MoodleDocs - User contributions [en]

Question Engine Changes in Moodle 1.9

2008-11-28T14:37:55Z

Daveyboond: /* Access to question categories shared outside a course */

{{Questions}}
{{Moodle 1.9}}
==General Clean Up of UI and Code==

* Many parts of the question code have been cleaned up. The Quiz / Question UI has some improvements - the category editing page's table has been replaced by unordered lists and the controls for editing categories have been improved.
* Question code no longer relies on browser sessions. Before if you had more than one browser window open for editing a quiz / questions navigation would have been unpredictable now you can have several independent browser windows open at once to edit quizzes and questions.
* Further work has been done on separating the question bank code from the quiz module to make it possible to access questions in the question bank from other modules.

==Better Management of Files Linked to In Questions==

[[Questions linking to files|Since Moodle 1.9 we have some automatic handling of files linked to from questions. When you '''move questions between sharing contexts''' and when you '''back up''' courses with questions in them, Moodle will now help you manage files linked to in your questions.]]

==Separated Questions into Different Category Hierarchies in Different Context Levels==

Before 1.9 questions were always associated with one course. You could 'share' a question to allow it to be visible in another course. Now questions can be shared in an activity, a course, a course category or with the whole system. These different levels of sharing are Moodle 'contexts'. More info here [[Question contexts]]

Upon upgrade :
* a category that was shared will now be in the System context and it will have the course name from which it has been taken appended to the category name in brackets.
* Questions that were not shared will be put in the course context upon upgrade.
* The only exception to this is the special case outlined below in [[#Random Questions Selecting from Subcategories]]

==More Granular Capabilities==

Since Moodle 1.9 we have more granular capabilities for access and use of questions see [[Question permissions]] for more info. Question permissions are now tested in the context in which the questions are shared see [[Question contexts]] for more info.

====Upgrade====

On upgrade from an older version of Moodle question capabilities are automatically assigned.

Roles that previously had the moodle/question:manage capability will have :

* [[Capabilities/moodle/question:add|moodle/question:add]]
* [[Capabilities/moodle/question:editmine|moodle/question:editmine]] / [[Capabilities/moodle/question:editall|editall]]
* [[Capabilities/moodle/question:viewmine|moodle/question:viewmine]] / [[Capabilities/moodle/question:viewall|viewall]]
* [[Capabilities/moodle/question:usemine|moodle/question:usemine]] / [[Capabilities/moodle/question:useall|useall]]
* [[Capabilities/moodle/question:movemine|moodle/question:movemine]] / [[Capabilities/moodle/question:moveall|moveall]]

This will give all users effectively the same permissions as they had previously for questions shared at the course level.

==Potential Issues on Upgrade==

===Access to question categories shared outside a course===

Questions that are shared above the course level may not be available to course teachers. Normally the teacher role is assigned at the course level so the teacher's capabilities will only cover the course in which they are assigned the teacher role. You must define a new role and assign all users that you want to be able to share questions above the course level that role. You do this by :

* log in as an admin
* go to Administration > Users > Permissions > Define roles
* click on Add New Role button
* define a new Role Shared Question Creator
* give the role these question permissions :
** [[Capabilities/moodle/question:add|moodle/question:add]]
** [[Capabilities/moodle/question:editall|moodle/question:editall]]
** [[Capabilities/moodle/question:viewall|moodle/question:viewall]]
** [[Capabilities/moodle/question:moveall|moodle/question:moveall]]
** [[Capabilities/moodle/question:managecategory|moodle/question:managecategory]]
* and probably also :
** [[Capabilities/moodle/question:useall|moodle/question:useall]]

You can also create a role 'Shared question user':

* log in as an admin
* go to Administration > Users > Permissions > Define roles
* click on Add New Role button
* define a new Role Shared question user
* give the role these question permissions :
** [[Capabilities/moodle/question:viewall|moodle/question:viewall]]
** [[Capabilities/moodle/question:useall|moodle/question:useall]]

Assign the role at the system level to give the user the 'Shared question user' / 'Shared Question Creator' permissions in the System context and in all the Course Categories. The user will also have the same permissions in all courses and activities unless you override the permissions at these levels for any of the roles the user has (eg. Teacher / Student etc) a 'prevent' at a lower context level will override an allow at the system or course category level. You assign a role at the system level by going to Administration > Users > Permissions > Assign global roles.

You can also assign a role at the course category level by going to Administration > Courses > Add/edit courses and clicking on one of the course category names and then clicking on the Assign Roles link to the top right of the screen. The role will apply to all contained course categories and also to all courses / activities contained.

===Random Questions Selecting from Subcategories===

[[Image:randomquestionenvironmentcheck.jpg|thumb|Screen shot of problems reported in environment check upgrading to 1.9]]

Normally upon upgrade questions that are shared are moved to a category in the system context. Questions that are not shared are kept in the course context.

In the following special case this is not true and the sharing status of some questions may have been changed :

* You have some random questions in your quizzes which are selected from sub categories.
* AND the sub categories the random questions are selected from have a different 'shared' status to any of the sub categories. Eg. you have a random question in a category that is not shared and some of the sub categories you are selecting from are not shared. OR you have a random question in a category that is shared and some of the sub categories you are selecting from are shared.

There is a special check for this case in the environment check code and a special admin report for checking this.

When a random question as above is found in the question bank then :

* all sub categories below the random question are set to the same 'shared' status as the category the random question is in.
* if there is another random question in one of the sub categories it is ignored, all sub categories are set to the same status.

Questions already included in quizzes will continue to work as before.

There is an environment check to check for possible problems with 'Random Questions Selecting from Subcategories'. See screen shot.

[[Image:randomquestionadminreport.jpg|thumb|Screen shot of questions admin report reporting problems with random questions.]]

More information about the issue on your system is available in Admin / Reports / Question, this is linked to from the environment check message when a problem is detected. Environment checks and the question admin report have been backported to the latest version of MOODLE_18_STABLE.

==More info about changes in Moodle 1.9 can be found on these pages==

* [[Question bank]]
* [[Question categories]]
* [[Question contexts]]
* [[Question permissions]]
* [[Question reports]]
* [[Questions linking to files]]
* [[Quiz submission email notification]]

The following permissions are new in Moodle 1.9 (they replace moodle/question:manage, giving more control over exactly what someone can do) :

* [[Capabilities/moodle/question:add|moodle/question:add]]
* [[Capabilities/moodle/question:editmine|moodle/question:editmine]] / [[Capabilities/moodle/question:editall|editall]]
* [[Capabilities/moodle/question:viewmine|moodle/question:viewmine]] / [[Capabilities/moodle/question:viewall|viewall]]
* [[Capabilities/moodle/question:usemine|moodle/question:usemine]] / [[Capabilities/moodle/question:useall|useall]]
* [[Capabilities/moodle/question:movemine|moodle/question:movemine]] / [[Capabilities/moodle/question:moveall|moveall]]

And the following no longer exist :

* [[Capabilities/moodle/question:manage|moodle/question:manage]]
* [[Capabilities/moodle/question:import|moodle/question:import]]
* [[Capabilities/moodle/question:export|moodle/question:export]]

[[ja:Moodle 1.9における問題エンジンの変更]]

Question Engine Changes in Moodle 1.9

2008-11-28T14:31:09Z

Daveyboond: /* Access to question categories shared outside a course */

{{Questions}}
{{Moodle 1.9}}
==General Clean Up of UI and Code==

* Many parts of the question code have been cleaned up. The Quiz / Question UI has some improvements - the category editing page's table has been replaced by unordered lists and the controls for editing categories have been improved.
* Question code no longer relies on browser sessions. Before if you had more than one browser window open for editing a quiz / questions navigation would have been unpredictable now you can have several independent browser windows open at once to edit quizzes and questions.
* Further work has been done on separating the question bank code from the quiz module to make it possible to access questions in the question bank from other modules.

==Better Management of Files Linked to In Questions==

[[Questions linking to files|Since Moodle 1.9 we have some automatic handling of files linked to from questions. When you '''move questions between sharing contexts''' and when you '''back up''' courses with questions in them, Moodle will now help you manage files linked to in your questions.]]

==Separated Questions into Different Category Hierarchies in Different Context Levels==

Before 1.9 questions were always associated with one course. You could 'share' a question to allow it to be visible in another course. Now questions can be shared in an activity, a course, a course category or with the whole system. These different levels of sharing are Moodle 'contexts'. More info here [[Question contexts]]

Upon upgrade :
* a category that was shared will now be in the System context and it will have the course name from which it has been taken appended to the category name in brackets.
* Questions that were not shared will be put in the course context upon upgrade.
* The only exception to this is the special case outlined below in [[#Random Questions Selecting from Subcategories]]

==More Granular Capabilities==

Since Moodle 1.9 we have more granular capabilities for access and use of questions see [[Question permissions]] for more info. Question permissions are now tested in the context in which the questions are shared see [[Question contexts]] for more info.

====Upgrade====

On upgrade from an older version of Moodle question capabilities are automatically assigned.

Roles that previously had the moodle/question:manage capability will have :

* [[Capabilities/moodle/question:add|moodle/question:add]]
* [[Capabilities/moodle/question:editmine|moodle/question:editmine]] / [[Capabilities/moodle/question:editall|editall]]
* [[Capabilities/moodle/question:viewmine|moodle/question:viewmine]] / [[Capabilities/moodle/question:viewall|viewall]]
* [[Capabilities/moodle/question:usemine|moodle/question:usemine]] / [[Capabilities/moodle/question:useall|useall]]
* [[Capabilities/moodle/question:movemine|moodle/question:movemine]] / [[Capabilities/moodle/question:moveall|moveall]]

This will give all users effectively the same permissions as they had previously for questions shared at the course level.

==Potential Issues on Upgrade==

===Access to question categories shared outside a course===

Questions that are shared above the course level may not be available to course teachers. Normally the teacher role is assigned at the course level so the teacher's capabilities will only cover the course in which they are assigned the teacher role. You must define a new role and assign all users that you want to be able to share questions above the course level that role. You do this by :

* log in as an admin
* go to Administration > Users > Permissions > Define roles
* click on Add New Role button
* define a new Role Shared Question Creator
* give the role these question permissions :
** [[Capabilities/moodle/question:add|moodle/question:add]]
** [[Capabilities/moodle/question:editall|moodle/question:editall]]
** [[Capabilities/moodle/question:viewall|moodle/question:viewall]]
** [[Capabilities/moodle/question:moveall|moodle/question:moveall]]
* and probably also :
** [[Capabilities/moodle/question:useall|moodle/question:useall]]

You can also create a role 'Shared question user':

* log in as an admin
* go to Administration > Users > Permissions > Define roles
* click on Add New Role button
* define a new Role Shared question user
* give the role these question permissions :
** [[Capabilities/moodle/question:viewall|moodle/question:viewall]]
** [[Capabilities/moodle/question:useall|moodle/question:useall]]

Assign the role at the system level to give the user the 'Shared question user' / 'Shared Question Creator' permissions in the System context and in all the Course Categories. The user will also have the same permissions in all courses and activities unless you override the permissions at these levels for any of the roles the user has (eg. Teacher / Student etc) a 'prevent' at a lower context level will override an allow at the system or course category level. You assign a role at the system level by going to Administration > Users > Permissions > Assign global roles.

You can also assign a role at the course category level by going to Administration > Courses > Add/edit courses and clicking on one of the course category names and then clicking on the Assign Roles link to the top right of the screen. The role will apply to all contained course categories and also to all courses / activities contained.

===Random Questions Selecting from Subcategories===

[[Image:randomquestionenvironmentcheck.jpg|thumb|Screen shot of problems reported in environment check upgrading to 1.9]]

Normally upon upgrade questions that are shared are moved to a category in the system context. Questions that are not shared are kept in the course context.

In the following special case this is not true and the sharing status of some questions may have been changed :

* You have some random questions in your quizzes which are selected from sub categories.
* AND the sub categories the random questions are selected from have a different 'shared' status to any of the sub categories. Eg. you have a random question in a category that is not shared and some of the sub categories you are selecting from are not shared. OR you have a random question in a category that is shared and some of the sub categories you are selecting from are shared.

There is a special check for this case in the environment check code and a special admin report for checking this.

When a random question as above is found in the question bank then :

* all sub categories below the random question are set to the same 'shared' status as the category the random question is in.
* if there is another random question in one of the sub categories it is ignored, all sub categories are set to the same status.

Questions already included in quizzes will continue to work as before.

There is an environment check to check for possible problems with 'Random Questions Selecting from Subcategories'. See screen shot.

[[Image:randomquestionadminreport.jpg|thumb|Screen shot of questions admin report reporting problems with random questions.]]

More information about the issue on your system is available in Admin / Reports / Question, this is linked to from the environment check message when a problem is detected. Environment checks and the question admin report have been backported to the latest version of MOODLE_18_STABLE.

==More info about changes in Moodle 1.9 can be found on these pages==

* [[Question bank]]
* [[Question categories]]
* [[Question contexts]]
* [[Question permissions]]
* [[Question reports]]
* [[Questions linking to files]]
* [[Quiz submission email notification]]

The following permissions are new in Moodle 1.9 (they replace moodle/question:manage, giving more control over exactly what someone can do) :

* [[Capabilities/moodle/question:add|moodle/question:add]]
* [[Capabilities/moodle/question:editmine|moodle/question:editmine]] / [[Capabilities/moodle/question:editall|editall]]
* [[Capabilities/moodle/question:viewmine|moodle/question:viewmine]] / [[Capabilities/moodle/question:viewall|viewall]]
* [[Capabilities/moodle/question:usemine|moodle/question:usemine]] / [[Capabilities/moodle/question:useall|useall]]
* [[Capabilities/moodle/question:movemine|moodle/question:movemine]] / [[Capabilities/moodle/question:moveall|moveall]]

And the following no longer exist :

* [[Capabilities/moodle/question:manage|moodle/question:manage]]
* [[Capabilities/moodle/question:import|moodle/question:import]]
* [[Capabilities/moodle/question:export|moodle/question:export]]

[[ja:Moodle 1.9における問題エンジンの変更]]

Adding/updating a quiz

2008-02-25T13:30:15Z

Daveyboond: /* Display section */ Slight change to clarify functioning of "questions per page" setting

{{Quizzes}}

Creating a new quiz is a two-step process. In the first step you [[Teacher_documentation#Activity_modules|create]] the quiz activity and set its options which specify the rules for interacting with the quiz. In a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

Note: Particular students may be given unlimited time to attempt a quiz which has a time limit set by allowing the capability [[Capabilities/mod/quiz:ignoretimelimits|mod/quiz:ignoretimelimits]].

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is '''not''' related to the use of [[Editing_a_quiz#Adding_random_questions|Random Questions]], this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is '''not''' related to the use of [[Editing_a_quiz#Adding_random_questions|Random Questions]].

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the student's score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

==Grades section==
;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

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored (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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==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.

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.

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Adding/updating a quiz

2008-02-25T13:13:07Z

Daveyboond: /* Display section */ Added links to Random Questions page for clarification

{{Quizzes}}

Creating a new quiz is a two-step process. In the first step you [[Teacher_documentation#Activity_modules|create]] the quiz activity and set its options which specify the rules for interacting with the quiz. In a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

Note: Particular students may be given unlimited time to attempt a quiz which has a time limit set by allowing the capability [[Capabilities/mod/quiz:ignoretimelimits|mod/quiz:ignoretimelimits]].

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting after the quiz is created will not have any effect'''. 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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is '''not''' related to the use of [[Editing_a_quiz#Adding_random_questions|Random Questions]], this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is '''not''' related to the use of [[Editing_a_quiz#Adding_random_questions|Random Questions]].

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the student's score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

==Grades section==
;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

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored (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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==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.

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.

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Update profile

2008-02-06T10:41:59Z

Daveyboond: /* Updating Your Profile */

Location: ''Administration > Users > Accounts > Add a new user'' or ''Browse list of users'', or by choosing the ''Edit profile'' tab from one's own profile.

== Updating Your Profile ==
{{Moodle 1.8}}
The fields are divided into 3 sections - General, Picture & Optional which are all explained below. Note that some settings are 'advanced', so you may need to click the 'Show Advanced' button on the right to see all the settings. The advanced settings are indicated below.

Remember to click 'Update profile' when you have finished.

=== General ===

The first section contains fields that must be completed:

'''First name & Surname'''

These are self-explanatory. These names will identify you everywhere in your Moodle courses.

'''Email address'''

The email address should be an address that you check regularly. It is used for acknowledgements and announcements from Moodle, including messages from Forums that you are subscribed to. It is also the address that is displayed to other users of Moodle, depending on your 'Email display' setting (below).

'''Email display'''

This controls the visibility of your email address to others. The three settings are self-explanatory but please note 'Hide my email address from everyone' only hides it from students. Teaching staff and other staff with editing access will always be able to see your email address.

'''Email activated'''

You can either enable or disable emails being sent to an address. Note that if this is disabled, you will not receive any email whatsoever from the site. This is not recommend, as you may miss important course-related messages.

'''Email format (advanced)'''

There are two formats: "Pretty HTML format" (messages will be formatted) and "Plain text format" (plain text with no formatting).

'''Email digest type (advanced)'''

This setting determines how you receive any posts from Forums to which you are subscribed, allowing you to receive messages individually or on a daily basis.

'''Forum auto-subscribe (advanced)'''

This setting lets you decide if you want email copies of posts that are added to forums. If you set this to subscribe, the system will automatically email you copies of new posts in forums that you post in, unless you manually override it when posting.

'''Forum tracking (advanced)'''

Enabling forum tracking means highlighting the posts you have not read yet, which should improve your forum navigation.

'''When editing text (advanced)'''

This can usually be left on "Use HTML editor (some browsers only)". This allows for text formatting options, but requires newer browsers. If you find your browser is not letting you edit text, change this setting to "Use standard web forms".

'''AJAX and JavaScript (advanced)'''

This determines whether the Moodle interface will use advanced navigation features such as drag-and-drop, that require AJAX and JavaScript to function. These features can cause problems on some browsers so you might prefer to turn them off.

'''Screen Reader (advanced)'''

If you use a screen reader, this setting should be set to 'Yes'. (A screen reader is a form of 'assistive technology' used by blind and partially-sighted users to interpret what is displayed on the screen).

'''City/town & Country'''

Add your location.

'''Timezone'''

This field is used to convert time-related messages on the system (such as assignment deadlines) from the local timezone (the time in London) to the correct time in whichever zone you have selected.

