simulations. The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your Moodle server or desktop computer. All simulations are open source.

==Useful links for tertiary educators==
* [[Using certainty-based marking]] To encourage students to try to understand the issues, not just react immediately to a question.
* [[All or nothing multiple choice question type]] This question type is great for life-saving or death-causing, critical situations/procedures/steps in medicine or engineering.
* [[Competencies]] and [[Learning plans]]
* [[Effective quiz practices]] - Using quiz at large scale or in assessments is big topic at tertiary education. An introduction to how to use this powerful plugin you find here.
* [[StudentQuiz module]] - While Moodle’s Quiz module allows teachers to define quizzes to be answered by students with a variety of question types, StudentQuiz moves one step further allowing students to contribute to the pool of questions related to the course. StudentQuiz can be configured to award points for contribution and participation by students and allows teachers to moderate the question pool by approving or deleting unsuitable or wrong question. StudentQuiz enables students to rate and optionally comment on the questions they answered, awarding the creator of the question with additional points.
...

* There are many good Moodle tutorials and books made by Universities available to everyone:
... to be listed here later...

... to be continued...

[[es:Educación terciaria]]

Tertiary education

2020-06-03T22:31:50Z

Tkorner: added contributions of ETH Zürich

The use of Moodle in [[Secondary education]] is often extended further at the tertiary/university level.

==Moodle plugins by/for Universities==
Many Universities have created custom Moodle plugins which were later shared in [https://moodle.org/plugins/search.php?s=University&search=Search+plugins the Moodle plugins database], for example:
* [[:Category:Open_University|The Open University]] has contributed [https://moodle.org/plugins/browse.php?list=set&id=10 many very well written and highly popular plugins] besides [https://docs.moodle.org/dev/Goals_of_an_online_assessment_system the superb Moodle 2 quiz engine]
* [[:Category:AMC_Academic_Moodle_Cooperation|AMC Academic Moodle Cooperation]] has shared [https://moodle.org/plugins/browse.php?list=contributor&id=1765078 several really good plugins]
* There are [https://moodle.org/plugins/browse.php?list=contributor&id=1833984 more than ten plugins] made by the [https://moodle.org/user/profile.php?id=1833984 University of Ulm]. A [https://moodle.org/plugins/local_sandbox sandbox] plugin programatically restores courses to predefined course states. It can be used to provide playground moodle courses which will be cleaned periodically. The [https://moodle.org/plugins/view/block_course_overview_campus Course overview on campus] block was also made by the University of Ulm.
* [https://moodle.org/plugins/view/mod_activequiz The Active quiz] The original plugin (real-time quiz) was written by Davo Smith, to which the University of Wisconsin - Madison (funded by an educational innovation grant given to the Medical school) re-wrote the plugin, which is now named active quiz
* The [https://moodle.org/plugins/local_usertours User tours] local plugin allows administrators to create tours of Moodle to introduce new features, important information, and more. It was was paid for and sponsored by the kind folk of Dublin City University.
* The [https://moodle.org/plugins/view/block_dedication Course dedication] block was developed by CICEI at Las Palmas de Gran Canaria University.
* The [https://moodle.org/plugins/view/block_accessibility Accesibility block] integrates the ATbar from Southampton University ECS.
* The [https://moodle.org/plugins/view/tinymce_poodll PoodLL anywhere] development was funded by the Birmingham City University
* [https://moodle.org/plugins/view/block_quickmail Quickmail] was developed at Louisiana State University

