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
StepsTo set up this question type, you need to generate cloze text. This means that where an answer is required, you will need to generate bracketed instructions so the answer can be marked automatically, and feedback generated. For example: {1:SHORTANSWER:%0%tertiary#Sorry, that's incorrect~%100%primary#That's correct!~%0%secondary#Not quite, read the question carefully} This can be a complex process if you are not familiar with it, and it is easy to make a mistake. You could try the Moodle Cloze editor (external resource) which can generate cloze from your text. Once generated, you can copy and paste it into the Question text area in this question.
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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 use CBM (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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Quiz - provide quiz feedback at quiz and question level
Providing feedback is an excellent way to increase student engagement when they attempt and review a quiz. Feedback can be customised to address particular student responses to a question, the question more generally, or the total score achieved by the student. It can be delivered during the quiz, after the attempt but before the quiz has closed, or after the quiz has closed. The amount and quality of feedback you provide will depend on the quiz's purpose.
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. The three types of feedback – specific, general and overall
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Quiz - purpose and settings
These quiz setting guides focus on ways you might want to use the Quiz activity. Where relevant, they link to related quiz entries for further details.
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. Aligning quiz questions with Bloom's taxonomy | Using FLO quizzes with large student numbers
Self/skills assessment quiz (non-graded)Where there is no right or wrong answer
The quiz is not assessed. You and your students could use it as a learning tool to assess their knowledge and/or skills, or identify gaps. Students could also 'self-assess' and/or determine their self-efficacy or self-confidence. Feedback on their question answers could personalise support through linking to resources University-wide or providing resources specific to the topic. View the quiz example set up for this purpose. Quiz settingsActions menu > Edit settings
Edit quizActions menu > Edit quiz Change the maximum grade in the quiz itself to 0 (default is 10). The quiz will function as normal, but the quiz will not appear as a grade item in gradebook.
Question settings
GradebookTopic Management > Topic Settings > Gradebook setup Check the gradebook. To make a quiz item worth 0 in the gradebook, change the weighted mean of grades to 0 for that item (Gradebook setup > Setup > Weights), if required.
Practice quiz (non-graded)Where there are right and wrong answers
The purpose of the quiz is other than to grade. You might use it as a learning tool to give students a way to test their knowledge as the weeks progress. Providing feedback that they can action or understand at a deeper level will be helpful. It is also a teaching tool to see how students are going, whether there is a gap in understanding for one/many, whether a deeper level of engagement is required (e.g. more resources, more class time). Quiz settings Actions menu > Edit settings
Edit quizActions menu > Edit quiz Maximum grade: Change the maximum grade for the quiz to the total of all questions (e.g. for 4 questions worth 1, 2, 2 and 4 the maximum grade would be 9). FLO will calculate a final grade according to the weighting for the quiz in the gradebook. Both student and teacher will be able to see what they got for the quiz (x out of x). Question settings
GradebookTopic Management > Topic Settings > Gradebook setup Check the gradebook. To make a quiz item worth 0 in the gradebook, change the weighted mean of grades to 0 for that item (Gradebook setup > Setup > Weights).
Formative quiz (graded or non-graded)Where students are given the opportunity to extend their knowledge/understanding through feedback and prompts
The purpose of the quiz may be to grade/not grade. If you do not intend to grade the quiz, refer to the settings for non-graded quizzes above. Interactive with multiple tries You can use the 'Interactive with multiple tries' settings to give students a rich experience with learning pathways – they can choose to extend their learning or correct their learning in an informed way, through feedback that provides links to resources or embeds resources such as videos or images. Hints are provided with this setting to enable students to try again (if more than one try is enabled). Rich feedback deters students from guessing. If grading this quiz, you can set a penalty for requiring a hint, if set to multiple tries. Quiz settings
User experienceIf the quiz setting for Question behaviour > How questions behave is 'Interactive with multiple tries', the student can see a Check button once they have answered a question. They can reattempt the question by clicking 'Try again' and selecting another answer. You can provide both Specific feedback (answer choice) and General feedback (on the question as a whole) to help the student. When the student finishes the quiz, they get a prompt to 'Return to attempt' or 'Submit all and finish'. When the student finishes the quiz, they can also click on a 'Review' link (depending on the boxes ticked under Quiz settings > Review options) and see their answers to one/more attempts. They then get the option to 'Submit all and finish'. Once they 'Submit all and finish', they receive the Overall feedback (quiz settings) if any is provided. They can go back in later and review their quiz responses (Quiz settings > Review options). This is handy if they want to remember something about their responses but do not want to do the quiz again (they may not have this option anyway).