'''Preferred language and theme (advanced)'''

You can view Moodle in several different languages and colour themes, which you can select via these two options. Note: changing the preferred language only affects the Moodle interface, not the course content!

'''Description'''

In this field you can enter some text about yourself, be it information about your studies, hobbies, qualifications or anything else.

=== Picture ===

This section is optional and allows you to choose your own profile picture. Your current picture is shown, if you have already chosen one.

'''New picture'''

The Browse button allows you to choose a new picture for your profile. Your picture is uploaded when you choose the 'Update Profile' at the bottom of the page.

Your picture will be resized by Moodle when you upload it - to 100 pixels by 100 pixels for the larger view (e.g. in your profile) and 35 pixels by 35 pixels for the smaller view (e.g. on the Forums). If the picture you upload is not square, Moodle will automatically chop the edges off to make it square.

=== Optional ===

There are several optional fields (all advanced) allowing you to add further details to your profile such as contact details and your website.

==Adding a new user==

The add a new user page allows you to manually create a new user account. If you create a test account, you can use a made-up email address.

The required field must be entered before the user will be accepted by Moodle. The required fields in a standard Moodle install are: Username, New password, Surname, Email address, City/town, Select a country.

Other fields that are part of a user's profile can also be filled out when the user is created. Some of the profile fields can be revealed by pressing the "Show Advanced" button.

The new user information is saved by pressing the "Update user" button near the bottom of the form.

Note: You can always create new accounts manually, regardless of which [[Authentication|authentication method]] you are using.

==Updating a user profile==

Users with the capability [[Capabilities/moodle/user:update|moodle/user:update]] are able to update another user's profile i.e. in addition to being able to edit the profile, all settings (username, password, authentication method, force new password etc.) may be changed.

==Account disabling==

An account may be disabled by setting the authentication method to "[[No login]]". The account email may not be used to create another account.

[[Category:Administrator]]

[[fr:Modifier le profil]]

Update profile

2008-02-06T10:39:26Z

Daveyboond: Added explanation of all the settings

Location: ''Administration > Users > Accounts > Add a new user'' or ''Browse list of users'', or by choosing the ''Edit profile'' tab from one's own profile.

== Updating Your Profile ==

The fields are divided into 3 sections - General, Picture & Optional which are all explained below. Note that some settings are 'advanced', so you may need to click the 'Show Advanced' button on the right to see all the settings. The advanced settings are indicated below.

Remember to click 'Update profile' when you have finished.

=== General ===

The first section contains fields that must be completed:

'''First name & Surname'''

These are self-explanatory. These names will identify you everywhere in your Moodle courses.

'''Email address'''

The email address should be an address that you check regularly. It is used for acknowledgements and announcements from Moodle, including messages from Forums that you are subscribed to. It is also the address that is displayed to other users of Moodle, depending on your 'Email display' setting (below).

'''Email display'''

This controls the visibility of your email address to others. The three settings are self-explanatory but please note 'Hide my email address from everyone' only hides it from students. Teaching staff and other staff with editing access will always be able to see your email address.

'''Email activated'''

You can either enable or disable emails being sent to an address. Note that if this is disabled, you will not receive any email whatsoever from the site. This is not recommend, as you may miss important course-related messages.

'''Email format (advanced)'''

There are two formats: "Pretty HTML format" (messages will be formatted) and "Plain text format" (plain text with no formatting).

'''Email digest type (advanced)'''

This setting determines how you receive any posts from Forums to which you are subscribed, allowing you to receive messages individually or on a daily basis.

'''Forum auto-subscribe (advanced)'''

This setting lets you decide if you want email copies of posts that are added to forums. If you set this to subscribe, the system will automatically email you copies of new posts in forums that you post in, unless you manually override it when posting.

'''Forum tracking (advanced)'''

Enabling forum tracking means highlighting the posts you have not read yet, which should improve your forum navigation.

'''When editing text (advanced)'''

This can usually be left on "Use HTML editor (some browsers only)". This allows for text formatting options, but requires newer browsers. If you find your browser is not letting you edit text, change this setting to "Use standard web forms".

'''AJAX and JavaScript (advanced)'''

This determines whether the Moodle interface will use advanced navigation features such as drag-and-drop, that require AJAX and JavaScript to function. These features can cause problems on some browsers so you might prefer to turn them off.

'''Screen Reader (advanced)'''

If you use a screen reader, this setting should be set to 'Yes'. (A screen reader is a form of 'assistive technology' used by blind and partially-sighted users to interpret what is displayed on the screen).

'''City/town & Country'''

Add your location.

'''Timezone'''

This field is used to convert time-related messages on the system (such as assignment deadlines) from the local timezone (the time in London) to the correct time in whichever zone you have selected.

'''Preferred language and theme (advanced)'''

You can view Moodle in several different languages and colour themes, which you can select via these two options. Note: changing the preferred language only affects the Moodle interface, not the course content!

'''Description'''

In this field you can enter some text about yourself, be it information about your studies, hobbies, qualifications or anything else.

=== Picture ===

This section is optional and allows you to choose your own profile picture. Your current picture is shown, if you have already chosen one.

'''New picture'''

The Browse button allows you to choose a new picture for your profile. Your picture is uploaded when you choose the 'Update Profile' at the bottom of the page.

Your picture will be resized by Moodle when you upload it - to 100 pixels by 100 pixels for the larger view (e.g. in your profile) and 35 pixels by 35 pixels for the smaller view (e.g. on the Forums). If the picture you upload is not square, Moodle will automatically chop the edges off to make it square.

=== Optional ===

There are several optional fields (all advanced) allowing you to add further details to your profile such as contact details and your website.

==Adding a new user==

The add a new user page allows you to manually create a new user account. If you create a test account, you can use a made-up email address.

The required field must be entered before the user will be accepted by Moodle. The required fields in a standard Moodle install are: Username, New password, Surname, Email address, City/town, Select a country.

Other fields that are part of a user's profile can also be filled out when the user is created. Some of the profile fields can be revealed by pressing the "Show Advanced" button.

The new user information is saved by pressing the "Update user" button near the bottom of the form.

Note: You can always create new accounts manually, regardless of which [[Authentication|authentication method]] you are using.

==Updating a user profile==

Users with the capability [[Capabilities/moodle/user:update|moodle/user:update]] are able to update another user's profile i.e. in addition to being able to edit the profile, all settings (username, password, authentication method, force new password etc.) may be changed.

==Account disabling==

An account may be disabled by setting the authentication method to "[[No login]]". The account email may not be used to create another account.

[[Category:Administrator]]

[[fr:Modifier le profil]]

Update profile

2008-02-06T10:27:03Z

Daveyboond:

Location: ''Administration > Users > Accounts > Add a new user'' or ''Browse list of users'', or by choosing the ''Edit profile'' tab from one's own profile.

==Adding a new user==

The add a new user page allows you to manually create a new user account. If you create a test account, you can use a made-up email address.

The required field must be entered before the user will be accepted by Moodle. The required fields in a standard Moodle install are: Username, New password, Surname, Email address, City/town, Select a country.

Other fields that are part of a user's profile can also be filled out when the user is created. Some of the profile fields can be revealed by pressing the "Show Advanced" button.

The new user information is saved by pressing the "Update user" button near the bottom of the form.

Note: You can always create new accounts manually, regardless of which [[Authentication|authentication method]] you are using.

==Updating a user profile==

Users with the capability [[Capabilities/moodle/user:update|moodle/user:update]] are able to update another user's profile i.e. in addition to being able to edit the profile, all settings (username, password, authentication method, force new password etc.) may be changed.

==Account disabling==

An account may be disabled by setting the authentication method to "[[No login]]". The account email may not be used to create another account.

[[Category:Administrator]]

[[fr:Modifier le profil]]

Editing a quiz

2008-01-10T12:27:17Z

Daveyboond: /* Previewing questions */

{{Quizzes}}

On the quiz editing screen you’ll create and categorize your quiz questions and then add them to the quiz. What you will see on this screen depends on whether students have already started attempts at the quiz.

*On the left side of the screen (or in the middle if the quiz has already been attempted) you’ll see a block where the questions you’ve added to the current quiz are displayed. If this is a new quiz you will not have any questions there and Moodle tells you this.
*On the right side of the screen (if the quiz has not yet been attempted), you’ll see a [[Question categories|Categories]] section above the question editing block. This is where you can add new questions, edit existing questions, or move questions between categories. This is explained on the page [[Question bank]].

==Adding questions to a quiz==
Once you’ve created your questions, you’ll need to add them to the quiz. There are many types in the [[Question bank]] that you can use. Alternatively, you may choose to [[Import questions|import questions]].

First use the 'Category' menu to select the category containing the questions you want to add (item 3 in the diagram below).

The chevrons (<< icons) to the left of the questions are used to add individual questions to the quiz. You can also select several questions using the checkboxes on the left of the question list and then click the "Add to quiz" button at the bottom of the list to add then all at once. If you want to add all the displayed questions then use the 'Select all' link.
[[Image:Quiz.gif|frame|left|This shows four methods of adding questions including adding random questions dealt with in more detail below]] 

Once you’ve added a question to the quiz, it appears on the left side of the screen in the quiz question list. The question is still selectable on the right, but you can only add it to the quiz once. If you select the question in the category list again and add it to the quiz, nothing will happen.
{{Moodle 1.8}}
If you have created a lot of questions, you may want to sort the question list by type and name or by age. You can also choose to display the question text below each question name by checking the box "Show question text in the question list" above the question list (Moodle 1.8 onwards).

Once you’ve added the questions to the quiz, you can change the order of the questions by clicking the arrow buttons on the left side of the list of quiz questions.

You will also need to set the grade for each question. You can set the number of points for each question in the Grade column. This allows you to set the relative weight of each question in the quiz. You may want to make certain questions or question types worth more than others. You should also set the 'Maximum grade' for the whole quiz. This does not have to be equal to the sum of the grades for the individual questions. The grades achieved by the students will be rescaled to be out of this maximum grade. After adjusting these grade settings you should click on the 'Save grades' button.

==Adding random questions==

A random question will be replaced, when the student attempts the quiz, with a randomly-chosen question from the currently selected category. A different random question will be selected for each attempt.

This means that different students are likely to get a different selection of questions when they attempt this quiz. When a quiz allows multiple attempts for each student then each attempt will also contain a new selection of questions.

The same question will never appear twice in a quiz. If you include several random questions then different questions will always be chosen for each of them. If you mix random questions with non-random questions then the random questions will be chosen so that they do not duplicate one of the non-random questions.

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

To add random questions, use the drop-down menu at the bottom of the Question Bank on the right. Select the number of random questions you wish to add, and click 'Add'.

[[Image:Random.gif|frame|left|note that the menu for adding random questions is found below the questions on the right-hand side of the screen]] 

==Previewing questions==
Clicking on the magnifying glass next to a question in the Question Bank will open a preview window in which you can test the question.

When you’re done, you will probably also want to preview your entire quiz by clicking on the '''Preview''' tab. This will bring you to the [[mod/quiz/attempt|Quiz attempt]] page, but in teacher preview mode.

==After quiz has been attempted==
If the quiz has already been attempted you will see a notice saying that you cannot add or remove questions. You can, however, delete the quiz attempts (you access them clicking ''View x quiz attempts (y Students)'', where 'x' stands for the number of attempts by 'y' students) and will then again be able to add or delete questions as explained above. The reason you can not do this when there are already attempts is that this would lead to confusion, both on the part of the student and on the part of Moodle itself which would not be able to interpret the student responses that have already been saved.

You can still edit questions and you can change the grade for questions. So instead of deleting a bad question you can edit it to explain the situation to the student and then you can set the grade for the question to zero. After you make such changes you should regrade the quiz by clicking on the '''Results''' tab and then the '''Regrade''' tab.

==See also==
*[[Question bank]]
*[[Question categories]]
*[[Import questions]]
*[[Export questions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]

Editing a quiz

2008-01-10T12:26:34Z

Daveyboond: /* Adding random questions */ Clarify meaning of random questions

{{Quizzes}}

On the quiz editing screen you’ll create and categorize your quiz questions and then add them to the quiz. What you will see on this screen depends on whether students have already started attempts at the quiz.

*On the left side of the screen (or in the middle if the quiz has already been attempted) you’ll see a block where the questions you’ve added to the current quiz are displayed. If this is a new quiz you will not have any questions there and Moodle tells you this.
*On the right side of the screen (if the quiz has not yet been attempted), you’ll see a [[Question categories|Categories]] section above the question editing block. This is where you can add new questions, edit existing questions, or move questions between categories. This is explained on the page [[Question bank]].

==Adding questions to a quiz==
Once you’ve created your questions, you’ll need to add them to the quiz. There are many types in the [[Question bank]] that you can use. Alternatively, you may choose to [[Import questions|import questions]].

First use the 'Category' menu to select the category containing the questions you want to add (item 3 in the diagram below).

The chevrons (<< icons) to the left of the questions are used to add individual questions to the quiz. You can also select several questions using the checkboxes on the left of the question list and then click the "Add to quiz" button at the bottom of the list to add then all at once. If you want to add all the displayed questions then use the 'Select all' link.
[[Image:Quiz.gif|frame|left|This shows four methods of adding questions including adding random questions dealt with in more detail below]] 

Once you’ve added a question to the quiz, it appears on the left side of the screen in the quiz question list. The question is still selectable on the right, but you can only add it to the quiz once. If you select the question in the category list again and add it to the quiz, nothing will happen.
{{Moodle 1.8}}
If you have created a lot of questions, you may want to sort the question list by type and name or by age. You can also choose to display the question text below each question name by checking the box "Show question text in the question list" above the question list (Moodle 1.8 onwards).

Once you’ve added the questions to the quiz, you can change the order of the questions by clicking the arrow buttons on the left side of the list of quiz questions.

You will also need to set the grade for each question. You can set the number of points for each question in the Grade column. This allows you to set the relative weight of each question in the quiz. You may want to make certain questions or question types worth more than others. You should also set the 'Maximum grade' for the whole quiz. This does not have to be equal to the sum of the grades for the individual questions. The grades achieved by the students will be rescaled to be out of this maximum grade. After adjusting these grade settings you should click on the 'Save grades' button.

==Adding random questions==

A random question will be replaced, when the student attempts the quiz, with a randomly-chosen question from the currently selected category. A different random question will be selected for each attempt.

This means that different students are likely to get a different selection of questions when they attempt this quiz. When a quiz allows multiple attempts for each student then each attempt will also contain a new selection of questions.

The same question will never appear twice in a quiz. If you include several random questions then different questions will always be chosen for each of them. If you mix random questions with non-random questions then the random questions will be chosen so that they do not duplicate one of the non-random questions.

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

To add random questions, use the drop-down menu at the bottom of the Question Bank on the right. Select the number of random questions you wish to add, and click 'Add'.

[[Image:Random.gif|frame|left|note that the menu for adding random questions is found below the questions on the right-hand side of the screen]] 

==Previewing questions==
Clicking on the magnifying glass next to a question will open a preview window in which you can test the question. ....

When you’re done, you will probably also want to preview your entire quiz by clicking on the '''Preview''' tab. This will bring you to the [[mod/quiz/attempt|Quiz attempt]] page but in teacher preview mode.

==After quiz has been attempted==
If the quiz has already been attempted you will see a notice saying that you cannot add or remove questions. You can, however, delete the quiz attempts (you access them clicking ''View x quiz attempts (y Students)'', where 'x' stands for the number of attempts by 'y' students) and will then again be able to add or delete questions as explained above. The reason you can not do this when there are already attempts is that this would lead to confusion, both on the part of the student and on the part of Moodle itself which would not be able to interpret the student responses that have already been saved.

You can still edit questions and you can change the grade for questions. So instead of deleting a bad question you can edit it to explain the situation to the student and then you can set the grade for the question to zero. After you make such changes you should regrade the quiz by clicking on the '''Results''' tab and then the '''Regrade''' tab.

==See also==
*[[Question bank]]
*[[Question categories]]
*[[Import questions]]
*[[Export questions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]

Editing a quiz

2008-01-10T12:21:23Z

Daveyboond: /* Adding questions to a quiz */

{{Quizzes}}

On the quiz editing screen you’ll create and categorize your quiz questions and then add them to the quiz. What you will see on this screen depends on whether students have already started attempts at the quiz.

*On the left side of the screen (or in the middle if the quiz has already been attempted) you’ll see a block where the questions you’ve added to the current quiz are displayed. If this is a new quiz you will not have any questions there and Moodle tells you this.
*On the right side of the screen (if the quiz has not yet been attempted), you’ll see a [[Question categories|Categories]] section above the question editing block. This is where you can add new questions, edit existing questions, or move questions between categories. This is explained on the page [[Question bank]].

==Adding questions to a quiz==
Once you’ve created your questions, you’ll need to add them to the quiz. There are many types in the [[Question bank]] that you can use. Alternatively, you may choose to [[Import questions|import questions]].

First use the 'Category' menu to select the category containing the questions you want to add (item 3 in the diagram below).

The chevrons (<< icons) to the left of the questions are used to add individual questions to the quiz. You can also select several questions using the checkboxes on the left of the question list and then click the "Add to quiz" button at the bottom of the list to add then all at once. If you want to add all the displayed questions then use the 'Select all' link.
[[Image:Quiz.gif|frame|left|This shows four methods of adding questions including adding random questions dealt with in more detail below]] 

Once you’ve added a question to the quiz, it appears on the left side of the screen in the quiz question list. The question is still selectable on the right, but you can only add it to the quiz once. If you select the question in the category list again and add it to the quiz, nothing will happen.
{{Moodle 1.8}}
If you have created a lot of questions, you may want to sort the question list by type and name or by age. You can also choose to display the question text below each question name by checking the box "Show question text in the question list" above the question list (Moodle 1.8 onwards).

Once you’ve added the questions to the quiz, you can change the order of the questions by clicking the arrow buttons on the left side of the list of quiz questions.

You will also need to set the grade for each question. You can set the number of points for each question in the Grade column. This allows you to set the relative weight of each question in the quiz. You may want to make certain questions or question types worth more than others. You should also set the 'Maximum grade' for the whole quiz. This does not have to be equal to the sum of the grades for the individual questions. The grades achieved by the students will be rescaled to be out of this maximum grade. After adjusting these grade settings you should click on the 'Save grades' button.

==Adding random questions==

When you add a random question to a quiz, then it will be replaced with a randomly-chosen question from the currently selected category - for each attempt.

This means that different students are likely to get a different selection of questions when they attempt this quiz. When a quiz allows multiple attempts for each student then each attempt will also contain a new selection of questions.