* One of the authors of the [https://moodle.org/plugins/view/mod_description Course description] works for the Reutlingen University
* The [https://moodle.org/plugins/view/assignsubmission_mahara Mahara assignment submission] was made from code developed by the University of Portland, and Lancaster University
* The [https://moodle.org/plugins/view/mod_ejsapp EJSApp] is backed by the Spanish Open University (UNED) and other Spanish Universities, such as the Huelva, Complutense and Almeria Universities
* The [https://moodle.org/plugins/view/atto_mediagallery Media Gallery] plugin was written by Adam Olley for the University of New South Wales
* The [https://moodle.org/plugins/view/report_engagement Engagement analytics report] was developed as part of a NetSpot Innovation Fund project by Monash University
* The [https://moodle.org/plugins/block_custom_course_menu Custom Course Menu], developed by the University of Portland, is a block to display enrolled courses in a highly configurable manner for both students and teachers.
* The [https://moodle.org/plugins/block_groups Groups and Groupings Block] by [https://moodle.org/plugins/browse.php?list=contributor&id=1936135 the University of Münster] is a Moodle block to display groups and groupings to users. The plugin differentiates between the capability rights of users to evaluate the appropriate amount of information to be displayed.
* The [https://moodle.org/plugins/mod_collabora Collabora] - Collaborative document editing by [https://moodle.org/plugins/browse.php?list=contributor&id=1936135 the University of Münster] provides a document editor for real-time collaboration. Changes to a document are immediately reflected for other users who are accessing the same document. Moodle users can collaborate on simple text files, word, spreadsheet and presentation documents or upload a document. The plugin requires a self-hosted Collabora Online Server (CODE) that is accessed using the so-called WOPI protocol.
* The [https://moodle.org/plugins/block_catalogue Catalogue block] by the Université de Cergy-Pontoise provides a visual and central place for a teacher to access everything he can use in his course (activities, reports, blocks, …) Frequently used items can be marked as favorites for quick access.
* The [https://moodle.org/user/profile.php?id=1805510 University of Nottingham] has made [https://moodle.org/plugins/browse.php?list=contributor&id=1805510 several good plugins]:
** The [https://moodle.org/plugins/mod_allocationform allocation form] by [https://moodle.org/user/profile.php?id=1805510 the University of Nottingham] can be used to provide more than one choice ("choose three workshops from the following selection") and/or to have students allocated to their choices fairly based on the overall choices/preferences made by all students using the Allocation Form you've set up.
** The [https://moodle.org/plugins/mod_tutorialbooking tutorial booking] module by [https://moodle.org/user/profile.php?id=1805510 the University of Nottingham] is designed to allow instructors of a course to create slots that the students can sign themselves up to. It replicates the sign up sheet on an office door.
* The [https://moodle.org/plugins/report_lpmonitoring Monitoring of Learning Plans] is a report by the Université de Montreal. The [https://studium.github.io/moodle-report_lpmonitoring/ main goal of this plugin] is to facilitate the work of [[Learning plans]] managers. It provides an overview of user learning plan, without leaving the page to get information related to this learning plan (such as rating in courses,user evidence,)
* The [https://moodle.org/plugins/block_moderator_guide Moderator Guide block], created by the Coventry University, displays guides for external teachers/graders. These guides are created by teachers and are based on templates created by administrators. The template creation system allows the generation of Moodle forms containing textarea, file uploader and links.
* The [https://www.hsr.ch/de/ University of Applied Sciences Rapperswil] developed the [[StudentQuiz module]] to enable students to collaboratively create their own question pools within Moodle,
* The [https://moodle.org/plugins/report_coursestats Course usage statistics], developed by the needs of online Brazilian university, UFLA, is a Moodle report plugin that helps the admin to known how the courses are being used by users (e.g. as forum, as file repositories or as activities repositories).
* The [https://moodle.org/plugins/tool_attestoodle Attestoodle] plugin, developed by the University of Caen and the University of Mans, is used to generate periodical training certificates for students on a massive scale, based on learning milestones completion.
* The [https://moodle.org/plugins/mod_capquiz CAPQuiz] - additional activity for Computer Adaptive Practice, was developed by Ålesund University College and NTNU Toppundervisning at NTNU - Norwegian University of Science and Technology. It was funded in part by Norgesuniversitetet.
* The [https://moodle.org/plugins/mod_pdfannotator PDF Annotation] by Aachen University, allows students to insert questions, comments and remarks on learning materials in PDF format directly into the document.
* The [https://moodle.org/plugins/tool_supporter Supporter] administrative tool by Technische Universität Darmstadt, lets you easily manage your users and courses within a single window without reloading whole pages. Look up users and courses, enrol students, change settings and much more.
* ETH Zürich developed several [https://moodle.org/plugins/browse.php?list=contributor&id=91386 question types and plugins] which support especially online assessment in improved way.

* ... and [https://moodle.org/plugins/search.php?s=University&p=1&l=20&o=263 many more]

==Discipline-specific plugins==
There are many Moodle plugins available for teaching/assessing several disciplines at and beyond secondary education:
* [[:Category:Discipline-specific_Moodling]]
** [[:Category:Biology|Biology]]
** [[:Category:Chemistry|Chemistry]]
** [[:Category:Language_teaching|Language teaching]]
** [[:Category:Mathematics|Mathematics]]
** [[:Category:Medicine|Medicine]]
** [[:Category:Music|Music]]
** [[:Category:Physics|Physics]]
** [[:Category:Programming|Programming]]

==Themes==
There are several [https://moodle.org/plugins/?q=university%20type:theme Moodle themes made specifically by and for a University]. A few examples are::
* [https://moodle.org/plugins/view/theme_bcu BCU] and [https://moodle.org/plugins/theme_adaptable Adaptable] Birmingham City University. They are based on bootstrap and allow for extensive customisation and some unique features to help improve Moodle's usability.
* [https://moodle.org/plugins/view/theme_klass Klass] This is very very modern theme suitable for your school / college / university and other online educational websites.
*[https://moodle.org/plugins/theme_snap Snap's] user-friendly and responsive design removes barriers to online learning, enabling you to create the modern, engaging experience users expect on the web today. Its intuitive layout is optimised for online learning, focusing on the things that matter - your learning activities and content.
* The [https://moodle.org/plugins/theme_boost_campus Boost Campus theme] is a Moodle Boost child theme made by the Ulm University, which is intended to meet the needs of university campuses and adds several features and improvements.

