Engaging content - embedded quizzingTool selection matrix | Camtasia | PowerPoint | FLO Lesson | FLO Quiz | FLO Book | FLO Page | Digital Content Producer
Embedded quizzing consists of questions / knowledge-check activities embedded within learning content, rather than as a standalone activity.
Good practice guides and tip sheets
Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to engaging content-related resources are provided below. Design principles for creating engaging digital content
| Sourcing and creating digital content
CamtasiaCamtasia is video recording and editing software that features simple drag and drop editing and libraries of effects and interactions. With Camtasia, you can record, then edit your computer screen activity, audio, and webcam input. If you capture video
footage on mobile devices or digital recorders, you can import and edit it. Camtasia is available to all staff and can be downloaded via the IDS Support Portal. Home use licences are available (request via Service One).
Camtasia is available for both Mac and Windows.
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PowerPoint
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FLO Lesson
The FLO Lesson is purpose built for branching scenarios. A lesson presents a series of pages to a student who is asked to make some sort of choice underneath the content area. The choice will send them to a specific page in the Lesson. The pages in the
lesson can be either content pages with choices presented as buttons, or question pages where the next page will depend on the selected answer. Content and question pages can contain text and media.
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Help resourcesFLO Quiz
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Help resourcesFLO tools:
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Gradebook - view grades or submissions of students who no longer have accessSetting up the Gradebook | Setting up the topic total | Checking your calculations | Grading students work | Finalising grades for the semester || Support
By default, students who lose access to a topic do not appear in the gradebook, assignment or quiz, to focus attention on current students. However, on some occasions it is necessary to review their work.
Gradebook
Assignment
Quiz
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Quiz - add a category to the question bank
If you add a category before you add questions to the question bank, all questions created can be added to this category and they will then belong to the topic, rather than the quiz. This approach will make management easier when you are creating new quizzes using questions from previous quizzes. Categories can be created within an existing category (ie a sub-category). Steps
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Quiz - add questions (including random questions) to a quiz (edit quiz)
If you want to add questions from a text file rather than creating them in the question bank (this can save time), see Import questions (multiple choice in a text file). Contact your eLearning support team if you need assistance with this process. Steps
1. Add questions
2. Add random questions to a quiz (if required)You may want to add random questions to the quiz so that students don't get all the same questions at the same time. To do this you need extra questions in your question bank (eg if you have 20 questions in the quiz, you will ideally need an extra 10).
![]() 3. Add a module heading (if required)If you have several questions (eg > 10) and it would make sense to group them, you can add a module heading. With a quiz of 20 or more questions using free navigation, headings may be particularly helpful to the user. Another use for modules could be to shuffle questions within sections rather than shuffling all questions throughout the quiz.
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Quiz - change quiz settings for a group or user (override/extension)
In a quiz, you can change the dates, timing and the number of allowed attempts for groups or users. If you want to create a Group override, groups will need to be set up in your topic. This is likely to be an administrative step, once the quiz is running. You can also create an extension for a student using the Assignment extension tool.
Create a group or user overrideA group or user override allows you to change some quiz settings for a student or group of students. The settings that can be changed affect the timing and duration of when students can do a quiz, and are generally used when a student is given extra time
to do the quiz.
Create an extension using the Assignment extension toolAlthough set up specifically for assignment extensions (hence you can choose the assignment from a drop-down menu), you can manually add other activities (such as a quiz) to the list of 'assignments', thus providing students and staff with a consistent extension application process for all assessable items in the site.
After approving the request you will need to make the applicable changes to FLO – that is, the date change is not automatic. For a quiz, apply a user override.
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Quiz - create a drag and drop question
Create a drag and drop into text questionSteps
Create a drag and drop onto image question
For this question type, you will need to have an image to drag and drop text/images onto. If you source an image from the internet, but be careful about copyright/usage (eg use Creative Commons and check the licensing). Steps
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Quiz - create a fill-in-the-blanks (missing words) question![]() Steps
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Quiz - create a matching question
StepsFor this question type, you must provide at least two questions and three answers. You can provide extra wrong answers by giving an answer with a blank question. Entries where both the question and the answer are blank will be ignored.