The same question will never appear twice in a quiz. If you include several random questions then different questions will always be chosen for each of them. If you mix random questions with non-random questions then the random questions will be chosen so that they do not duplicate one of the non-random questions.

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

[[Image:Random.gif|frame|left|note that the menu for adding random questions is found below the questions on the right-hand side of the screen]] 

==Previewing questions==
Clicking on the magnifying glass next to a question will open a preview window in which you can test the question. ....

When you’re done, you will probably also want to preview your entire quiz by clicking on the '''Preview''' tab. This will bring you to the [[mod/quiz/attempt|Quiz attempt]] page but in teacher preview mode.

==After quiz has been attempted==
If the quiz has already been attempted you will see a notice saying that you cannot add or remove questions. You can, however, delete the quiz attempts (you access them clicking ''View x quiz attempts (y Students)'', where 'x' stands for the number of attempts by 'y' students) and will then again be able to add or delete questions as explained above. The reason you can not do this when there are already attempts is that this would lead to confusion, both on the part of the student and on the part of Moodle itself which would not be able to interpret the student responses that have already been saved.

You can still edit questions and you can change the grade for questions. So instead of deleting a bad question you can edit it to explain the situation to the student and then you can set the grade for the question to zero. After you make such changes you should regrade the quiz by clicking on the '''Results''' tab and then the '''Regrade''' tab.

==See also==
*[[Question bank]]
*[[Question categories]]
*[[Import questions]]
*[[Export questions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]

Editing a quiz

2008-01-10T12:19:21Z

Daveyboond: /* Adding questions to a quiz */ Added note about choosing category

{{Quizzes}}

On the quiz editing screen you’ll create and categorize your quiz questions and then add them to the quiz. What you will see on this screen depends on whether students have already started attempts at the quiz.

*On the left side of the screen (or in the middle if the quiz has already been attempted) you’ll see a block where the questions you’ve added to the current quiz are displayed. If this is a new quiz you will not have any questions there and Moodle tells you this.
*On the right side of the screen (if the quiz has not yet been attempted), you’ll see a [[Question categories|Categories]] section above the question editing block. This is where you can add new questions, edit existing questions, or move questions between categories. This is explained on the page [[Question bank]].

==Adding questions to a quiz==
Once you’ve created your questions, you’ll need to add them to the quiz. There are many types in the [[Question bank]] that you can use. Alternatively, you may choose to [[Import questions|import questions]].

First use the 'Category' menu to select the category containing the questions you want to add (item 3 in the diagram below).

The chevrons (<< icons) to the left of the questions are used to add individual questions to the quiz. You can also select several questions using the checkboxes on the left of the question list and then click the "Add to quiz" button at the bottom of the list to add then all at once. If you want to add all the displayed questions then use the 'Select all' link.
[[Image:Quiz.gif|frame|left|This shows four methods of adding questions including adding random questions dealt with in more detail below]] 

Once you’ve added a question to the quiz, it appears on the left side of the screen in the quiz question list. The question is still selectable on the right, but you can only add it to the quiz once. If you select the question in the category list again and add it to the quiz, nothing will happen.
{{Moodle 1.8}}
If you have created a lot of questions, you may want to sort the question list by type and name or by age. You can also choose to display the question text below each question name by checking the box "Show question text in the question list" above the question list (Moodle 1.8 onwards).

Once you’ve added the questions to the quiz, you can change the order of the questions by clicking the arrow buttons on the left side of the list of quiz questions.

You will also need to set the grade for each question. You can set the number of points for each question in the Grade column. This allows you to set the relative weight of each question in the quiz. You may want to make certain questions or question types worth more than others. You should also set the 'Maximum grade' for the whole quiz. This does not have to be equal to the sum of the grades for the individual questions. The grades achieved by the students will be rescaled to be out of this maximum grade. After adjusting the grades for the individual questions you should click on the 'Save grades' button.

==Adding random questions==

When you add a random question to a quiz, then it will be replaced with a randomly-chosen question from the currently selected category - for each attempt.

This means that different students are likely to get a different selection of questions when they attempt this quiz. When a quiz allows multiple attempts for each student then each attempt will also contain a new selection of questions.

The same question will never appear twice in a quiz. If you include several random questions then different questions will always be chosen for each of them. If you mix random questions with non-random questions then the random questions will be chosen so that they do not duplicate one of the non-random questions.

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

[[Image:Random.gif|frame|left|note that the menu for adding random questions is found below the questions on the right-hand side of the screen]] 

==Previewing questions==
Clicking on the magnifying glass next to a question will open a preview window in which you can test the question. ....

When you’re done, you will probably also want to preview your entire quiz by clicking on the '''Preview''' tab. This will bring you to the [[mod/quiz/attempt|Quiz attempt]] page but in teacher preview mode.

==After quiz has been attempted==
If the quiz has already been attempted you will see a notice saying that you cannot add or remove questions. You can, however, delete the quiz attempts (you access them clicking ''View x quiz attempts (y Students)'', where 'x' stands for the number of attempts by 'y' students) and will then again be able to add or delete questions as explained above. The reason you can not do this when there are already attempts is that this would lead to confusion, both on the part of the student and on the part of Moodle itself which would not be able to interpret the student responses that have already been saved.

You can still edit questions and you can change the grade for questions. So instead of deleting a bad question you can edit it to explain the situation to the student and then you can set the grade for the question to zero. After you make such changes you should regrade the quiz by clicking on the '''Results''' tab and then the '''Regrade''' tab.

==See also==
*[[Question bank]]
*[[Question categories]]
*[[Import questions]]
*[[Export questions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]

Editing a quiz

2008-01-10T12:14:59Z

Daveyboond: Clarified differences in appearance if quiz has been attempted

{{Quizzes}}

On the quiz editing screen you’ll create and categorize your quiz questions and then add them to the quiz. What you will see on this screen depends on whether students have already started attempts at the quiz.

*On the left side of the screen (or in the middle if the quiz has already been attempted) you’ll see a block where the questions you’ve added to the current quiz are displayed. If this is a new quiz you will not have any questions there and Moodle tells you this.
*On the right side of the screen (if the quiz has not yet been attempted), you’ll see a [[Question categories|Categories]] section above the question editing block. This is where you can add new questions, edit existing questions, or move questions between categories. This is explained on the page [[Question bank]].

==Adding questions to a quiz==
Once you’ve created your questions, you’ll need to add them to the quiz. There are many types in the [[Question bank]] that you can use. Alternatively, you may choose to [[Import questions|import questions]].

The chevrons (<< icons) to the left of the questions are used to add individual questions to the quiz. You can also select several questions using the checkboxes on the left of the question list and then click the "Add to quiz" button at the bottom of the list to add then all at once. If you want to add all the displayed questions then use the 'Select all' link.
[[Image:Quiz.gif|frame|left|This shows four methods of adding questions including adding random questions dealt with in more detail below]] 

Once you’ve added a question to the quiz, it appears on the left side of the screen in the quiz question list. The question is still selectable on the right, but you can only add it to the quiz once. If you select the question in the category list again and add it to the quiz, nothing will happen.
{{Moodle 1.8}}
If you have created a lot of questions, you may want to sort the question list by type and name or by age. You can also choose to display the question text below each question name by checking the box "Show question text in the question list" above the question list (Moodle 1.8 onwards).

Once you’ve added the questions to the quiz, you can change the order of the questions by clicking the arrow buttons on the left side of the list of quiz questions.

You will also need to set the grade for each question. You can set the number of points for each question in the Grade column. This allows you to set the relative weight of each question in the quiz. You may want to make certain questions or question types worth more than others. You should also set the 'Maximum grade' for the whole quiz. This does not have to be equal to the sum of the grades for the individual questions. The grades achieved by the students will be rescaled to be out of this maximum grade. After adjusting the grades for the individual questions you should click on the 'Save grades' button.

==Adding random questions==

When you add a random question to a quiz, then it will be replaced with a randomly-chosen question from the currently selected category - for each attempt.

This means that different students are likely to get a different selection of questions when they attempt this quiz. When a quiz allows multiple attempts for each student then each attempt will also contain a new selection of questions.

The same question will never appear twice in a quiz. If you include several random questions then different questions will always be chosen for each of them. If you mix random questions with non-random questions then the random questions will be chosen so that they do not duplicate one of the non-random questions.

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

[[Image:Random.gif|frame|left|note that the menu for adding random questions is found below the questions on the right-hand side of the screen]] 

==Previewing questions==
Clicking on the magnifying glass next to a question will open a preview window in which you can test the question. ....

When you’re done, you will probably also want to preview your entire quiz by clicking on the '''Preview''' tab. This will bring you to the [[mod/quiz/attempt|Quiz attempt]] page but in teacher preview mode.

==After quiz has been attempted==
If the quiz has already been attempted you will see a notice saying that you cannot add or remove questions. You can, however, delete the quiz attempts (you access them clicking ''View x quiz attempts (y Students)'', where 'x' stands for the number of attempts by 'y' students) and will then again be able to add or delete questions as explained above. The reason you can not do this when there are already attempts is that this would lead to confusion, both on the part of the student and on the part of Moodle itself which would not be able to interpret the student responses that have already been saved.

You can still edit questions and you can change the grade for questions. So instead of deleting a bad question you can edit it to explain the situation to the student and then you can set the grade for the question to zero. After you make such changes you should regrade the quiz by clicking on the '''Results''' tab and then the '''Regrade''' tab.

==See also==
*[[Question bank]]
*[[Question categories]]
*[[Import questions]]
*[[Export questions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]

Adding/updating a quiz

2008-01-10T11:59:30Z

Daveyboond: /* Overall feedback */ Explanation of overall feedback controls

{{Quizzes}}

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 a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting after the quiz is created will not have any effect'''. 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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the student's score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

==Grades section==
;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

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored (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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==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.

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 the other message. 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.

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Adding/updating a quiz

2008-01-10T11:51:07Z

Daveyboond: /* Security section */

{{Quizzes}}

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 a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting after the quiz is created will not have any effect'''. 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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the student's score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

==Grades section==
;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

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored (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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==Overall feedback==
;Grade boundary
;Feedback

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Adding/updating a quiz

2008-01-10T11:48:57Z

Daveyboond: /* Students may review section */

{{Quizzes}}

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 a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting after the quiz is created will not have any effect'''. 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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the student's score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

==Grades section==
;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

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==Overall feedback==
;Grade boundary
;Feedback

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Adding/updating a quiz

2008-01-10T11:47:21Z

Daveyboond: /* Grades section */

{{Quizzes}}

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 a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting after the quiz is created will not have any effect'''. 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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the student's score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

==Grades section==
;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

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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 the 2 minute, 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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==Overall feedback==
;Grade boundary
;Feedback

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Adding/updating a quiz

2008-01-10T11:45:24Z

Daveyboond: /* Attempts section */

{{Quizzes}}

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 a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting after the quiz is created will not have any effect'''. 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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the student's score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

==Grades section==
;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

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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 the 2 minute, 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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==Overall feedback==
;Grade boundary
;Feedback

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Adding/updating a quiz

2008-01-10T11:43:33Z

Daveyboond: 'Adaptive mode' is in the 'attempts' section

{{Quizzes}}

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 a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting after the quiz is created will not have any effect'''. 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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the students score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

==Grades section==
;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

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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 the 2 minute, 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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==Overall feedback==
;Grade boundary
;Feedback

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Adding/updating a quiz

2008-01-10T11:38:52Z

Daveyboond: /* Display section */

{{Quizzes}}

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 a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting after the quiz is created will not have any effect'''. 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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.

:'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

==Grades section==
;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

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the students score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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 the 2 minute, 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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==Overall feedback==
;Grade boundary
;Feedback

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Adding/updating a quiz

2008-01-10T11:38:37Z

Daveyboond: /* Display section */ Questions have their own 'shuffle' setting

{{Quizzes}}

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 a second step you will then [[mod/quiz/edit|edit the quiz]] to add questions to it. This page describes the options you can set for the quiz activity, the page [[mod/quiz/edit|Editing a quiz]] describes how to set up the questions for the quiz.

'''Quiz options'''
There is a large number of options and your administrator should already have chosen the default values for most of them so that you will not have to modify them for the type of quiz that you use most often. The administrator may also have classified some of the settings as 'advanced' which means that they will be hidden from the set-up screen by default. This can help to keep the screen simpler. You can turn on the display of these advanced options by clicking on the '''Show advanced settings''' button. They will then remain visible until you click on '''Hide advanced settings'''.

==General section==
;Name
This is the standard name field that every activity has. The name will be used for the link text on the course page and also on the [[mod/quiz/index|quiz index screen]].

;Introduction
:Write an introduction for the quiz. Be sure to include any special instructions for taking the quiz like the number of attempts allowed or scoring rules. This introduction will be shown to the student already on the [[mod/quiz/view|quiz introduction screen]] that they reach after clicking on the quiz name on the course page. So they can see this description before they click on the "Attempt quiz" link and thus before the quiz timer is started (if used).

==Timing section==
;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.

;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 under [[Adding/updating_a_quiz#Students_may_review_section|Students may review]].

;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:

# Javascript support in the browser becomes mandatory - this allows the timer to work correctly.
# A floating timer window is shown with a countdown
# When the timer has run out, the quiz is submitted automatically with whatever answers have been filled in so far
# If a student manages to cheat and spends more than 60 seconds over the allotted time then the quiz is automatically graded zero

==Display section==
;Questions per page
:For longer quizzes it makes sense to stretch the quiz over several pages by limiting the number of questions per page. When adding questions to the quiz, page breaks will automatically be inserted according to the setting you choose here. However, you will also be able to move page breaks around by hand later on the editing page.
:'''Note that changing this setting after the quiz is created will not have any effect'''. 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.

;Shuffle questions
:If you enable this option, then the order of questions in the quiz will be randomly shuffled each time a student starts a new attempt at the quiz. This is not related to the use of Random Questions, this is only about the displayed order of questions. The intention is to make it a little harder for students to copy from each other.

;Shuffle answers
:If you enable this option, then the order of answers within each question will be randomly shuffled each time a student attempts this quiz. Of course, this only applies to questions that have multiple answers displayed, such as Multiple Choice or Matching Questions. The intention is simply to make it a little harder for students to copy from each other. This option is not related to the use of Random Questions.

'''Note:''' Any matching and multiple choice questions in your quiz also have their own 'shuffle' setting. The options for these questions will shuffle '''only''' if the shuffle options for the quiz ''and'' the question are both turned on.

==Attempts section==
;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. If the quiz is randomized then the student will get a new version for each attempt. This is useful for practice purposes.

;Each attempt builds on the last
:If multiple attempts are allowed and this setting is set to Yes, then each new attempt contains the results of the previous attempt. This allows 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.

==Grades section==
;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

;Adaptive mode

:Adaptive questions allow students to have multiple attempts at the question before moving on to the next question. The adaptive question can adapt itself to the student's answer, for example by giving some hints before asking the student to try again. These kinds of questions are new to Moodle and will be described more on the page [[Adaptive questions]].

:If you choose Yes for this option then the student will be allowed multiple responses to a question even within the same attempt at the quiz. So for example if the student's response is marked as incorrect the student will be allowed to try again immediately. However, depending on the '''Apply penalties''' setting, a penalty will usually be subtracted from the students score for each wrong response.

:In adaptive mode an additional Submit button is shown for each question. If the student presses this button then the response to that particular question is submitted to be scored and the mark achieved is displayed to the student. If the question is an adaptive question then it is displayed in its new state that takes the student's answer into account and will in many cases ask the student for another input. In the simplest adaptive questions this new state may differ only in the feedback text and will prompt the student to try again; in a more sophisticated adaptive question also the question text and even the interaction elements can change.

;Apply penalties
:If a quiz is run in adaptive mode then a student is allowed to try again after a wrong response. In this case you may want to impose a penalty for each wrong response to be subtracted from the final mark for the question. The amount of penalty is chosen individually for each question when setting up or editing the question.

:This setting has no effect unless the quiz is run in adaptive mode.

;Decimal points
:This option determines how many digits will be shown after the decimal point 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.

==Students may review section==
:This section controls what information students will be shown when they review their past attempts at this quiz at various stages. In Moodle 1.8, there is a matrix of 5 review choices for each of 3 time of review conditions.

:Students may review (see) their own '''Responses''', the '''Scores''' for their responses, the '''Feedback''' from the teacher (if any) or the correct '''Answers''' or a '''General feedback'''. For each of these items you can choose whether the student should be able to see them immediately after the attempt, later but while the quiz is still open or after the quiz is closed.
:*'''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 the 2 minute, 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).

:Currently, the "Answers" shown to students work differently depending on the question type in a particular quiz. If the question type used is 'matching' then students get to see which of their responses are in fact correct answers. If the question type used is 'short answer' then students see their responses plus all correct answers to all questions.

==Security section==
;Show quiz in a "secure" window
:The "secure" window tries to provide a little more security for quizzes (making copying and cheating more difficult) by restricting some of the things that students can do with their browsers.

:What happens is that:

# Javascript is made a requirement.
# The quiz appears in a new fullscreen window.
# Some mouse actions on the text are prevented.
# Some keyboard commands are prevented.

:NOTE: This security is NOT watertight. Do NOT rely on these protections as your sole strategy. It is impossible to implement complete protection of quizzes in a web environment so please do not rely on this option if you are really worried about students cheating. Other strategies you can try are to create really large databases of questions from which you randomly choose questions, or even better, rethink your overall assessment to put more value on constructive forms of activity such as forum discussions, glossary building, wiki writing, workshops, assignments etc.

;Require password

:This field is optional.

:If you specify a password in here then participants must enter the same password before they are allowed to make an attempt on the quiz. This is useful to give only a selected group of students access to the quiz.

;Require network address
:This field is optional.

:You can restrict access for a quiz to particular subnets on the LAN or Internet by specifying a comma-separated list of partial or full IP address numbers. This is especially useful for a proctored quiz, where you want to be sure that only people in a certain room are able to access the quiz. For example: 192.168. , 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.

==Common Module settings==
;Group mode
:Here you can choose whether the quiz should be organized by group. This only has an effect on the review screens of the teachers where it determines which groups of students they see.

;Visible to students
:Determines whether the quiz will be visible to students. If you are still in the process of setting up the quiz then it is highly advisable to leave this set to 'Hide'. Otherwise students might view or even attempt the quiz before it is tested and ready. This setting is common to all activities and can also be toggled by clicking on the eye icon behind the activity's name on the course page.