==PhET simulations==
[[PhET simulations]] are interactive simulations for science (physics, biology, chemistry, Earth sciences) and math at elementary, middle school, high school and University levels, from the University of Colorado at Boulder, USA, that provides fun, free, interactive, research-based science and mathematics simulations. The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your Moodle server or desktop computer. All simulations are open source.

==Useful links for tertiary educators==
* [[Using certainty-based marking]] To encourage students to try to understand the issues, not just react immediately to a question.
* [[All or nothing multiple choice question type]] This question type is great for life-saving or death-causing, critical situations/procedures/steps in medicine or engineering.
* [[Competencies]] and [[Learning plans]]
* [[Effective quiz practices]]
* [[StudentQuiz module]] - While Moodle’s Quiz module allows teachers to define quizzes to be answered by students with a variety of question types, StudentQuiz moves one step further allowing students to contribute to the pool of questions related to the course. StudentQuiz can be configured to award points for contribution and participation by students and allows techers to moderate the question pool by approving or deleting unsuitable or wrong question. StudentQuiz enables students to rate and optionally comment the questions they answered, awarding the creator of the question with additional points.
...

* There are many good Moodle tutorials and books made by Universities available to everyone:
... to be listed here later...

... to be continued...

[[es:Educación terciaria]]

E-examination quick guide

2020-05-26T07:45:53Z

Tkorner:

INTERMEDIARY WORK IN PROGRESS
some work needed

[[Category:Quick guide]]

Feedback FAQ

2019-04-04T09:02:18Z

Tkorner: Numbering

{{Feedback}}

==How can I allow non-logged in users to give feedback?==
*As an adminstrator, go to ''Administration>Site Administration>Plugins>Activity Modules>Feedback''.
*Change "Allow full anonymous" to "yes"
*Note that this only works for the front page, and NOT for courses with guest access.
*You will also need to check that Authenticated User and Guest role both have permission to Submit Feedback Activity.
[[File:Anonymousfeedback.png]]

==How can I allow teachers and non editing teachers to give feedback?==
# Go into the course as admin
# Click on your feedback you want to use for your teachers
# Click on "Permissions" inside the Administration block
# In the dropdown list "Advanced role override" choose "Teacher" or how ever your teacher role is named
# Look for "mod/feedback:complete" and set it to "Allow"
# Click on "Save changes"

==How do I create a Feedback activity and add questions?==

* From the ''Add an activity...'' drop down, select ''Feedback''.
* Complete the Name, Description, and other options then save.
* To add questions to your Feedback activity, click the link for the feedback activity, click the ''Edit questions'' tab, and add questions.

==Can I make questions dependent on previous responses?==
Yes. See the section on Dependence item and Dependence value in [[Building Feedback]].
*See [[Template creator]]

==Is Activity Completion recorded if the Feedback activity is set to anonymise usernames?==
Yes. If the Feedback activity is set to Anonymous usernames, and the Feedback activity is set to record Activity Completion, then the activity will still be marked as complete and the user will show up in the activity completion reports.
==Is Record user names Anonymous mode truly Anonymous?==
No. For the 'Record user names' setting even in Anonymous mode the username of the user who took the Feedback is still recorded in the database just as with non-anonymous Feedbacks, but the name is not show to anyone on screen in Moodle or in reports or downloads. Anyone who has direct access to the database could see and extract the name of the user who took an anonymous feedback.

This explains why Activity completion still works in Anonymous mode since it actually knows the user who completed the Feedback.

==Is Allow full anonymous mode truly Anonymous?==
Yes. If the Administrator has enabled the 'Allow full anonymous' setting for use of a Feedback on the front page of the site, then users who are not logged in when they take the Feedback are anonymous: all attempts are recorded as from userid 0 which does not otherwise exist.

They are also logged as usual in the system logs with time and date and IP address, but simply as having viewed the front page: there is no information that they have specifically taken the Feedback.

However, if the user logs in and takes a Feedback on the frontpage then their userid and name is recorded as usual.

==I do not see the Edit Questions tab. What should I do?==
This does happen sometimes. Usually, logging out of the course and then logging back in will take care of this problem.

==What are the differences between Feedback and Questionnaire?==

[[Questionnaire]] is an additional plugin. For a discussion about their differences, see the forum thread [https://moodle.org/mod/forum/discuss.php?d=195584#p852097 Questionnaire v Feedback]

==See also==

* [https://moodle.org/mod/forum/discuss.php?d=345660 No Export to Excel button on Analysis tab] forum discussion

==Any further questions?==

Please post in the [http://moodle.org/mod/forum/view.php?id=7152 Feedback forum] on moodle.org

[[Category:FAQ]]

[[de:Feedback FAQ]]
[[es:Retroalimentación FAQ]]