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Quiz - create a multiple choice question (MCQ)
Steps
Tips for creating MCQsBloom's level/s of taxonomy, what the item is testing (descriptor), and distracter plausibility:
Question tips
You may want to use a 'stimulus' prior to the question – this could include introductory text/context, an image etc. Answer tips
Open response items
References and resourcesThe Centre for University Teaching ran two workshops in 2013 with invited speakers from the Australian Council for Educational Research (ACER):
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Quiz - create an all-or-nothing multiple choice question
In an all-or-nothing multiple choice question (MCQ), the answers chosen by a student must correspond exactly to the correct answers defined in the question. If this occurs a student gets 100%. If there are any incorrect answers or not all correct answers
are selected, the grade will be 0%.
Create an all-or-nothing MCQSteps
Tips for creating an all-or-nothing MCQBloom's level/s of taxonomy, what the item is testing (descriptor), and distracter plausibility:
Question tipsDifference from standard Multiple choice questions (MCQ) The main difference from the standard MCQ is in the way that grading works. In a standard multiple-choice question with multiple correct answers, a negative mark must be given to the incorrect answers to be able to make the grade 0%, however students can still get a partial grade if not all correct answers are selected. For example, if we have a question with two right and two wrong answers:
One answer only MCQ It is not advisable to use the All-or-nothing MCQ for questions that explicitly ask for one answer. The standard MCQ should be used if there is only one answer or if partial grades are allowed. Import questions The All-or-nothing questions must be manually created. It can not be imported from another file.
References and resources
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Quiz - create an embedded answers (Cloze) question
Embedded answers (Cloze) question is very powerful and flexible question type, but probably the most complex to setup. It is powerful because:
To create the embedded sub-question, you place some code at the required place in the text of your question. The code is enclosed in {} and has a specific syntax. The elements of the code define the weight of the sub-question, the format, the answer possibilities,
the correct answer & feedback for answer options.
Example (Cloze code is shown in red)
Analyse the graph and complete the following 1. Which line is not linear {1:MULTICHOICE:Line A~Line B~%100%Line C} 2. Which line would have a negative intercept on the y axis {1:MULTICHOICE_V: Line A~%100%Line B~Line C} 3. Use the values on the graph for Line A to calculate the slope {1:NUMERICAL:=3} and Intercept {1:NUMERICAL:=4} 4. What is plotted on the
y-axis {1:SHORTANSWER:%100%Concentration (mg/l)~%50%Concentration#units are required for full marks}
In the cloze code,
The example code will look like this:
![]() Moodle docs has more details of sub-question types and detailed syntax (code) explanations
One of the strengths is that multiple questions are asked together e.g interpreting a number of elements of a graph/photograph/test report etc, thus creating a scenario in a single multipart question. A bank of such multipart questions can then be developed for random scenario delivery or formative practice as all components are contained in one question. If each interpretation element was a separate question, random scenarios can’t be delivered as you cannot control which questions are delivered together. Steps
Syntax of a cloze question{1: MULTICHOICE: Text for option 1 # Feedback for option 1 ~ %100% Text
for option 2 # Feedback for option 2 ~ %50%Text for option 3 # Feedback
for option3}
For a full list of Sub-question types https://docs.moodle.org/311/en/Embedded_Answers_(Cloze)_question_type#Format
Examples https://docs.moodle.org/311/en/Embedded_Answers_(Cloze)_question_type#Examples Syntax detail information https://docs.moodle.org/311/en/Embedded_Answers_(Cloze)_question_type#Detailed_syntax_explanations More examplesWe work at {1:SHORTANSWER:=Flinders} University We work at {1:SHORTANSWER:%100%Flinders} University The above 2 examples are essentially the same
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Quiz - create a new question (question types)
Create in the question bank or in the quizNOTE: Before creating questions, you should set up categories in the question bank. Then use one of the two methods below
to create questions in those question banks.
1. Create from within the question bank
2. Create from within the quiz
Create a new question (from question types)Choose a question type and follow the instructions for creating under a category:
Import/export questionsYou could also import questions from a file, or export questions to a file – talk to your eLearning support team.
Provide question/quiz feedbackDuplicate (copy) a question
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Quiz - create a numerical question
If you are interested in this question type, you may also be interested in Calculated, Calculated multichoice and Calculated simple. To create one of these types, at step 2 (below) select one of these options instead of Numerical. Steps
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Quiz - create a quiz
You have added a category to the question bank and created questions. Now you can create the quiz, then add questions to it.