==Overall feedback==
;Grade boundary
;Feedback

==See also==

*[[Quiz permissions]]
*[http://www.youtube.com/watch?v=rFnoNNrTx3c How to create a quiz video]
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=75101 Can the default maximum time limit be extended?] forum discussion

[[fr:Ajouter/modifier un test]]

Calculated question type

2007-12-19T17:21:30Z

Daveyboond: /* What does 'Update the datasets parameters' button do? */

{{Questions}}
Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

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

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

==Wildcards and datasets==

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

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

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

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

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

==== Penalty factor ====

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

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

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

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

If there is anything in the question text that looks like a wildcard, but does not appear in any of the answer formulae, you can specify whether or not this is meant to be a wildcard. If it is, you can choose whether it should use a private or shared dataset.

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

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

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

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

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

Adding individual values to the list is easy:

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

To delete values from the list:

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

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

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

==== Finishing off ====

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

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

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

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

As far as I can tell, it has the same function as the "Get New Item to Add" button, i.e. it generates a new set of values and displays them in the "Item to Add" section. However, it is less conveniently placed that that button, so it is probably best ignored.

==Correct answer formula syntax ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Calculated question type

2007-12-19T17:21:17Z

Daveyboond: /* Page 3. Edit the datasets */ Explain role of 'Update the datasets parameters' button

{{Questions}}
Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

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

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

==Wildcards and datasets==

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

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

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

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

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

==== Penalty factor ====

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

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

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

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

If there is anything in the question text that looks like a wildcard, but does not appear in any of the answer formulae, you can specify whether or not this is meant to be a wildcard. If it is, you can choose whether it should use a private or shared dataset.

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

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

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

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

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

Adding individual values to the list is easy:

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

To delete values from the list:

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

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

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

==== Finishing off ====

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

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

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

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

As far as I can tell, it has the same function as the "Get New Item to Add" button, i.e. it generates a new set of values and displays them in the "Item to Add" section. However, it is less conveniently placed that that button, so it is probably best ignored.

==Correct answer formula syntax ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Calculated question type

2007-12-19T17:18:21Z

Daveyboond: /* Letting Moodle create values */ Clarify function of "Get new item to add" button

{{Questions}}
Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

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

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

==Wildcards and datasets==

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

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

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

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

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

==== Penalty factor ====

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

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

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

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

If there is anything in the question text that looks like a wildcard, but does not appear in any of the answer formulae, you can specify whether or not this is meant to be a wildcard. If it is, you can choose whether it should use a private or shared dataset.

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

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

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

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

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

Adding individual values to the list is easy:

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

To delete values from the list:

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

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

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

==== Finishing off ====

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

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

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

==Correct answer formula syntax ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Calculated question type

2007-11-27T18:06:59Z

Daveyboond:

{{Questions}}
Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

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

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

==Wildcards and datasets==

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

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

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

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

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

==== Penalty factor ====

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

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

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

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

If there is anything in the question text that looks like a wildcard, but does not appear in any of the answer formulae, you can specify whether or not this is meant to be a wildcard. If it is, you can choose whether it should use a private or shared dataset.

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

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

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

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

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

Adding individual values to the list is easy:

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

To delete values from the list:

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

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

# Start with the "Range of Values" fields, and enter the lower and upper limits for the values you would accept
# Choose a number of decimal places for the value
# Choose the distribution of values between the limits - 'uniform' means any value between the limits is equally likely to be generated; 'loguniform' means that values towards the lower limit are more likely.
# Now move down to the 'Add' section and click on "force regeneration"
# In the menu next to the Add button, choose the number of pairs of random values you wish to add to the list. (Note that the maximum total number of items in your list is 100.)
# Finally, click Add to append the new values to the list

==== Finishing off ====

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

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

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

==Correct answer formula syntax ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Calculated question type

2007-11-27T18:05:39Z

Daveyboond: /* Correct answer formula */

{{Questions}}

Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

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

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

==Wildcards and datasets==

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

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

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

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

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

==== Penalty factor ====

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

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

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

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

If there is anything in the question text that looks like a wildcard, but does not appear in any of the answer formulae, you can specify whether or not this is meant to be a wildcard. If it is, you can choose whether it should use a private or shared dataset.

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

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

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

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

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

Adding individual values to the list is easy:

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

To delete values from the list:

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

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

# Start with the "Range of Values" fields, and enter the lower and upper limits for the values you would accept
# Choose a number of decimal places for the value
# Choose the distribution of values between the limits - 'uniform' means any value between the limits is equally likely to be generated; 'loguniform' means that values towards the lower limit are more likely.
# Now move down to the 'Add' section and click on "force regeneration"
# In the menu next to the Add button, choose the number of pairs of random values you wish to add to the list. (Note that the maximum total number of items in your list is 100.)
# Finally, click Add to append the new values to the list

==== Finishing off ====

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

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

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

==Correct answer formula syntax ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Calculated question type

2007-11-27T18:05:26Z

Daveyboond: /* Page 1. Editing a Calculated question */ Fix broken link

{{Questions}}

Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

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

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

==Wildcards and datasets==

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

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

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

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

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

==== Penalty factor ====

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

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

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

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

If there is anything in the question text that looks like a wildcard, but does not appear in any of the answer formulae, you can specify whether or not this is meant to be a wildcard. If it is, you can choose whether it should use a private or shared dataset.

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

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

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

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

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

Adding individual values to the list is easy:

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

To delete values from the list:

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

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

# Start with the "Range of Values" fields, and enter the lower and upper limits for the values you would accept
# Choose a number of decimal places for the value
# Choose the distribution of values between the limits - 'uniform' means any value between the limits is equally likely to be generated; 'loguniform' means that values towards the lower limit are more likely.
# Now move down to the 'Add' section and click on "force regeneration"
# In the menu next to the Add button, choose the number of pairs of random values you wish to add to the list. (Note that the maximum total number of items in your list is 100.)
# Finally, click Add to append the new values to the list

==== Finishing off ====

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

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

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

==Correct answer formula ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Calculated question type

2007-11-27T18:04:36Z

Daveyboond: Total rewrite of question set-up sections to clarify how it works

{{Questions}}

Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

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

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

==Wildcards and datasets==

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

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

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

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

#Select the question '''category'''
#Any shared wildcards for this category are listed beneath. If you change category, you'll need to click the "Update the category" button to refresh this list. There may not be any shared wildcards yet - if not, you can create them later if you wish.
#Give the question a descriptive '''name''' - this allows you to identify it in the question bank.
#Enter the '''question text'''. This should be the question you want the student to answer, and it must include all the information they need to calculate an answer. Therefore it must contain at least one wildcard, inside curly braces. For example, if you wanted the student to sum numbers A and B, the question text might read: "What is {A} + {B}?"
#Select an image to display if you want to add a picture to the question. For the student, it appears immediately after the question text and before the choices. If you want more control over how the image appears, include it in the question text above, using the HTML editor.
#Set the '''default question grade''' (i.e. the maximum number of marks for this question).
#Set the '''Penalty factor''' (see [[Calculated_question_type#Penalty_factor|Penalty factor]] below).
#''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Next add the '''formula for the answer'''. This formula must contain at least the wildcards that appear in the question text. See [[Calculated_question_type#Correct_answer_formula_2|Correct answer formula syntax]] for further details.
# Choose the '''grade''' that the student will get for this question if they give this answer. This should be a percentage of the total marks available. For example, you could give 100% for a correct answer, and 50% for an answer that is nearly right. '''One of the answers must have a 100% grade'''.
#Determine the '''tolerance''' for error that you will accept in the answer. The tolerance and tolerance type settings combine to give a range of acceptable scores. So, if tolerance = t, correct answer = x and the difference between the user's answer and the correct answer is dx, then the tolerance types are as follows:
##Nominal - mark correct if dx <= t
##Relative - mark correct if dx / x <= t
##Geometric - mark correct if dx² / x² <= t²
# The next 2 settings, "Correct answer shows" and "Format" determine the '''precision''' of the answer. Use these to select the number of decimal places or significant figures you want to use.
# Add some '''feedback''' which the student will see if they enter this answer.
# You can specify as many answer formulae as you like - click "Add another answer blank" to add more.
# You can also specify units for the answers. For example, if you enter a unit of 'cm' here, and the accepted answer is 15, then the answers '15cm' and '15' are both accepted as correct. If you add more than one unit, you can also specify a multiplier. So, if your main answer was 5500 with unit W, you can also add the unit kW with a multiplier of 0.001. This means that the answers '5500', '5500W' or '5.5kW' would all be marked correct. Note that the accepted error is also multiplied, so an allowed error of 100W would become an error of 0.1kW.
# Finally (!) you can click "Next page" to save what you've done and move on. If you are editing an existing question, you can click "Next page (new question)" to create a completely new question based on an existing one.

==== Penalty factor ====

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

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

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

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

If there is anything in the question text that looks like a wildcard, but does not appear in any of the answer formulae, you can specify whether or not this is meant to be a wildcard. If it is, you can choose whether it should use a private or shared dataset.

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

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

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

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

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

Adding individual values to the list is easy:

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

To delete values from the list:

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

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

# Start with the "Range of Values" fields, and enter the lower and upper limits for the values you would accept
# Choose a number of decimal places for the value
# Choose the distribution of values between the limits - 'uniform' means any value between the limits is equally likely to be generated; 'loguniform' means that values towards the lower limit are more likely.
# Now move down to the 'Add' section and click on "force regeneration"
# In the menu next to the Add button, choose the number of pairs of random values you wish to add to the list. (Note that the maximum total number of items in your list is 100.)
# Finally, click Add to append the new values to the list

==== Finishing off ====

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

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

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

==Correct answer formula ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Calculated question type

2007-11-27T17:55:23Z

Daveyboond: /* CAUTION: Put at least ONE wildcard in one of the answers */

Calculated question type

2007-11-27T17:49:40Z

Daveyboond: Added questions menu

Calculated question type

2007-11-27T11:16:00Z

Daveyboond: /* CAUTION: At least ONE wildcard in one of the answers */

Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

==CAUTION: Put at least ONE wildcard in one of the answers==
The main purpose of the calculated question is to create multiple versions of a question with different numerical values.

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

==A three-step process==
To create (or modify) a calculated question you need to:
===Set up the question===
====Name====
:Give the question a descriptive name.
====Question text====
:All variables "wildcard" you want Moodle to replace with generated values must be placed in curly braces. For example if you wanted to sum numbers A and B the wild cards would be {A} and {B} or even {FirstNumber} and {SecondNumber}
:Question text should contains at least one wildcard (otherwise you wouldn't be using this kind of question).
:The user have all the necessary information to answer correctly

====Correct answer formula====
*define at least one formula answer containing at least the wildcards that were put in the question text and all the other parameter related to precision or units.
*set 100% at least to one of the answers
===Choose the dataset properties===
:For each wild card(s) there is a the dataset containing the data that will be substituted to the wild card.

:The dataset can be
:*'''private''' i.e. only used by this question
:*'''shared''' i.e shared with other questions from the same category

:A dataset definition is '''mandatory''' for each of the wild cards '''used in the formulas'''.
:If you put in the question text some text between brackets {zzz} that is a '''possible''' wild card ,
: you will be able to choose if it is really a wild card or not.

===Edit the datasets===
:If you define a large number of values (actual maximum number = 100),
:you get a wider range of different questions.

==Question set-up==
#If you wish, add general feedback.
#Enter the formula for the answer. Be sure to use the same placeholders so Moodle can substitute the same values.
#Determine the tolerance for error that you will accept in the answer. The tolerance and tolerance type combine to give a range of acceptable scores.
#Select the number of significant figures you want in the correct answer.
#Add correct answer feedback.
#Enter the units for the answer (e.g. meters, kg, etc.). Moodle will look for the correct units. If you want to enter other acceptable units, such as metric versus imperial distances, enter them along with a conversion factor.
#Click Save changes.
#On the next screen, choose whether to create substitution values for each placeholder only for this question, or for other questions in the same category.
#Click Save changes.
#Create a dataset for the question or questions in the category. For each placeholder, generate a series of acceptable values. The more values you generate, the more a question can be used without repeating values. Note that you must click the Add (number) items button to actually incorporate the displayed numbers into your question. Once added, you'll see a list of possible value (dataset) at the bottom, and you can proceed.
#Click Back to quiz editing.

==Correct answer formula ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Calculated question type

2007-11-27T11:05:02Z

Daveyboond: /* Available functions */ Slight reformatting

Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

==CAUTION: At least ONE wildcard in one of the answers==
The main purpose of the calculated question is to create multiple versions of a question with different numerical values.

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

==A three-step process==
To create (or modify) a calculated question you need to:
===Set up the question===
====Name====
:Give the question a descriptive name.
====Question text====
:All variables "wildcard" you want Moodle to replace with generated values must be placed in curly braces. For example if you wanted to sum numbers A and B the wild cards would be {A} and {B} or even {FirstNumber} and {SecondNumber}
:Question text should contains at least one wildcard (otherwise you wouldn't be using this kind of question).
:The user have all the necessary information to answer correctly

====Correct answer formula====
*define at least one formula answer containing at least the wildcards that were put in the question text and all the other parameter related to precision or units.
*set 100% at least to one of the answers
===Choose the dataset properties===
:For each wild card(s) there is a the dataset containing the data that will be substituted to the wild card.

:The dataset can be
:*'''private''' i.e. only used by this question
:*'''shared''' i.e shared with other questions from the same category

:A dataset definition is '''mandatory''' for each of the wild cards '''used in the formulas'''.
:If you put in the question text some text between brackets {zzz} that is a '''possible''' wild card ,
: you will be able to choose if it is really a wild card or not.

===Edit the datasets===
:If you define a large number of values (actual maximum number = 100),
:you get a wider range of different questions.

==Question set-up==
#If you wish, add general feedback.
#Enter the formula for the answer. Be sure to use the same placeholders so Moodle can substitute the same values.
#Determine the tolerance for error that you will accept in the answer. The tolerance and tolerance type combine to give a range of acceptable scores.
#Select the number of significant figures you want in the correct answer.
#Add correct answer feedback.
#Enter the units for the answer (e.g. meters, kg, etc.). Moodle will look for the correct units. If you want to enter other acceptable units, such as metric versus imperial distances, enter them along with a conversion factor.
#Click Save changes.
#On the next screen, choose whether to create substitution values for each placeholder only for this question, or for other questions in the same category.
#Click Save changes.
#Create a dataset for the question or questions in the category. For each placeholder, generate a series of acceptable values. The more values you generate, the more a question can be used without repeating values. Note that you must click the Add (number) items button to actually incorporate the displayed numbers into your question. Once added, you'll see a list of possible value (dataset) at the bottom, and you can proceed.
#Click Back to quiz editing.

==Correct answer formula ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Calculated question type

2007-11-27T11:04:32Z

Daveyboond: Improved English and removed duplication

Calculated questions offer a way to create individual numerical questions by the use of wildcards (i.e '''{x}''' , '''{y}''') that are substituted with random values when the quiz is taken.

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

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

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

The test will very rarely appear the same way twice.

==CAUTION: At least ONE wildcard in one of the answers==
The main purpose of the calculated question is to create multiple versions of a question with different numerical values.

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

==A three-step process==
To create (or modify) a calculated question you need to:
===Set up the question===
====Name====
:Give the question a descriptive name.
====Question text====
:All variables "wildcard" you want Moodle to replace with generated values must be placed in curly braces. For example if you wanted to sum numbers A and B the wild cards would be {A} and {B} or even {FirstNumber} and {SecondNumber}
:Question text should contains at least one wildcard (otherwise you wouldn't be using this kind of question).
:The user have all the necessary information to answer correctly

====Correct answer formula====
*define at least one formula answer containing at least the wildcards that were put in the question text and all the other parameter related to precision or units.
*set 100% at least to one of the answers
===Choose the dataset properties===
:For each wild card(s) there is a the dataset containing the data that will be substituted to the wild card.

:The dataset can be
:*'''private''' i.e. only used by this question
:*'''shared''' i.e shared with other questions from the same category

:A dataset definition is '''mandatory''' for each of the wild cards '''used in the formulas'''.
:If you put in the question text some text between brackets {zzz} that is a '''possible''' wild card ,
: you will be able to choose if it is really a wild card or not.

===Edit the datasets===
:If you define a large number of values (actual maximum number = 100),
:you get a wider range of different questions.

==Question set-up==
#If you wish, add general feedback.
#Enter the formula for the answer. Be sure to use the same placeholders so Moodle can substitute the same values.
#Determine the tolerance for error that you will accept in the answer. The tolerance and tolerance type combine to give a range of acceptable scores.
#Select the number of significant figures you want in the correct answer.
#Add correct answer feedback.
#Enter the units for the answer (e.g. meters, kg, etc.). Moodle will look for the correct units. If you want to enter other acceptable units, such as metric versus imperial distances, enter them along with a conversion factor.
#Click Save changes.
#On the next screen, choose whether to create substitution values for each placeholder only for this question, or for other questions in the same category.
#Click Save changes.
#Create a dataset for the question or questions in the category. For each placeholder, generate a series of acceptable values. The more values you generate, the more a question can be used without repeating values. Note that you must click the Add (number) items button to actually incorporate the displayed numbers into your question. Once added, you'll see a list of possible value (dataset) at the bottom, and you can proceed.
#Click Back to quiz editing.

==Correct answer formula ==

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

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

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

==Available functions==

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

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

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

[[Category:Questions]]
[[Category:Mathematics]]

Lesson module

2007-11-06T12:36:55Z

Daveyboond: /* True / false */ Removed link to True-False quiz question type as it is not helpful, added link to Lesson MCQ instead

{{Lessons}}

A '''lesson''' can deliver content in interesting and flexible ways. It consists of a number of pages. Each page has content and leads to another page. On any page, students can be given choices which determines the next page or be given no choices as to what they see next. Question and branch table pages are the two most common types. A question page has content which usually ends with a question, and shows a number of possible answers. The student's choice can be graded and determines the next page that appears. Branch tables are another type of page where students see content. The teacher can placed labelled buttons below the content that students choose to move to a specific page or part of the lesson.

== General information about the lesson and its methodology ==

A lesson presents information in structure that is determined by the teacher. The lesson material is broken into small chunks. These chunks are called pages. The length of each page is arbitrary but normally it should not be more than the amount that comfortably fits on a screen.

The lesson can create a series of pages which can be presented in a linear fashion, like a slide show, or in a non-linear, branching manner, or a combination of the two. A student's choice will send them to any page that the teacher selects. For example, a particular answer might send the student back in the lesson for a review, while another answer will advance the student to a new page. The lesson can be graded with the use of questions, or ungraded and used simply as a resource of pages or a combination of both.