Add the Quiz activity
Quiz settings
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The attempt | Will show how the student responded to each question. Note: This must be selected before you can enable 'Whether correct, 'Specific feedback', 'General feedback' and 'Right answer'. |
Whether correct | Displays whether the response to each question is correct or incorrect. |
Marks | Reveals the marks awarded to the student and the grade for the quiz. This setting will affect the grade's visibility in gradebook. |
Specific feedback | Will show the feedback for the response to the answer as set when adding the question to the quiz. Each response to a question can have feedback for both correct and incorrect answers. |
General feedback | Displays the general feedback for the whole question as set when adding the question to the quiz. You can use the general feedback to give students some background to what knowledge the question was testing. |
Right answer | Reveals the correct answer to each question, whether the student answered correctly or not. Note: This is a bit inconsistent between different question types. For example, the matching question type shows students which of their responses are correct, but does not tell them the right answer for the ones they got wrong. The short answer and multiple choices question types do tell the student what the correct answer is. |
Overall feedback | Displays feedback for the entire quiz as set in the quiz settings. |
For each of the above settings, you can determine the timeframe when the students will see them:
During the attempt | Immediately after the attempt | Later, while the quiz is still open | After the quiz is closed |
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These settings are only relevant for some behaviours, like 'interactive with multiple tries', which may display feedback during the attempt. | These settings apply for the first two minutes after students have clicked 'Submit all and finish'. | These settings apply after students have clicked 'Submit all and finish' and before the quiz close date. | These settings apply after the quiz close date has passed. If the quiz does not have a close date, this state is never reached. |
Appearance
- Decimal places in grades: Default is 2. This option determines how many digits will be shown after the decimal point when the grade is displayed. A setting of 0 for example will display grades as integers (whole numbers).
Note: If you useCBM (certainty-based marking) which deducts marks for not being certain, being wrong about being certain etc, then it makes sense to show the decimal places in grades. Likewise for 'Decimal places in question grades'.
- Show blocks during quiz attempts: Default is No – this is about usability (better display, no distractions).
Extra restrictions on attempts
These settings may be useful if you are using a FLO quiz as a final exam.
- Require password: If you specify a password then participants must enter the same password before they can attempt on the quiz.
- Require network address: You can restrict access for a quiz to particular subnets on the LAN or internet by specifying a comma-separated list of partial or full IP address numbers (eg 192.168. , 231.54.211.0/20, 231.3.56.211). This is especially useful for an invigilated quiz/exam, where you want to be sure that only people in a certain room are able to access the quiz.
Note: The Flinders network is not configured to allow restricting access to a given room.
- Enforced delay between attempts: You can set a time (from seconds to weeks) between the first and second attempt on a quiz. You can also (or alternatively) set a time from seconds to weeks for subsequent attempts after the second attempt (eg you might allow a student to take the quiz twice immediately with no delay, but if they want to improve their score with a third attempt, they are forced to wait a week and use the time for extra revision).
- Show more… > Browser security: the options in this section offer various ways to try to restrict how students may try to 'cheat' while attempting a quiz.
Overall feedback
Overall feedback is feedback shown to a student after they have completed an attempt at the quiz. You can set the grade boundary (eg 100%, 65%, 50%) and apply appropriate feedback according to the range the student falls within (eg if a student gets below 65% they are referred to more information). This is a useful feature in a formative quiz where students are informing themselves/the teacher what they know/understand.
Common module settings
These settings are only relevant if you have groups and groupings set up in your FLO site.
- Group mode: you can choose whether the quiz should be organised by group.
Note: This only affects the results screen and allows you to filter results based on group enrolment.
Restrict access
None (default), Activity completion, Date, Grade, User profile, Restriction set
For example, you might have a series of quizzes and they need to do one before another – this would be the activity completion option but you would first need to enable completion tracking in the topic settings and quiz activities.
Activity completion
Apply these settings if you have enabled completion tracking for the topic and this activity.
Quiz - create a quiz essay question
The essay question in quiz requires manual grading (marking). Steps
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Quiz - create a short answer question
This question type can be tricky if there is more than a one-word answer (which may have spelling problems!), or variations on the answer. You can avoid this problem by:
It would be a good idea to test this question on several users before you try it with students in the real situation, especially if it is assessed. You can manually mark a short-answer question to avoid these problems. Steps
Using wildcardsYou can use the asterisk character (*) as a wildcard to match any series of characters. For example, use: ran*ingto 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: \*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: fuel*oxygenThis 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" . ExampleHere are some answers and scores for a question "What does a rocket burn?"