There are two basic modes: presentation and flash card. Most of the descriptions of a lesson in this document are about the presentation mode and the use of questions. The Flash Card section describes how to make lesson pages appear randomly.

== Presentation Lesson ==
The Lesson activity includes many features to make a [[Page content|page's content]] and the entire lesson interesting. There are tools to assist the teacher with pictures, links, fonts, tables and other graphics, plus a rich [[HTML editor]]. It also can keep students from straying from the lesson plan by password protection, various time limits and dependency on a previous lesson's activity.

===Pages, questions, answers and responses===
A [[Lesson_Pages|lesson is made up of pages]]. There are two basic types of Lesson pages: choice and navigation. The choice pages, [[Lesson_Pages#Branch_.28Branch_Table.29-_Choice_Pages|"Branch Tables"]] or [[Lesson#Types_of_questions_available_within_a_lesson|Question pages]] are the most common. Branch tables are for delivering content and can provide links to one or more other pages in the lesson. Each question page can do the same but also give an individual response and an individual score for each choice (the student's answer). The teacher decides upon the page type and how to best use its flexibility to achieve educational goals.

For example, the default lesson question is a multiple choice page. The teacher might place content on the page and ask a question about it. The teacher can provide 1 to 20 answers, where each answer is scored differently and takes the student to a different part of the lesson. On some answers, the teacher may decide to provide some explanation before sending the student along. Unlike a piece of paper, the answers are going to re arrange themselves every time the student enters the question page.

Of course the teacher can decide a more simple approach in constructing a page or a Lesson. For example, they don't need to provide any choices, Lesson will add a continue button for their students to link to the next page. Or Lesson can provide a standard response for correct and wrong answers, when the teacher doesn't provide one. Or Lesson can determine a score automatically by where the teacher sends the student. The teacher can turn off the scoring function for the entire lesson or decide not to ask a question.

===Logical order and navigation order===

The order of the pages of a lesson is usually determined by the material or the personal style of the teacher. Mostly the teacher will want to present the material in a way which is easily understood by their learners and which builds in a logical and progressive way. Once a lesson contains two or more pages the teacher can move existing pages around and add different kinds of pages to any position within the lesson.

The teacher (editing a lesson) sees the pages in what is called the ''[[Logical Page Order|logical order]]''. The students see the lesson in the ''[[Navigation Page Order|navigation order]]''. The default navigation order is the logical order, when no other direction has been entered by the teacher. Generally speaking, the logical order is used the most. However, it is possible to create a more complicated path to meet the needs of students or the material.

A page feature called [[Jumps]] determines what a student sees next. For example, each different answer to a question, might send the student to a different page. There are two types of jumps, ''relative'' and ''absolute''. The default jumps used by most pages are the ''relative'' jumps "Next Page" and "This Page". For example, the destination of the Next Page jump is always the next page in the logical order of the lesson. An ''absolute'' jump sends the student to a specific page (identified by the page title). A pull down list of possible jumps assist the teacher in being creative. Thus jumps allow the teacher to design a lesson for the students with "branches", loops and a non-linear structure.

The teacher can see how a lesson's navigation "works" by using several preview tools. For example there is a [[Viewing_a_lesson#When_the_lesson_already_has_content:|Preview tab]] for the teacher when they open a lesson and there is also a preview icon associated with each page. It is possible for the Teacher to switch their role in the course to that of a student.

===Answers===

Typically each question within a lesson will have one correct [[Answers|answer]] and several wrong answers, the familiar multiple choice question. Each answer can receive an individual response from the teacher before sending the student (with a jump setting) to view the same or another page.

As will be seen later, there are two ways to grade a lesson. In one method, the direction students are sent in the logical order of pages determines if the answer was correct or wrong for grading purposes. Usually a correct answer advances the student in the logical order and wrong answers send the students back to the question page or back in the logical order. The other method uses an answer's score to calculate the grade. Usually a correct answer receives a score of 1, any wrong answer receive a score 0. It is possible to give a negative score or partial credit for any answer.

When a question page is added, the jumps have a default setting. The jump for the first answer is the Next Page and it is a good practice to keep this as a right answer. The jumps for the subsequent answers are set to Same Page. The score for the first answer is 1 and for the rest 0. These settings can be changed by editing the question. Remember the order of the answers is going to be random each time a student enters the question page.

When Custom Scoring is turned On in the Lesson settings, then each answer has a point value associated with it. Next we will discuss grading a student's lesson.

===Grading===

Above we introduced the concept of correct answers and wrong answers. This lends itself to the giving students a grade when they have completed a lesson than can be part of the [[Grades|gradebook]]. There is a section in the Lesson settings for [[Adding/editing_a_lesson#Grade_Options| grading options]]. In order to keep the method of grading reasonably transparent a relatively simple formula is used. It is the number of correct answers divided by the number of question pages seen. This number is then simply scaled by the grade parameter of the lesson.

When [[Adding/editing_a_lesson#Custom_Scoring|Custom Scoring]] is selected in the Lesson settings, then the grading algorithm changes. Instead of the above, the grade is based on earned points by the user, which is divided by the total points possible. The teacher can assign a score for each response, this can be a negative or 0 (zero) or a positive number. Usually the score is 0 for a wrong answer and 1 for a correct answer. The point values associated with each of the user's answers are added up. That is then divided by the total of the maximum points that the user could have earned for each page answered. This number is then scaled by the grade parameter of the lesson.

The grade is computed when the Lesson is completed. A completed lesson usually means the student has viewed every page, or answered every question or is directed by a jump to "end of lesson".

The student does not have to go through all of the lesson in one "sitting". If a student goes through some pages and then breaks off, the next time they view the lesson they are asked whether they want to start at the beginning of the lesson or at the point where they left off. The latter point is actually the page they reached with their last correct answer. The previous "attempts" are recorded and the grade for "broken" sessions will include pages seen and questions answered in the previous viewings.

*In a way giving a grade to a lesson is both a blessing and a curse. The main focus of a lesson should be the transfer of knowledge in a reasonably interesting way. Giving a grade may well turn the lesson into a kind of quiz where giving the answers correct is the sole goal. On the other hand, students like to get a perfect "score" and giving grades may well be the carrot needed to get the student to repeat the lesson until they get the magic 100%.

*Although lessons do have grades, they should not be considered as assignments which lead to meaningful "marks". They are most useful as Formative Assignments where the grades, although some measure of activity, are not generally counted in the final mark for the course. If lessons are used in a formal way then it is probably best to use their grades in thresholds. For example "You must get an average of at least 80% overall in the eight lessons in this course before you can take the XYZ assignment." Lessons are mainly used to get across chunks of knowledge. Testing that knowledge is something else.

With that in mind, a lesson has a Retake option. That is the subject of the next part.

===Student Review===

{{secstub}}

Enabling student review will override custom feedback for questions. [http://moodle.org/mod/forum/discuss.php?d=70798]

===Re-takes===

Allowing a student to re take a lesson is the default lesson setting under([[Adding/editing_a_lesson#User_can_re-take|grade options]]). Each attempt at a lesson is normally recorded and the student can see a record of their performance (by viewing their [[Student_tutorials#Settings|activity page]]). The teacher when creating a lesson has the option of showing the "final" grade as either the mean of all the attempts or the best of all the attempts. This "final" grade is the one shown on the Grades page and the "Lessons" page. By default the mean of the grades is used.

*As mentioned earlier a lesson can be used as a formative assignment, imparting some knowledge while at the same time making some demands on the students. It seems natural that students should be allowed to re-visit lessons and because they are given a grade many will want to achieve a good grade. This promotes re-takes.

Once a student has achieved the maximum possible grade in a lesson further attempts are allowed (although there is no benefit to their grade if the best grade is being used). They may well be exploring the various "wrong" paths in the lesson and may well come up with improvements.

In some learning environments, the teacher may not wish the students to have more than one attempt at a lesson. A particular lesson may be being used in an exam-like situation. Here the Lesson parameter for re-take is set to "No. Once completed the lesson will then not allow students to re-take the lesson. If, however, the lesson is not completed in one "sitting", students are still allowed to restart the lesson at the beginning or at the point where they left off.

===Building lessons===

When creating a lesson the teacher is required to enter content into the first page. Once the first page is in place the teacher has the option of adding more pages in front or after that page. Once a question or branch page have been created, they can be edited by the teacher at any time. When the lesson contains more than one page the teacher also has the option of moving pages, that is, changing the order of the pages. Thus once the lesson is under construction the teacher can add pages, edit pages, remove pages and move pages.

A lesson will normally cover a limited amount of material. A topic or week might contain many lessons. Lessons are shown to the student in the home page for the course within "weeks" or "topics", and/or in the activity block when it is part of the course home page.

As with any lesson, it is a good idea to have a plan before starting the presentation. Simple lessons that basically go from the start to the end in a straight line path, one page after the other, can be created from an outline. More complicated lessons require more planning. The good news is that a teacher can create a simple lesson and then based upon feedback and performance, can add refinements or complexity.

[[Adding_a_question_page]]- more help on adding question pages 
[[Adding_a_branch_table]] - more help on adding branch pages

== Types of questions available within a lesson ==
{{Moodle 1.6}} [[Image:Question_type_tabs.GIF]]
===Multiple choice ===
In a multiple choice question, the student is given a question and a list of answers. Moodle can shuffle the answer list every time the question is view by a student. In a multiple choice question, the student selects one answer.

Questions can use pictures. Indeed, pictures can be used as answers when the HTML editor is turned on and the page reloaded. Each answer in a multichoice question can be scored separately. It is possible to give a negative score for an answer, or partial credit for a wrong answer. The teacher can give a response based upon the answer selected by the student.
====With multianswer box checked====
With the multianswer box checked by the teacher, a multiple choice question has less flexibility for the teacher. In this type of question, the student selects 1 or more answers from the list.

An example of a multianswer question is:
::'''Which of the following are mammals'''?
::- A dog
::- A cow
::- A fly
::- A buttercup

To ensure the multianswer feature works, all correct answers should receive the same score, response and jump to the same page. The same should be true for every wrong answer.

See also [[Multiple_Choice_question_type]] which is a quiz question and works differently.

===Short answer===
In a short answer question the student is expected to answer with one word or a few words. [[Short-Answer question type]] gives more information about this kind of question
{{Moodle 1.6}}
Starting with Moodle 1.6, there are two different ''student answer'' analysis systems available for the Short Answer type of question in the Lesson Module: the '''simple system ''' and the new '''regular expressions system'''. The simple system is the default and is the same used by the Quiz Module. There is a "Use Regular Expressions" option box on the Edit Question Page screen in the Lesson Module.

We suggest first reading about the [[Short-Answer question type|Short answer question page]] with the examples of the "simple analysis", and then read the [[Short answer analysis]] page that gives more information about "Regular Expression analysis".

===True / false===

The True/False question type is a special case of the multiple choice question. The student is prompted to choose which is the correct option. See [[Lesson_module#Multiple_choice|multiple choice question]] above for details.

===Matching questions===
[[Image:Question Matching pulldown 1.JPG||thumb|80px|right|Matching]]
Matching questions consist of a list of names or statements, or pictures which must be correctly matched against another list. For example "Match the letter with its position in the alphabet. One list would have A, B, C, D, Z and the other in a pull down menu next to each item would have 2, 4, 3, 1, 26 .

Unlike the ''Multichoice question'' where the choices are shown in a random order, the first list of items in a ''Matching question'' is not shuffled but shown in the same order as entered. The second list is scrambled. Each match contributes to the question score. There is no feedback on this type of question.

See [[Matching question type]] for more information.

===Numerical Question===
This type of question requires a number as the answer. In it's simplest form it requires just one answer to be specified. For example "What is 2 plus 2?", where 4 is the correct answer. A numerical question will also accept a number in a range as being correct. The answers are similar to short answer, where the order that the teacher lists the answers is important.

See [[Numerical question type]] for more information.

Unfortunately the lesson numerical question differs from the numerical quiz question and the numerical embedded question (Cloze), in a couple of ways when it evaluates answers.

===Essay Questions===
Short essay questions were introduced in Moodle version 1.5. These are meant for short, paragraph or two type of essays one often finds on exams. Thus we did not use the html editor, preferring a simple text field. For longer essays, the assignment module is a better choice.

The student simply enters their essay in the box provided. The teacher sees ungraded essay questions when opening the lesson. After grading, the teacher can email their responses to the student.

[[Essay question type]] page has more information.

== Branches and branch tables ==
If your lesson delivers quite a lot of information, you can divide it into sections that are called [[Lesson_Pages#Branch_.28Branch_Table.29-_Choice_Pages|branches]] in Moodle. One way of moving between these branches is by [[Adding_a_branch_table |adding a Branch Table page]].

Branch tables are simply pages which have a set of links to other pages in the lesson. They look similar to question pages. They have a title, [[Page content|content]] section, student choices (called descriptions) and [[Jumps|jumps]] that the student selects. There is no score for a student's choice, so branch tables are grade neutral. Branch tables also can be put to special uses by a teacher. To help understand these concepts we are going to call one use a "ordered branch" and the other a "classic branch".

===Ordered branches===
A table of contents is an example of a use of ordered branches. Typically a lesson may start with a [[Lesson_Pages#Branch_.28Branch_Table.29-_Choice_Pages|branch table]] with the title "Table of Contents". The student selects a Description button and jumps to a page in the logical order that starts a series of pages about that subject. At the end of an ordered branch, the student is given several opitions by a question or branch page, such as, go to the next page, the start of the series again, the end of the lesson or return to the Table of Contents.

===Classic branches===
*A classic branch introduces random movement within a series of pages that the student nor teacher controls. A classic branch needs a Branch Table at the start and a special navigation page called "End of Branch" at the end of the series. The default jump in an "End of Branch" page is the preceding branch table page as an absolute jump. This makes it easy to add branch pages later in between the start and end and not have to reset the End of Branch jump. After a classic branch has been created, the teacher will see 3 new relative jump options: "Unseen question within a branch", "Random question within a branch" and "Random branch page". The classic branch with its "end of branch" navigation page is similar to a [[Clusters|cluster]].

===Tips when using branches===
*The number of links shown when setting up or editing a branch table or a question is set by the lesson setting "[[Adding/editing_a_lesson#The_Maximum_Number_of_Answers_.2F_Branches_in_a_Lesson|Number of Answers/Branches]]". This parameter can be changed on the fly by simply clicking on the "Update this Lesson" button at the top of the teacher's page and changing the value.

*When a lesson includes one or more ordered or classic branches, teachers need to decide if their students must visit every branch. By adding a question or two in each branch, the teacher can set the "[[Adding/editing_a_lesson#The_Minimum_Number_of_Questions_in_a_Lesson|Minimum number of Questions]]" parameter to some reasonable number of questions that must be answered. Without this parameter a student might visit a single branch in the lesson, answer all its questions correctly and leave the lesson with the maximum grade based upon their attempts, not the total number of available questions.

*Remember that using branches may encourage a student to revisit a question page more than once. This can impact scoring. Since scores can not be displayed for a teacher, it is a good practice for a new Moodling Teacher to log in as a student to check how the score is kept in their Lesson.

*[[Lesson_Pages#Branch_.28Branch_Table.29-_Choice_Pages|Choice pages gives]] detailed help about editing a branch . [[Adding_a_branch_table|Adding a branch table]] reviews process.

== The Flash card lesson ==

The Lesson module can be used as a type of Flash Card assignment by changing the [[Adding/editing_a_lesson|lesson settings]]. In this kind of lesson, the student is shown pages (cards) in random order. Usually these are question pages. There is no set beginning and no set end. Just a series of cards shown one after another in no particular order.

There are two very similar variants of Flash Card behavior. A Flow Control option, "After a correct answer" set to [[Adding/editing_a_lesson#Action_after_a_Correct_Answer |"Show an unseen page"]] never shows the same page twice (even if the student did not answer the question associated with the Card/Page correctly). The other option is "Show an unanswered page" which shows the student pages that may have appeared before but only if they answered the associated question wrongly.

When using either of these Flash Card lessons the teacher can decide to use either all the Cards/Pages in the lesson or just a (random) sub-set. This is done through the [[Adding/editing_a_lesson#Number_of_Pages_.28Cards.29_to_Show|"Number of Pages (Cards) to show"]] parameter also found in the Flow Control settings. Make sure the number is less than the total number of available pages.

When using the Flash Card mode of presentation, setting the jumps is important. A correct answer jump should point to the Next Page, a wrong answer should stay on the same page.

The Lesson Flash Card mode is very similar to a random ordered Quiz, the difference is that the questions are shown one page at a time. And, extra text can be included with each question in the Flash Card.

There is also a [[Flashcard_module]] that can be added to a Moodle site. It is also possible to create lesson segment that is a mini flashcard lesson with the use of special jumps and navigational pages called [[Clusters]].

== Linking and Dependencies ==
{{Moodle 1.6}}
===Dependency===

This setting allows this current lesson to be dependent upon a student's performance in one specific lesson that is in the same course. If the conditions(s) is not met, then the student will not be able to access this lesson.

Conditions for the dependency include:

* Time Spent: the number of minutes the student must spend in the required lesson.
* Completed: the student must finish the required lesson.
* Grade better than: the minimum [[Lesson_score#How_overall_scores_are_determined|overall score]] as a percentage, a student must earn in the required lesson.

Any combination of the above can be used if needed.

===Link to an Activity===
The drop-down menu contains all of the activities for this course. If one is selected, then a link to that activity will appear at the end of the Lesson along with links to score and course menu.

===Other unusual ways to link===
More advanced Moodlers can figure out how to place HTML links on a lesson page. Thus it is possible to create a link to another lesson/activity, a lesson/activity in another course, or even to a specific page in a lesson. While this method can be useful, the student may not be able to find their way back to the page with the link. In general, the links can be created by copying the location of the desired link from the browser's address bar, then pasting it as a link.

== See also ==

*[http://download.moodle.org/docs/using_moodle/ch10_lessons.pdf Using Moodle Chapter 10: Lessons]

[http://moodle.tokem.fi Http://moodle.tokem.fi] Go to teacher's manual and select lesson. For versions 1.5.4 and 1.6.4, a good supplement or alternative to MoodleDocs. Very hands on for specific type of teacher.

[[Category:Modules]]

[[es:Lecciones]]
[[eu:Ikasgaiak]]
[[fr:Leçon]]

True/False question type

2007-11-06T12:34:35Z

Daveyboond: Removed 'Tip and tricks' section - first item was gibberish and second moved to the introduction

{{Questions}}
A student is given only two choices for an answer in this kind of question: True or False. The question content can include an image or html code.

When feedback is enabled, the appropriate feedback message is shown to the student after the answer. For example, if the correct answer is "False", but they answer "True" (getting it wrong) then the "True" feedback is shown.

Note that the True/False question type in a Lesson module is quite different. It is effectively the same as the Multiple Choice question type in a Lesson, but with only 2 responses. See [[Lesson_module#Multiple_choice]].

==Question set-up==

#Select the question category
#Give the question a descriptive name - this allows you to identify it in the question bank.
#Enter a question in the 'question text' field.
#Select an image to display if you want to add a picture to the question. For the student, it appears immediately after the question text and before the choices.
#Set the 'default question grade' (i.e. the maximum number of marks for this question).
#Set the 'Penalty factor' (see [[True/False_question_type#Penalty_factor|Penalty factor]] below).
#''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
# Select the correct answer - true or false.
# Finally, provide feedback for each of the answers 'true' and 'false'.
# Click 'Save changes' to add the question to the category.

=== Penalty factor ===

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

[[fr:Question vrai ou faux]]

True/False question type

2007-11-02T10:01:44Z

Daveyboond: Added question set-up guide

{{Questions}}
A student is given only two choices for an answer in this kind of question: True or False. The question content can include an image or html code.

When feedback is enabled, the appropriate feedback message is shown to the student after the answer. For example, if the correct answer is "False", but they answer "True" (getting it wrong) then the "True" feedback is shown.

==Question set-up==

#Select the question category
#Give the question a descriptive name - this allows you to identify it in the question bank.
#Enter a question in the 'question text' field.
#Select an image to display if you want to add a picture to the question. For the student, it appears immediately after the question text and before the choices.
#Set the 'default question grade' (i.e. the maximum number of marks for this question).
#Set the 'Penalty factor' (see [[True/False_question_type#Penalty_factor|Penalty factor]] below).
#''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
# Select the correct answer - true or false.
# Finally, provide feedback for each of the answers 'true' and 'false'.
# Click 'Save changes' to add the question to the category.

=== Penalty factor ===

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

==Tip and tricks==
*In some versions of Moodle, it is not possible to give credit for either answer in a true false quiz question. For example, after the test is given one of the true/false question is found not to be clear and where a fixed number of questions must be used for a grade. Tip: a multiple choice question with two answers (true & false) can have both rescored as correct in a quiz.
*Remember that the teacher will see a difference in edit mode between this kind of question in a Quiz and a Lesson.

[[fr:Question vrai ou faux]]

Short-Answer question type

2007-10-31T16:25:09Z

Daveyboond: /* Question set-up */ Added link to wildcard section

{{Questions}}
In a short answer question, the student types in a word or phrase in response to a question (that may include a image). Answers may or may not be case sensitive. The answer could be a word or a phrase, but it must match one of your acceptable answers exactly. It's a good idea to keep the required answer as short as possible to avoid missing a correct answer that's phrased differently.

The [[Quiz]] and [[Lesson]] modules both have short answer question types. The analysis of the question given below works for both modules. However there is another analysis type available for Lesson which is not available in a Quiz (see note below).

==Question set-up==
#Select the question category
#Give your question a descriptive name.
#Create the question text. If you're using the HTML Editor, you can format the question just like a word processing document.
#*Tip: if the answer is intended to fill a gap in the text, use underscores to indicate where the gap is.
#Select an image to display if you want to add a picture to the question (see step 4 in [[Multiple Choice question type]] for more detail).
# Set the 'default question grade' (i.e. the maximum number of marks for this question).
# Set the 'Penalty factor' (see [[Short-Answer_question_type#Penalty_factor|Penalty factor]] below).
# ''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Choose whether the answers are case-sensitive. Case sensitivity can be tricky where capitalization is important. Will you accept ''george washingtion'' as well as ''George Washington'' as an answer?
#Next, fill in the answers you will accept. You could give common misspellings partial credit with this option. If the "Case sensitive" option is selected, then you can have different scores for "Word" or "word". Use [[Short-Answer_question_type#Wildcard_usage|wildcards]] to allow for variants on a word.
#Add grade for each answer.
#Create feedback for any and all answers. This will appear if the student enters that answer.
#*'''Note:''' It is good practice to add a single wild card * for the last answer, so you can create a feedback response and a score for all other answers students might have.
#Click Save Changes to add the question to the category.

=== Penalty factor ===

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

==Wildcard usage==

You can use the asterisk character (*) as a wildcard to match any series of characters. For example, use <code>ran*ing</code> to match any word or phrase starting with ''ran'' and ending with ''ing''. If you really do want to match an asterisk then use a backslash like this: <code>\*</code>

If you want one question with the two answers ''fuel'' and ''oxygen'', you ought to be able to limit the number of variants by writing <code>fuel*oxygen 100%</code>. This would accept ''"fuel oxygen", "fuel, oxygen", "fuel; oxygen", "fuel and oxygen", "fuel & oxygen" "fuel oxygen", "fuel und oxygen" "fuel&&oxygen"''. It would even accept ''"fuel or oxygen", "fuel but not oxygen" "fuel|oxygen"'' which might not be so good but you can never be completely safe!

Here are some answers and scores for a question "What does a rocket burn?". 
#<code>oxygen*fuel</code> with a score 100% 
#<code>*fuel*</code> with a score 50% 
#<code>*oxygen*</code> with a score 50% 
#<code>*air*</code> with a score 40% 
#<code>* </code> with a score of 0% 

The order of the answers is important. The answers are evaluated from 1st to last. When a match is found the process stops. If no match is found the question is scored wrong and the general response is used. It is a good practice to put a wild card as the last answer so the evaluation process knows what to do when nothing above it matches.

Without wildcards, the answers are compared exactly, so be careful with your spelling!

==Feedback for wrong answers==

When you wish to have short answer type questions, you naturally have a limited number of variations that would be acceptable. So in case you wish to give a feedback in case of a wrong answer, you must spell out the right answers exactly and then use * as a final answer which will have grade as zero, and feedback will be the one for wrong answer.

Effectively, ANYTHING other than the specific answers mentioned by you will be treated as this option due to wildcard and will be deemed wrong; it'll give 0 marks and show the feedback for a wrong answer.

Here is an example:

What is a rabbit?

answer1: animal 
feedback: right 
grade: 100%

answer2: mammal 
feedback: right 
grade: 100%

answer3: vertebrate 
feedback: right 
grade: 100%

answer4: * 
feedback: ouch! that was wrong 
grade: none

Remember: you cannot do negative marking in this type and ANYTHING other than your right answer will be treated as option 4 due to the wildcard and given that feedback and zero marks.

==Tip: Prototype your questions==
You may like to prototype your short answer questions to catch common acceptable answers you hadn't thought of. Start out by creating a few acceptable answers, then include the question in a quiz for no points. Be sure to tell students you are testing a new question. Once the quiz is over, review students' answers and add their acceptable answers to the list.

==Lesson module note==
{{Moodle 1.6}}
Starting with Moodle 1.6 in the Lesson module, there are two different student answer analysis systems available for the Short Answer type of question: the ''simple system ''is used by default. The second type only available in Lesson Module is called "Regular Expressions". See [[Short answer analysis]] for a description of the new type, with examples.

==See also==
[[MP3_player#Inserting_sounds_into_questions|Adding sound to a question]]

[[fr:Question à réponse courte]]

Random Short-Answer Matching question type

2007-10-31T16:18:43Z

Daveyboond: /* Question set-up */ Updated to more closely reflect the form

{{Questions}}

* From the student perspective, this looks just like a [[Matching question type|Matching question]]. The difference is that the sub-questions are drawn randomly from the [[Short-Answer question type|Short Answer questions]] in the current category.
* After an optional introduction, the respondent is presented with two or more sub-questions, each with a drop-down menu box opposite listing the same number of available answer options.
* The respondent must select an answer option to match each sub-question.
* Each sub-question is equally weighted to contribute towards the grade for the total question.
* The questions and answers are randomly drawn from the pool of short-answer questions in the current category. Each attempt on a quiz will have different questions and answers.
* You must make sure that the category contains enough unused short-answer questions, otherwise the student get an error message. The more short-answer questions you add to the category, the more likely it is that students will see a new selection on each attempt.
* Note that the answer options are taken from the '''correct''' answers of each contributing short-answer question. Therefore, if the short-answer questions in this category are on different topics, this question type will not be useful, as the correct option will be obvious.
** An example that doesn't work - suppose the category contains 2 short-answer questions, as follows:
1. What is the capital of France?
Correct answer: Paris
Other recognised answers: Lyon, Marseilles, *
2. What vegetable is called 'løk' in Norway?
Correct answer: Onion
Other recognised answers: Leek, *

** The resulting Random Short-Answer Matching question will appear as follows:
What is the capital of France?
- Options: Paris, Onion.
What vegetable is called 'løk' in Norway?
- Options: Paris, Onion.

** An example that does work - the 2 short-answer questions in the category are as follows:
1. What is the capital of France?
Correct answer: Paris
Other recognised answers: Lyon, Marseilles, *
2. In what city is Le Corbusier's "Unite d'Habitation"?
Correct answer: Marseilles
Other recognised answers: Paris, Lyon *

** The resulting Random Short-Answer Matching question will appear as follows:
What is the capital of France?
- Options: Paris, Marseilles.
In what city is Le Corbusier's "Unite d'Habitation"?
- Options: Paris, Marseilles.

==Question set-up==

# Select the question category.
# Give the question a descriptive name - this allows you to identify it in the question bank.
# Enter the question text to tell the students what they are matching, or use the default text.

# Set the 'default question grade' (i.e. the maximum number of marks for this question).
# Set the 'Penalty factor' (see [[Random_Short-Answer_Matching_question_type#Penalty_factor|Penalty factor]] below).
# ''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
# Select the number of questions you want to add to the matching question - make sure this is less than or equal to the number of short-answer questions available in this category.
# Click Save changes.

[[fr:Question aléatoire]]

=== Penalty factor ===

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

Random Short-Answer Matching question type

2007-10-31T16:12:57Z

Daveyboond: Reformatting

{{Questions}}

* From the student perspective, this looks just like a [[Matching question type|Matching question]]. The difference is that the sub-questions are drawn randomly from the [[Short-Answer question type|Short Answer questions]] in the current category.
* After an optional introduction, the respondent is presented with two or more sub-questions, each with a drop-down menu box opposite listing the same number of available answer options.
* The respondent must select an answer option to match each sub-question.
* Each sub-question is equally weighted to contribute towards the grade for the total question.
* The questions and answers are randomly drawn from the pool of short-answer questions in the current category. Each attempt on a quiz will have different questions and answers.
* You must make sure that the category contains enough unused short-answer questions, otherwise the student get an error message. The more short-answer questions you add to the category, the more likely it is that students will see a new selection on each attempt.
* Note that the answer options are taken from the '''correct''' answers of each contributing short-answer question. Therefore, if the short-answer questions in this category are on different topics, this question type will not be useful, as the correct option will be obvious.
** An example that doesn't work - suppose the category contains 2 short-answer questions, as follows:
1. What is the capital of France?
Correct answer: Paris
Other recognised answers: Lyon, Marseilles, *
2. What vegetable is called 'løk' in Norway?
Correct answer: Onion
Other recognised answers: Leek, *

** The resulting Random Short-Answer Matching question will appear as follows:
What is the capital of France?
- Options: Paris, Onion.
What vegetable is called 'løk' in Norway?
- Options: Paris, Onion.

** An example that does work - the 2 short-answer questions in the category are as follows:
1. What is the capital of France?
Correct answer: Paris
Other recognised answers: Lyon, Marseilles, *
2. In what city is Le Corbusier's "Unite d'Habitation"?
Correct answer: Marseilles
Other recognised answers: Paris, Lyon *

** The resulting Random Short-Answer Matching question will appear as follows:
What is the capital of France?
- Options: Paris, Marseilles.
In what city is Le Corbusier's "Unite d'Habitation"?
- Options: Paris, Marseilles.

==Question set-up==

#Give the question a descriptive name.
#Enter the question stem to tell the students what they are matching, or use the default text.
#If you wish, add general feedback.
#Select the number of questions you want to add to the matching question.
#Click Save changes.

[[fr:Question aléatoire]]

Random Short-Answer Matching question type

2007-10-31T16:06:58Z

Daveyboond: Clarify how question selects answer options and provide examples

{{Questions}}

* From the student perspective, this looks just like a [[Matching question type|Matching question]]. The difference is that the sub-questions are drawn randomly from the [[Short-Answer question type|Short Answer questions]] in the current category.
* After an optional introduction, the respondent is presented with two or more sub-questions, each with a drop-down menu box opposite listing the same number of available answer options.
* The respondent must select an answer option to match each sub-question.
* Each sub-question is equally weighted to contribute towards the grade for the total question.
* The questions and answers are randomly drawn from the pool of short-answer questions in the current category. Each attempt on a quiz will have different questions and answers.
* You must make sure that the category contains enough unused short-answer questions, otherwise the student get an error message. The more short-answer questions you add to the category, the more likely it is that students will see a new selection on each attempt.
* Note that the answer options are taken from the '''correct''' answers of each contributing short-answer question. Therefore, if the short-answer questions in this category are on different topics, this question type will not be useful, as the correct option will be obvious.

An example that doesn't work:

Category contains 2 short answer questions:
1. What is the capital of France? Correct answer: Paris, Other recognised answers: Lyon, Marseilles, *
2. What vegetable is called 'løk' in Norway? Correct answer: Onion, Other recognised answers: Leek, *

The resulting Random Short-Answer Matching question will appear as follows:
What is the capital of France? - Options: Paris, Onion.
What vegetable is called 'løk' in Norway? - Options: Paris, Onion.

An example that does work:

Category contains 2 short answer questions:
1. What is the capital of France? Correct answer: Paris, Other recognised answers: Lyon, Marseilles, *
2. In what city is Le Corbusier's "Unite d'Habitation"? Correct answer: Marseilles, Other recognised answers: Paris, Lyon *

The resulting Random Short-Answer Matching question will appear as follows:
What is the capital of France? - Options: Paris, Marseilles.
In what city is Le Corbusier's "Unite d'Habitation"? - Options: Paris, Marseilles.

==Question set-up==

#Give the question a descriptive name.
#Enter the question stem to tell the students what they are matching, or use the default text.
#If you wish, add general feedback.
#Select the number of questions you want to add to the matching question.
#Click Save changes.

[[fr:Question aléatoire]]

Embedded Answers (Cloze) question type

2007-10-30T12:25:43Z

Daveyboond: /* Numerical CLOZE questions */ Added note for 1.8 users, some reformatting/rewriting

{{Questions}}
'''Embedded answers (Cloze)''' questions consist of a passage of text (in Moodle format) that has various answers embedded within it, including multiple choice, short answers and numerical answers.

There is currently no graphical interface to create these questions - you need to specify the question format using the text box or by importing them from external files.

Lots of people suggest that [http://hotpot.uvic.ca/ Hot Potatoes] software is the easiest way to create Embedded answer (Cloze) questions. Once you have created your questions on your PC, you can then import them into into Moodle's quiz module.

Import Limitation: You can only import one Embedded Answer question at a time. So if you were thinking of creating a .txt file to import several of these questions at one time it won't work.

==Question set-up==

#Select the question category
#Give the question a descriptive name - this allows you to identify it in the question bank.
#Enter the passage of text (in Moodle format - see [[Embedded_Answers_%28Cloze%29_question_type#Format|Format]] below) into the 'question text' field.
#Select an image to display if you want to add a picture to the question. For the student, it appears immediately above the question text.
#Set the 'default question grade' (i.e. the maximum number of marks for this question).
#Set the 'Penalty factor' (see [[Embedded_Answers_%28Cloze%29_question_type#Penalty_factor|Penalty factor]] below).
#''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Click Save changes to add the question to the category.

=== Penalty factor ===

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

==Format==

The Moodle [http://moodle.org/help.php?module=quiz&file=multianswer.html help documentation for Cloze questions] gives an example.

For full details of the format for embedded-answers questions, see the [[Embedded_Answers_%28Cloze%29_question_type#Detailed_syntax_explanations|detailed syntax explanation]] below.

NB: Be careful when copying a cloze type question into the WYSIWYG HTML editor, as line breaks tend to get added, which destroys the question.

If the correct answer contains { } # ~ / " or \ you will have to escape them by putting a \ in front of each such character. In the feedback ~ and } must be escaped otherwise it will be interpreted as ''the next answer'' or ''end of the short answer section'' respectively. Quotation signs: " can lead to trouble anyhow in both places. Use the HTML entity: & quot; (without the space between ''&'' and ''quot;''). If you want to have Mathematical symbols there can be problems with the \ used in TeX expressions. One alternative can be to use [[unicode]] characters.

See the notes further down about numerical embedded question!

===Examples===
The following text creates a simple embedded-answers question:

Match the following cities with the correct state:
* San Francisco: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Tucson: {1:MULTICHOICE:California#Wrong~%100%Arizona#OK}
* Los Angeles: {1:MULTICHOICE:=California#OK~Arizona#Wrong}
* Phoenix: {1:MULTICHOICE:%0%California#Wrong~=Arizona#OK}
The capital of France is {1:SHORTANSWER:=Paris#Congratulations!~%50%Marseille#No, that
is the second largest city in France (after Paris).~*#Wrong answer. The capital of France
is Paris, of course.}.

Some things to note:
* The individual embedded answers are represented by the code in braces {}.
* The number at the start is the 'weight', so in this case each answer contributes an equal share of the overall grade.
* The correct option in each case is preceded either by an = sign or by %100%.
* The text appearing after the # that follows each option is the feedback that the student will see if they choose that option.
* If the student enters 'Marseille' in the final example, they score 50% of the total grade.
* The asterisk * preceding the "Wrong answer" feedback in the final example means that the student will see this feedback if they enter anything other than "Paris" or "Marseille".