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 wildcard as the last answer so the evaluation process knows what to do when nothing above it matches. If any answer is the right answer (eg a non-graded open-ended quiz), you could have as the only answer * (worth 100%). This means all answers are acceptable. Make the question worth 0, and if you make the quiz non-graded (i.e. worth 0) it will not appear in the Gradebook. |
Quiz - create a true/false question
Steps
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Quiz - edit quiz questions (and regrade quiz)
Before the quiz opensThis action relates to the 'Plan' step for Quiz. If, before a quiz opens, you discover that a question requires editing or correction, it can be easily edited.
![]() If you discover the error after student access has commenced, it is possible to regrade your quiz. When a quiz question is altered, all instances of that question will be altered (ie if the question is used in another quiz it will also be altered). Students will not be notified of the changes made. After the quiz opensThere are two steps to this process – edit the quiz question/s and regrade the quiz. Step 1. Edit the quiz question/sTo regrade a quiz attempt (once it has already opened and students have attempted it), you will first need to edit the quiz question/s that needs changing. You can either edit the question/s (change mark, add comment) for all students OR for selected students.
Edit a quiz question for all students
Edit a quiz question for selected students
2. Regrade the quizHow you regrade the quiz is different depending on whether it has random questions or not.
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Quiz - import questions
You can import quiz questions into the question bank from a text editor (eg Microsoft Word). The instructions below relate to multiple-choice questions (MCQs) in text format only (ie no images etc). If you need help, contact your local eLearning support team. StepsIn a text editor
In your FLO topic 3. Create a category in the question bank for your questions (if you don't already have one) – this is where your imported
questions will be located 4. From anywhere in the topic, go to the Topic management panel > Topic settings > Import If you are inside the quiz, you can also use the cog icon in the top-right corner of the page and select import 5. In the 'Import questions from a file' screen, select Aiken format for the File format (suitable for these question types/file type) ![]() 6. Under General, select the Import category. Leave the settings Match grades and Stop on error as the default settings ('Error if grade not listed' and 'Yes') ![]() 7. Under Import questions from file, either Choose a file... or drag and drop in the box, and click Import ![]() 8. The next screen will show you the questions you have imported. Click Continue ![]() 9. The next screen will show you the question bank category you have put your imported questions into. Check that your questions are there (you can also move them to another category if you want) ![]() Learn how to add questions (including random questions to a quiz (edit quiz). |
Quiz - main entryWhether you are starting from scratch or working with a quiz already created, using the quiz activity in a topic ideally consists of 5 stages, in a looped process. 1. Plan | 2. Build | 3. Test | 4. Administer | 5. Review || Support
Accidentally deleted a quiz?It's important that you don't use the recycle bin to restore a deleted quiz. Refer to the quiz troubleshooting page, I accidentally deleted a quiz and want to restore it, for further information.Good practice guides and tip sheets
Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to quiz-related resources are provided below. Assessment principles | Designing online quizzes to minimise collusion | Incorporating Socratic questions into your FLO site | Aligning quiz questions with Bloom's taxonomy | Using FLO quizzes with large student numbers | Inspirational and engaged teaching | Policy implications for assessment design | Providing constructive feedback in FLO | Providing students with comprehensive assessment information and support in FLO | Constructive alignment in FLO
1. Plan your quizThe better your planning, the less likely you are to run into a problem once students start doing the quiz. Therefore, it is advised that you have a process for creating your quiz. Your college may have policies or guidelines around quizzes. Whether you are starting from scratch or revising a current quiz, these concepts, planning questions and tips that may help:
Follow the links below to start the process.
2. Build your quizYou have planned your quiz – its purpose (which determines quiz settings), the category/ies and questions, the feedback you will provide. Now you are ready to set up the quiz.
3. Test your quizYou've created your quiz and added questions. If you are confident the quiz is ready, it is a good idea to preview it to see if it works before making it available to students. When you preview the quiz, you will experience it as a student.
4. Administer your quizWhile the quiz is open, you can view how students are progressing (submitted or not, how many attempts so far etc). Once the quiz has closed, you can finalise the grades.
5. Review your quizReviewing your quiz (question validity, student experience and learning outcomes, alignment with topic learning outcomes) entails collecting data, analysing the data, and acting on it. Your data may also include student feedback – verbally and electronically. This step feeds into future quiz planning (step 1).
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