==Detailed syntax explanations==
# all question items within a cloze-type question are coded inside curled braces { }
# the number which appears between the opening brace and the colon {1: is the weighting of that item; if it is set at 1 for all the items, it needs not be specified, so you can have {:
# after the colon we have the item question type: MULTICHOICE, SHORTANSWER, NUMERICAL
# '''NOTE'''.- If you have installed the [http://moodle.org/mod/data/view.php?d=13&rid=338 REGEXP question type plugin] you can also use the REGEXP question type
# the syntax for MULTICHOICE and SHORTANSWER is the same; the only difference is in the displaying of the item to the student
# the order of the various answers is indifferent (except if you want a catch-all for wrong answers, see #12 below)
# a correct answer is preceded with the equal sign = or a percentage (usually %100%)
# a wrong answer is preceded with nothing or a percentage (usually %0%)
# you can allocate some points between 0 and 100 to some answers, if you put the appropriate percentage
# all answers except the first one are separated from one another by the tilde ~ sign
# answers can be followed by an optional feedback message, preceded with the # sign; if there is no feedback message, the # sign can be present or absent, it does not matter
# note that the feedback message is displayed in a small popup window (if and when feedback has been declared accessible to the students in the Quiz settings) upon mouse hovering. The popup window has a title "feedback" and you can use HTML tags to format your feedback. In some browsers (For example IE5.5) the form fields can cover part of the feedback windows. It can help to not have the formfields for the answers too close to each other.
# in the SHORTANSWER type you may want to put a catch-all (wrong) answer in order to send a "wrong, try again" feedback; you can do this by inserting an asterisk '''*''' as '''the very last expected answer''' in your formula
# unfortunately in MULTICHOICE MODE it is not possible to get the answers to be scrambled
# unfortunately in SHORTANSWER mode it is not possible to make the answers case-sensitive except by using a workaround explained in [http://moodle.org/mod/forum/discuss.php?d=36430&parent=170308 this thread])

==Numerical Cloze questions==

From the student perspective, a numerical Cloze question looks just like a short-answer question or ''fill in the blanks''.

The difference is that numerical answers are allowed to have an accepted error. This allows a continuous range of answers to be set. You can also express your answer in some different numerical formats. 23.4 23,4 (some countries use , as a decimal separator) and 2.34E+1 (meaning 2.34*10^1) would be interpreted as the same.

=== False positives ===

{{Moodle 1.8}}'''Note:''' the following examples of false positives do '''not''' apply to Moodle 1.8+, where you cannot use percentages or fractions as the answers in a numerical Cloze test; Moodle will generate an error if you try to save such a question. However the following may be relevant for earlier versions of Moodle.

More examples:
0.5 accepts .5 0.5 ,5 0,5 0.500 5e-1 5E-1 but not 1/2 50%
50% accepts 50% 50.0% 5E1% 50/100 even '''50/1000 50''' but not 500/1000 0.5
1/2 accepts 1/2 '''1/3 1twenty''' but not 2/4 0.5 0,5 3/6 50% ½
½ accepts ½
HALF doesn't even accept HALF (maybe '''0'''?)

If you want to accept several variants you can have them in the same {} but '''be careful, notice the "false positives" in bold'''!

===Syntax for numerical Cloze questions===

The format of a NUMERICAL Cloze question is similar to that of the other Cloze types and they can be mixed in the same question. As with other Cloze tests, you write your question or incomplete text, and add the Cloze code at the point where the student is supposed to enter their numerical answer.

An example of the syntax used is shown below:

'''Note: ''' It is preferable to write the code in 'source code' mode. The WSIWYG editor can insert linebreaks that make the question not function. The linebreak in the example box below is for readability only! A problem with these questions is the readability of the code! :(

{2:NUMERICAL:=23.8:0.1#Feedback for correct answer 23.8
~%50%23.8:2#Feedback for ½credit near correct answer}.

In this example:
* 2: is the question point weight, which means that this question has twice the weight in the final point(s) for this question as other partial answers with weight 1 (or no declared weight - you can start with {: for the default weight 1) in the same question.
* NUMERICAL: says what kind of question it is. It must be in CAPS.
* =23.8:0.1 = or %100% means correct if the answer is 23.8 with an accepted error of 0.1, then any number between 23.7 and 23.9 will be accepted as correct. (In the GIFT numerical question one can express an interval like this 13..15 or 14:1 but in Cloze only 14:1 works.)
* #Feedback for correct answer 23.8 is preceded by #
* ~%50%23.8:2 ~ is the separator for answer alternatives %50% means this answer would get 50% of the score that the more precise answer had gotten. Because the tolerance here is 2, 21.8 to 25.8 would get this point and feedback.

The feedback (which is seen within a popup window when the user hovers over the answer space) is formattable with HTML tags. For example, if you want an exponent, surround it with superscript tags: . You can even include pictures in the feedback popup, but you must clean out all " characters and save while still in source code mode (not WYSIWYG). So, this works in feedback popup:
#See this picture: <img src=Something.gif />}
but not this:
#See this picture: <img src="Something.gif" />}

(ALGEBRA and TEX filters don't work in the feedback popups, but they can be very useful in the question writing for math/science expressions). But you can use [unicode] characters.

If you want to give feedback for any answer that didn't fit the intervals you already have specified feedback for, add some BIG general intervals, like for positive answers (if they aren't bigger than 20000 you could add:
~%0%10000.0001:10000#Feedback for unspecified not_right answers}
This would give feedback for anything from 0.0001 to 20000.0001 (that hadn't already gotten feedback). I didn't want to include 0 since that special case as well as negative ought to have specific reactions.
~%0%0#Hey! It can't be zero
~%0%-10000.0001:10000#We just want the size here,
so a negative value is not what we want}

Numerical questions could, before version 1.7, also have case-insensitive non-numerical answers. This is useful whenever the answer for a numerical question is something like +inf, -inf, NaN etc.

==See also==
This information was drawn from:
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=36521 Is there a guide to using the cloze format?] forum discussion
*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=36430&parent=170308 Cloze-type question syntax] forum post

[[fr:Question Cloze à réponses intégrés]]
[[ja: 穴埋め問題 ( Cloze ) タイプ]]

Numerical question type

2007-10-22T09:57:56Z

Daveyboond: /* Question set-up */

{{Questions}}

From the student perspective, a numerical question looks just like a short-answer question. The difference is that numerical answers are allowed to have an accepted error. This allows a continuous range of answers to be set.

For example, if the answer is 30 with an accepted error of 5, then any number between 25 and 35 will be accepted as correct.

Numerical questions, in Moodle 1.6 and earlier, can also have case-insensitive non-numerical answers. This is useful whenever the answer for a numerical question is something like N/A, +inf, -inf, NaN etc.

There is a numerical question type included in the [[Cloze | embedded / CLOZE]] question type which functions similarly to this one.

{{Moodle 1.7}}
From Moodle 1.7 onwards, questions may have different answers with different levels of accuracy. That lets you create questions like "What is a root of x^2 - 3x + 2?" and award different levels of credit depending on the accuracy of the answer.

In Moodle 1.7 text answers are no longer allowed - [[Short-Answer question type]] should be used instead.

==Question set-up==

#Select the question category
#Give the question a descriptive name - this allows you to identify it in the question bank.
#Enter a question in the 'question text' field. This can include an equation - Moodle has a couple of text filters that allow you to type an equation and have it properly typeset when displayed. The Algebra filter is very good for writing common mathematical expressions in a simple way. More complicated expressions may be written using the [[TeX filter]]. [[Filters (administrator)]] contains information for administrators on how to enable these filters. Alternatively, select an image to display if you want to add a picture to the question.
#Select an image to display if you want to add a picture to the question. For the student, it appears immediately after the question text and before the choices.
#Set the 'default question grade' (i.e. the maximum number of marks for this question).
#Set the 'Penalty factor' (see [[Numerical_question_type#Penalty_factor|Penalty factor]] below).
#''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Now enter the first accepted answer(s). Note: Floating point numbers, e.g. 23.4, may also be written as 23,4 or 2.34E+1.
#Enter an accepted error for this answer. This is the range above or below the answer that Moodle will accept as a match. For example, if the correct answer is 5, but you will accept 4 or 6 as answers, your accepted error is 1.
#Enter a grade for this answer.
#Enter feedback for the accepted answer. This is the text that the student will see if they enter a number within the accepted error of the answer.
#Repeat for each of the answers you want to accept. ''Moodle 1.7+:'' You can provide feedback for ''all'' wrong answers by using a wildcard, i.e. the asterisk character (*), as an answer with grade 'None'.
#Units can also be specified. For example, if you enter a unit of 'cm' here, and the accepted answer is 15, then the answers '15cm' and '15' are both accepted as correct. You can also specify a multiplier. So, if your main answer was 5500 with unit W, you can also add the unit kW with a multiplier of 0.001. This means that the answers '5500', '5500W' or '5.5kW' would all be marked correct. Note that the accepted error is also multiplied, so an allowed error of 100W would become an error of 0.1kW.
#Click 'Save changes' to add the question to the category.

=== Penalty factor ===

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

==Tips and tricks==
*Remember that numerical questions in the Quiz module are slightly different than those in the Lesson module.

[[fr:Question à réponse numérique]]

Numerical question type

2007-10-22T09:57:22Z

Daveyboond: /* Question set-up */ Edited to more closely reflect the form

{{Questions}}

From the student perspective, a numerical question looks just like a short-answer question. The difference is that numerical answers are allowed to have an accepted error. This allows a continuous range of answers to be set.

For example, if the answer is 30 with an accepted error of 5, then any number between 25 and 35 will be accepted as correct.

Numerical questions, in Moodle 1.6 and earlier, can also have case-insensitive non-numerical answers. This is useful whenever the answer for a numerical question is something like N/A, +inf, -inf, NaN etc.

There is a numerical question type included in the [[Cloze | embedded / CLOZE]] question type which functions similarly to this one.

{{Moodle 1.7}}
From Moodle 1.7 onwards, questions may have different answers with different levels of accuracy. That lets you create questions like "What is a root of x^2 - 3x + 2?" and award different levels of credit depending on the accuracy of the answer.

In Moodle 1.7 text answers are no longer allowed - [[Short-Answer question type]] should be used instead.

==Question set-up==

#Select the question category
#Give the question a descriptive name - this allows you to identify it in the question bank.
#Enter a question in the 'question text' field. This can include an equation - Moodle has a couple of text filters that allow you to type an equation and have it properly typeset when displayed. The Algebra filter is very good for writing common mathematical expressions in a simple way. More complicated expressions may be written using the [[TeX filter]]. [[Filters (administrator)]] contains information for administrators on how to enable these filters. Alternatively, select an image to display if you want to add a picture to the question.
#Select an image to display if you want to add a picture to the question. For the student, it appears immediately after the question text and before the choices.
#Set the 'default question grade' (i.e. the maximum number of marks for this question).
#Set the 'Penalty factor' (see [[Numerical_question_type#Penalty_factor|Penalty factor]] below).
#''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Now enter the first accepted answer(s). Note: Floating point numbers, e.g. 23.4, may also be written as 23,4 or 2.34E+1.
#Enter an accepted error for this answer. This is the range above or below the answer that Moodle will accept as a match. For example, if the correct answer is 5, but you will accept 4 or 6 as answers, your accepted error is 1.
#Enter a grade for this answer.
#Enter feedback for the accepted answer. This is the text that the student will see if they enter a number within the accepted error of the answer.
#Repeat for each of the answers you want to accept. ''Moodle 1.7+:'' You can provide feedback for ''all'' wrong answers by using a wildcard, i.e. the asterisk character (*), as an answer with grade 'None'.
#Units can also be specified. For example, if you enter a unit of 'cm' here, and the accepted answer is 15, then the answers '15cm' and '15' are both accepted as correct. You can also specify a multiplier. So, if your main answer was 5500 with unit W, you can also add the unit kW with a multiplier of 0.001. This means that the answers '5500', '5500W' or '5.5kW' would all be marked correct. Note that the accepted error is also multiplied, so an allowed error of 100W would become an error of 0.1kW.
#Click 'Save changes' to add the question to the category.

==Tips and tricks==
*Remember that numerical questions in the Quiz module are slightly different than those in the Lesson module.

[[fr:Question à réponse numérique]]

Numerical question type

2007-10-22T09:33:21Z

Daveyboond:

Numerical question type

2007-10-22T09:32:01Z

Daveyboond:

Short-Answer question type

2007-09-27T16:56:40Z

Daveyboond: /* Feedback for wrong answers */ Small improvements to text, reformatting, removed last paragraph that didn't make sense

{{Questions}}
In a short answer question, the student types in a word or phrase in response to a question (that may include a image). Answers may or may not be case sensitive. The answer could be a word or a phrase, but it must match one of your acceptable answers exactly. It's a good idea to keep the required answer as short as possible to avoid missing a correct answer that's phrased differently.

The [[Quiz]] and [[Lesson]] modules both have short answer question types. The analysis of the question given below works for both modules. However there is another analysis type available for Lesson which is not available in a Quiz (see note below).

==Question set-up==
#Select the question category
#Give your question a descriptive name.
#Create the question text. If you're using the HTML Editor, you can format the question just like a word processing document.
#*Tip: if the answer is intended to fill a gap in the text, use underscores to indicate where the gap is.
#Select an image to display if you want to add a picture to the question (see step 4 in [[Multiple Choice question type]] for more detail).
# Set the 'default question grade' (i.e. the maximum number of marks for this question).
# Set the 'Penalty factor' (see [[Short-Answer_question_type#Penalty_factor|Penalty factor]] below).
# ''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Choose whether the answers are case-sensitive. Case sensitivity can be tricky where capitalization is important. Will you accept ''george washingtion'' as well as ''George Washington'' as an answer?
#Next, fill in the answers you will accept. You could give common misspellings partial credit with this option. If the "Case sensitive" option is selected, then you can have different scores for "Word" or "word".
#Add grade for each of answer.
#Create feedback for any and all answers. This will appear if the student enters that answer.
#*'''Note:''' It is good practice to add a single wild card * for the last answer, so you can create a feedback response and a score for all other answers students might have.
#Click Save Changes to add the question to the category.

=== Penalty factor ===

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

==Wildcard usage==

You can use the asterisk character (*) as a wildcard to match any series of characters. For example, use <code>ran*ing</code> to match any word or phrase starting with ''ran'' and ending with ''ing''. If you really do want to match an asterisk then use a backslash like this: <code>\*</code>

If you want one question with the two answers ''fuel'' and ''oxygen'', you ought to be able to limit the number of variants by writing <code>fuel*oxygen 100%</code>. This would accept ''"fuel oxygen", "fuel, oxygen", "fuel; oxygen", "fuel and oxygen", "fuel & oxygen" "fuel oxygen", "fuel und oxygen" "fuel&&oxygen"''. It would even accept ''"fuel or oxygen", "fuel but not oxygen" "fuel|oxygen"'' which might not be so good but you can never be completely safe!

Here are some answers and scores for a question "What does a rocket burn?". 
#<code>oxygen*fuel</code> with a score 100% 
#<code>*fuel*</code> with a score 50% 
#<code>*oxygen*</code> with a score 50% 
#<code>*air*</code> with a score 40% 
#<code>* </code> with a score of 0% 

The order of the answers is important. The answers are evaluated from 1st to last. When a match is found the process stops. If no match is found the question is scored wrong and the general response is used. It is a good practice to put a wild card as the last answer so the evaluation process knows what to do when nothing above it matches.

Without wildcards, the answers are compared exactly, so be careful with your spelling!

==Feedback for wrong answers==

When you wish to have short answer type questions, you naturally have a limited number of variations that would be acceptable. So in case you wish to give a feedback in case of a wrong answer, you must spell out the right answers exactly and then use * as a final answer which will have grade as zero, and feedback will be the one for wrong answer.

Effectively, ANYTHING other than the specific answers mentioned by you will be treated as this option due to wildcard and will be deemed wrong; it'll give 0 marks and show the feedback for a wrong answer.

Here is an example:

What is a rabbit?

answer1: animal 
feedback: right 
grade: 100%

answer2: mammal 
feedback: right 
grade: 100%

answer3: vertebrate 
feedback: right 
grade: 100%

answer4: * 
feedback: ouch! that was wrong 
grade: none

Remember: you cannot do negative marking in this type and ANYTHING other than your right answer will be treated as option 4 due to the wildcard and given that feedback and zero marks.

==Tip: Prototype your questions==
You may like to prototype your short answer questions to catch common acceptable answers you hadn't thought of. Start out by creating a few acceptable answers, then include the question in a quiz for no points. Be sure to tell students you are testing a new question. Once the quiz is over, review students' answers and add their acceptable answers to the list.

==Lesson module note==
{{Moodle 1.6}}
Starting with Moodle 1.6 in the Lesson module, there are two different student answer analysis systems available for the Short Answer type of question: the ''simple system ''is used by default. The second type only available in Lesson Module is called "Regular Expressions". See [[Short answer analysis]] for a description of the new type, with examples.

==See also==
[[MP3_player#Inserting_sounds_into_questions|Adding sound to a question]]

[[fr:Question à réponse courte]]

Short-Answer question type

2007-09-27T16:45:46Z

Daveyboond: /* Question set-up */ This and previous changes to make instructions more closely match the actual form, and to clarify certain points

{{Questions}}
In a short answer question, the student types in a word or phrase in response to a question (that may include a image). Answers may or may not be case sensitive. The answer could be a word or a phrase, but it must match one of your acceptable answers exactly. It's a good idea to keep the required answer as short as possible to avoid missing a correct answer that's phrased differently.

The [[Quiz]] and [[Lesson]] modules both have short answer question types. The analysis of the question given below works for both modules. However there is another analysis type available for Lesson which is not available in a Quiz (see note below).

==Question set-up==
#Select the question category
#Give your question a descriptive name.
#Create the question text. If you're using the HTML Editor, you can format the question just like a word processing document.
#*Tip: if the answer is intended to fill a gap in the text, use underscores to indicate where the gap is.
#Select an image to display if you want to add a picture to the question (see step 4 in [[Multiple Choice question type]] for more detail).
# Set the 'default question grade' (i.e. the maximum number of marks for this question).
# Set the 'Penalty factor' (see [[Short-Answer_question_type#Penalty_factor|Penalty factor]] below).
# ''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Choose whether the answers are case-sensitive. Case sensitivity can be tricky where capitalization is important. Will you accept ''george washingtion'' as well as ''George Washington'' as an answer?
#Next, fill in the answers you will accept. You could give common misspellings partial credit with this option. If the "Case sensitive" option is selected, then you can have different scores for "Word" or "word".
#Add grade for each of answer.
#Create feedback for any and all answers. This will appear if the student enters that answer.
#*'''Note:''' It is good practice to add a single wild card * for the last answer, so you can create a feedback response and a score for all other answers students might have.
#Click Save Changes to add the question to the category.

=== Penalty factor ===

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

==Wildcard usage==

You can use the asterisk character (*) as a wildcard to match any series of characters. For example, use <code>ran*ing</code> to match any word or phrase starting with ''ran'' and ending with ''ing''. If you really do want to match an asterisk then use a backslash like this: <code>\*</code>

If you want one question with the two answers ''fuel'' and ''oxygen'', you ought to be able to limit the number of variants by writing <code>fuel*oxygen 100%</code>. This would accept ''"fuel oxygen", "fuel, oxygen", "fuel; oxygen", "fuel and oxygen", "fuel & oxygen" "fuel oxygen", "fuel und oxygen" "fuel&&oxygen"''. It would even accept ''"fuel or oxygen", "fuel but not oxygen" "fuel|oxygen"'' which might not be so good but you can never be completely safe!

Here are some answers and scores for a question "What does a rocket burn?". 
#<code>oxygen*fuel</code> with a score 100% 
#<code>*fuel*</code> with a score 50% 
#<code>*oxygen*</code> with a score 50% 
#<code>*air*</code> with a score 40% 
#<code>* </code> with a score of 0% 

The order of the answers is important. The answers are evaluated from 1st to last. When a match is found the process stops. If no match is found the question is scored wrong and the general response is used. It is a good practice to put a wild card as the last answer so the evaluation process knows what to do when nothing above it matches.

Without wildcards, the answers are compared exactly, so be careful with your spelling!

==Feedback for wrong answers==

When you wish to have short answer type questions, you naturally have a limited number of variations that would be acceptable. So in case you wish to give a feedback in case of a wrong answer, you must spell out the right answers exactly and then use * as another answer which will have grade as zero and feedback will be the one for wrong answer.
Effectively, ANYTHING other than the specific answers mentioned by you will be treated as this option due to wildcard and will be deemed wrong; it'll give 0 marks and show the feedback for a wrong answer.
here is an example:

What is a rabbit?

right answers

answer1: animal
feedback: right
grade: 100%

answer2: mammal
feedback: right
grade: 100%

answer3: vertebrate
feedback: right
grade: 100%

answer4: *
feedback: ouch! that was wrong
grade: none

Remember: you cannot do negative marking in this type and ANYTHING other than your right answer will be treated as option 4 due to the wildcard and given that feedback and zero marks.

You can use the same system to stop students seeing the wildcards when the question shows them the right answer, but make answer 1 a model answer with no wildcards, and the answer 2 be the more flexible version. For example:

answer1: Beautifully formatted right answer
feedback: right
grade: 100%

answer2: mammal
feedback: *Beaut* format* right answer*
grade: 100%

answer4: *
feedback: ouch! that was wrong
grade: none

==Tip: Prototype your questions==
You may like to prototype your short answer questions to catch common acceptable answers you hadn't thought of. Start out by creating a few acceptable answers, then include the question in a quiz for no points. Be sure to tell students you are testing a new question. Once the quiz is over, review students' answers and add their acceptable answers to the list.

==Lesson module note==
{{Moodle 1.6}}
Starting with Moodle 1.6 in the Lesson module, there are two different student answer analysis systems available for the Short Answer type of question: the ''simple system ''is used by default. The second type only available in Lesson Module is called "Regular Expressions". See [[Short answer analysis]] for a description of the new type, with examples.

==See also==
[[MP3_player#Inserting_sounds_into_questions|Adding sound to a question]]

[[fr:Question à réponse courte]]

Short-Answer question type

2007-09-27T16:42:24Z

Daveyboond: /* Question set-up */

{{Questions}}
In a short answer question, the student types in a word or phrase in response to a question (that may include a image). Answers may or may not be case sensitive. The answer could be a word or a phrase, but it must match one of your acceptable answers exactly. It's a good idea to keep the required answer as short as possible to avoid missing a correct answer that's phrased differently.

The [[Quiz]] and [[Lesson]] modules both have short answer question types. The analysis of the question given below works for both modules. However there is another analysis type available for Lesson which is not available in a Quiz (see note below).

==Question set-up==
#Select the question category
#Give your question a descriptive name.
#Create the question stem. If you're using the HTML Editor, you can format the question just like a word processing document.
##Tip: if the answer is intended to fill a gap in the text, use underscores to indicate where the gap is.
#Select an image to display if you want to add a picture to the question (see step 4 in [[Multiple Choice question type]] for more detail).
# Set the 'default question grade' (i.e. the maximum number of marks for this question).
# Set the 'Penalty factor' (see [[Short-Answer_question_type#Penalty_factor|Penalty factor]] below).
# ''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Choose whether the answers are case-sensitive. Case sensitivity can be tricky where capitalization is important. Will you accept ''george washingtion'' as well as ''George Washington'' as an answer?
#Next, fill in the answers you will accept. You could give common misspellings partial credit with this option. If the "Case sensitive" option is selected, then you can have different scores for "Word" or "word".
#Add grade for each of answer.
#Create feedback for any and all answers. This will appear if the student enters that answer. ##'''Note:''' It is good practice to add a single wild card * for the last answer, so you can create a feedback response and a score for all other answers students might have.
#Click Save Changes to add the question to the category.

=== Penalty factor ===

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

==Wildcard usage==

You can use the asterisk character (*) as a wildcard to match any series of characters. For example, use <code>ran*ing</code> to match any word or phrase starting with ''ran'' and ending with ''ing''. If you really do want to match an asterisk then use a backslash like this: <code>\*</code>

If you want one question with the two answers ''fuel'' and ''oxygen'', you ought to be able to limit the number of variants by writing <code>fuel*oxygen 100%</code>. This would accept ''"fuel oxygen", "fuel, oxygen", "fuel; oxygen", "fuel and oxygen", "fuel & oxygen" "fuel oxygen", "fuel und oxygen" "fuel&&oxygen"''. It would even accept ''"fuel or oxygen", "fuel but not oxygen" "fuel|oxygen"'' which might not be so good but you can never be completely safe!

Here are some answers and scores for a question "What does a rocket burn?". 
#<code>oxygen*fuel</code> with a score 100% 
#<code>*fuel*</code> with a score 50% 
#<code>*oxygen*</code> with a score 50% 
#<code>*air*</code> with a score 40% 
#<code>* </code> with a score of 0% 

The order of the answers is important. The answers are evaluated from 1st to last. When a match is found the process stops. If no match is found the question is scored wrong and the general response is used. It is a good practice to put a wild card as the last answer so the evaluation process knows what to do when nothing above it matches.

Without wildcards, the answers are compared exactly, so be careful with your spelling!

==Feedback for wrong answers==

When you wish to have short answer type questions, you naturally have a limited number of variations that would be acceptable. So in case you wish to give a feedback in case of a wrong answer, you must spell out the right answers exactly and then use * as another answer which will have grade as zero and feedback will be the one for wrong answer.
Effectively, ANYTHING other than the specific answers mentioned by you will be treated as this option due to wildcard and will be deemed wrong; it'll give 0 marks and show the feedback for a wrong answer.
here is an example:

What is a rabbit?

right answers

answer1: animal
feedback: right
grade: 100%

answer2: mammal
feedback: right
grade: 100%

answer3: vertebrate
feedback: right
grade: 100%

answer4: *
feedback: ouch! that was wrong
grade: none

Remember: you cannot do negative marking in this type and ANYTHING other than your right answer will be treated as option 4 due to the wildcard and given that feedback and zero marks.

You can use the same system to stop students seeing the wildcards when the question shows them the right answer, but make answer 1 a model answer with no wildcards, and the answer 2 be the more flexible version. For example:

answer1: Beautifully formatted right answer
feedback: right
grade: 100%

answer2: mammal
feedback: *Beaut* format* right answer*
grade: 100%

answer4: *
feedback: ouch! that was wrong
grade: none

==Tip: Prototype your questions==
You may like to prototype your short answer questions to catch common acceptable answers you hadn't thought of. Start out by creating a few acceptable answers, then include the question in a quiz for no points. Be sure to tell students you are testing a new question. Once the quiz is over, review students' answers and add their acceptable answers to the list.

==Lesson module note==
{{Moodle 1.6}}
Starting with Moodle 1.6 in the Lesson module, there are two different student answer analysis systems available for the Short Answer type of question: the ''simple system ''is used by default. The second type only available in Lesson Module is called "Regular Expressions". See [[Short answer analysis]] for a description of the new type, with examples.

==See also==
[[MP3_player#Inserting_sounds_into_questions|Adding sound to a question]]

[[fr:Question à réponse courte]]

Short-Answer question type

2007-09-27T16:17:50Z

Daveyboond: /* Short answer questions tip */ Changed title to make it more descriptive

{{Questions}}
In a short answer question, the student types in a word or phrase in response to a question (that may include a image). Answers may or may not be case sensitive. The answer could be a word or a phrase, but it must match one of your acceptable answers exactly. It's a good idea to keep the required answer as short as possible to avoid missing a correct answer that's phrased differently.

The [[Quiz]] and [[Lesson]] modules both have short answer question types. The analysis of the question given below works for both modules. However there is another analysis type available for Lesson which is not available in a Quiz (see note below).

==Question set-up==
#Give your question a descriptive name.
#Create the question stem. If you want students to fill in a blank, use the underscore to indicate where the blank is.
#Select an image to display if you want to add a picture to the question (see step 3 in [[Multiple Choice question type]] for more detail).
#Choose whether capitalization is important. Case sensitivity can be tricky. Will you accept george washingtion as well as George Washington as an answer?
#Next, fill in the answers you will accept. You could give common misspellings partial credit with this option. If the "Case sensitive" option is selected, then you can have different scores for "Word" or "word".
#Add score for each of your answers.
#Create feedback for any and all answers.
#As a best practice, add a single wild card * for the last answer, so you can create a feedback response and a score for all other answers students might have.
#Click Save Changes to add the question to the category.

==Wildcard usage==

You can use the asterisk character (*) as a wildcard to match any series of characters. For example, use <code>ran*ing</code> to match any word or phrase starting with ''ran'' and ending with ''ing''. If you really do want to match an asterisk then use a backslash like this: <code>\*</code>

If you want one question with the two answers ''fuel'' and ''oxygen'', you ought to be able to limit the number of variants by writing <code>fuel*oxygen 100%</code>. This would accept ''"fuel oxygen", "fuel, oxygen", "fuel; oxygen", "fuel and oxygen", "fuel & oxygen" "fuel oxygen", "fuel und oxygen" "fuel&&oxygen"''. It would even accept ''"fuel or oxygen", "fuel but not oxygen" "fuel|oxygen"'' which might not be so good but you can never be completely safe!

Here are some answers and scores for a question "What does a rocket burn?". 
#<code>oxygen*fuel</code> with a score 100% 
#<code>*fuel*</code> with a score 50% 
#<code>*oxygen*</code> with a score 50% 
#<code>*air*</code> with a score 40% 
#<code>* </code> with a score of 0% 

The order of the answers is important. The answers are evaluated from 1st to last. When a match is found the process stops. If no match is found the question is scored wrong and the general response is used. It is a good practice to put a wild card as the last answer so the evaluation process knows what to do when nothing above it matches.

Without wildcards, the answers are compared exactly, so be careful with your spelling!

==Feedback for wrong answers==

When you wish to have short answer type questions, you naturally have a limited number of variations that would be acceptable. So in case you wish to give a feedback in case of a wrong answer, you must spell out the right answers exactly and then use * as another answer which will have grade as zero and feedback will be the one for wrong answer.
Effectively, ANYTHING other than the specific answers mentioned by you will be treated as this option due to wildcard and will be deemed wrong; it'll give 0 marks and show the feedback for a wrong answer.
here is an example:

What is a rabbit?

right answers

answer1: animal
feedback: right
grade: 100%

answer2: mammal
feedback: right
grade: 100%

answer3: vertebrate
feedback: right
grade: 100%

answer4: *
feedback: ouch! that was wrong
grade: none

Remember: you cannot do negative marking in this type and ANYTHING other than your right answer will be treated as option 4 due to the wildcard and given that feedback and zero marks.

You can use the same system to stop students seeing the wildcards when the question shows them the right answer, but make answer 1 a model answer with no wildcards, and the answer 2 be the more flexible version. For example:

answer1: Beautifully formatted right answer
feedback: right
grade: 100%

answer2: mammal
feedback: *Beaut* format* right answer*
grade: 100%

answer4: *
feedback: ouch! that was wrong
grade: none

==Tip: Prototype your questions==
You may like to prototype your short answer questions to catch common acceptable answers you hadn't thought of. Start out by creating a few acceptable answers, then include the question in a quiz for no points. Be sure to tell students you are testing a new question. Once the quiz is over, review students' answers and add their acceptable answers to the list.

==Lesson module note==
{{Moodle 1.6}}
Starting with Moodle 1.6 in the Lesson module, there are two different student answer analysis systems available for the Short Answer type of question: the ''simple system ''is used by default. The second type only available in Lesson Module is called "Regular Expressions". See [[Short answer analysis]] for a description of the new type, with examples.

==See also==
[[MP3_player#Inserting_sounds_into_questions|Adding sound to a question]]

[[fr:Question à réponse courte]]

Essay question type

2007-09-19T11:43:27Z

Daveyboond: /* Question set-up */ General feedback introduced with 1.7

{{Questions}}
The essay question type is intended for short answers of a paragraph or two, that one often finds on exams. For longer essays, [[Online text assignment]] or [[Upload a single file assignment]] are better choices.

==Question set-up==

#Choose a category
#Give the question a descriptive name - this allows you to identify it in the question bank.
#Enter the question in the 'question text' field
#Select an image to display if you want to add a picture to the question. For the student, it appear immediately after the question text.
#Set the 'default question grade' (i.e. the maximum number of marks for this question).
#''Moodle 1.7+:'' Add 'General Feedback' if required. This is text that appears to the student after he/she has answered the question. Note that this is effectively the same as the subsequent 'Feedback' field. The only difference is that General Feedback always appears at the bottom of the question, even after the grade and teacher's comments have been added.
#Add feedback if required. This is text that appears to the student after he/she has answered the question. See 'General Feedback' above if using Moodle 1.7 or higher.
#Click Save changes to add the question to the category.

==Question grading==

The essay question will not be assigned a grade until it has been reviewed by a teacher and manually graded. Until that happens, the student's grade will be 0.

To grade a student's answer in a quiz, use the ''manual grading'' tab on the [[Quiz_reports|Results]] section of the quiz. When manually grading an essay question, the grader is able to enter a custom comment in response to the essay and assign a score for the essay.

==Essay questions in a Lesson==

To grade lesson essay questions, first click on the name of the lesson in your course page. If there are essay questions to be graded, there will be a link saying "Grade essay questions". This link will open a screen showing how many ungraded essay questions there are. Ungraded essay questions will be in listed in red. Click the link for the essay you wish to grade.

The essay grading screen shows the title of the question, the student's essay response, and a place you can write optional comments and give the essay a score. Click the Submit grade button to record your score and comments. Graded questions will be displayed in green. Repeat the process to finish grading. Click the "Email graded essays" link to email your responses to your students.

Matching question type

2007-09-19T11:43:11Z

Daveyboond: /* Question set-up */ General feedback introduced with 1.7

{{Questions}}

Matching questions consist of a list of names or statements which must be correctly matched against another list of names or statements. For example "Match the Capital with the Country" with the two lists "Canada, Italy, Japan" and "Ottawa, Rome, Tokyo". There is one correct answer. Each match is equally weighted to contribute towards the grade for the total question.

==Question set-up==

#Select the question category
#Give the question a descriptive name - this allows you to identify it in the question bank.
#Enter a question stem in the 'question text' field to tell the students what they are matching.
#Select an image to display if you want to add a picture to the question. For the student, it appear immediately after the question text and before the choices.
#Set the 'default question grade' (i.e. the maximum number of marks for this question).
#Set the 'Penalty factor' (see [[Matching_question_type#Grading|grading]] below).
#''Moodle 1.7+:'' If you wish, add general feedback. This is text that appears to the student after he/she has answered the question.
#Check the 'shuffle' box if you want the answers in the drop-down menus to be shuffled. Note that the questions are ''not'' shuffled and always appear in the same order.
#For the first matching item, enter the question and a matching answer.
#Fill in ''at least'' three questions and answers. You can enter as many as 10 items (or more - [[Matching_question_type#See_also|see 'See also' below]]). You can provide extra wrong answers by giving an answer with a blank question.
#Click Save changes to add the question to the category.

== Grading ==

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

==Repeated entries==

It is possible to have repeated entries in one of the lists but care should be taken to make the repeats identical. For example "Identify the type of these creatures" with the lists "Ant, Cow, Dog, Sparrow" and "Insect, Mammal, Mammal, Bird".

==Ordered questions==

Unlike [[Multiple Choice question type|Multiple choice questions]], where the choices are shown in a random order, the first list of items in a matching question is not shuffled but shown in the same order as entered. This allows for "Ordered" questions to be constructed.

Consider the question "Put the following into the order they were born, the earliest first" with the lists "1., 2., 3., 4." and "Longfellow, Lawrence, Lowell, Larkin". The second list is shuffled before being used in the question, of course.

==Version differences==

*In Moodle 1.5, when creating this type of question the items for the first list go into the Answer boxes and items for the second list go into the Response boxes. Once created a more sensible labelling scheme is shown. When the student successfully matches the items the jump on the first answer is used. An unsuccessful answer jumps to the page on the second answer. The question does not support custom responses, the student is told how many matches are correct or if all the matches are correct.
*In Moodle 1.6, when the student successfully matches the items, the ''Correct answer jump'' is used. An unsuccessful answer jumps to ''Wrong answer jump''. The question supports only 2 response (= feedback) messages: the ''Correct response'' message is displayed if all matches are correct, and the ''Wrong response'' message otherwise.
{{Moodle 1.7}}
*From Moodle 1.7 onwards, there can be more answers than questions, to make it harder for the student if they do not know the right answer. Before, there could only be as many answers as questions. The extra answers are included by adding question-answer pairs where the question field is left blank.

== Tips and tricks==
*Matching questions look better on screen if you put the longer piece of text in the question and not the match. For example, when vocabulary matching put the single word in the match and the definition sentence in the question. Otherwise the drop down for long questions will be awkward to use and difficult to read.
*Matching questions in a Lesson module are slightly different than in a Quiz module when the teacher is in edit mode. For example, there are scoring differences and a quiz does not use [[Jumps|jumps]].

==See also==

*Using Moodle [http://moodle.org/mod/forum/discuss.php?d=67314 Matching question type: more than 10 items] forum discussion

[[fr:Question d'appariement]]