Summative quiz (graded)Where students are tested on their knowledge/understanding for grading purposes
A summative quiz is likely to test a body of work so could be set to occur near the end of the topic, or at the end of a module. It will be listed in the Statement of Assessment Methods as a grade item valued at a percentage of the final grade. Because it is testing the student, they have less options when they do the quiz. They may receive feedback for each question, but are unlikely to be able to do the question again. Overall feedback for the attempt is a key area to support the student's learning. Deferred feedback With this setting, students must enter an answer to each question and then submit the entire quiz, before anything is graded or they get any feedback. While all review options are editable, you would not choose the Review option 'Later, while the quiz is still open' for a graded quiz. Quiz settings
User experienceIf the quiz setting for Question behaviour > How questions behave is Deferred feedback, this is what happens when the student attempts a question. When they attempt a question, they may get feedback for their response, depending on how you have set up the individual question, but will move through the quiz without reattempting a question. When the student finishes the quiz, they get the prompt to 'Submit all and finish'. Once students click 'Submit all and finish', they receive the Overall feedback (quiz settings). Students can go back in later and review their quiz responses (Quiz settings > Review options). This is handy if they want to learn from their responses, perhaps for a final assessment item.
Short-text response quiz (graded)Where students are manually graded on their submitted text answers (< 300 words is a guide)
To set up this type of quiz (it may only be one question that requires manual grading), you need to create an essay question. |
Quiz - review and test your 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. Previewing your quiz
Testing your quiz and all its questions is vital as some things cannot be fixed once a quiz is open to students. Whenever possible have a colleague review your quiz questions, as ambiguous questions and errors in a quiz cause students stress and frustration. When you have finished adding questions, remember to preview the quiz. Click the Actions menu cog, then Preview.
Previewing a quiz allows you to see how it is working, and what students will experience. You can answer the questions, submit the preview and view how the quiz will be marked and how feedback will be provided. The quiz can be previewed as often as required regardless of availability and attempt settings. While previewing you can fix any errors by clicking on the Edit question link (opens the question in a new window). Once saved, you will return to your quiz preview.
After you click Finish attempt ..., Submit all and finish and then confirm (Submit all and finish again) of your preview, you are shown the review screen which, depending on the quiz settings, students will see after their quiz. You can also correct errors with Edit question and you will be returned to the review page after saving. By default, the review page will display all questions and feedback on a single page. There is an option to Show one page at a time. Tip: You could print the review page showing all questions and share with a colleague for proofing. Note: The review page for a quiz preview respect the Review options settings for a quiz. So, if your settings are to show feedback after the quiz closes, you may need to temporarily change settings while you run the quiz preview. Don't forget to revert those settings once your previewing and testing is complete.
Previewing quizzes with random questionsWhen your quiz has a set of random questions from a category, it is hard to check all questions during quiz preview. Every time you preview the quiz you get different questions, just like a student would, making it almost impossible to ensure you check every question. There are two ways to test quizzes with random questions. Option A is easier when there are fewer questions to check, or when you need to check specific feedback. Option B is easier when there are a lot of questions, or if you want to print the questions for a colleague to review.
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Quiz - troubleshooting
Questions/problems
I can't see questions from other quizzesIf you create a quiz, then add 'a new question' rather than add 'from question bank' (Actions menu > Edit quiz screen), you may stumble into this problem. If you leave the Category as 'Default for [topic name]' or choose another category that you have already created, there won't be a problem. But if you choose the category ‘Default for [quiz name]’ from the pull-down menu, the questions will belong to the quiz and you won't be able to see or use them for any another quiz in the topic (e.g. in a revision quiz, or an end-of-topic exam that draws from questions used in formative quizzes throughout the topic).
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Quiz - view results and reports
The following quiz reports are available in FLO. Generating and interpreting these reports can help you refine your quiz and question bank for the next cohort/overtime.
Access the Quiz reports
Grades reportThe Grades report tells you about student quiz attempts, displaying the overall grade, and a summary of each correct/incorrect answer. It also reports on the State (student progress through a quiz), the time the quiz was started/completed and the total time the student took to complete it. You can regrade quiz attempts by selecting Regrade selected attempts. A bar graph summarises the grade range and frequency.
What to include in the report settings
Display options settings
After selecting the required options, click Show report
Responses reportThe Responses report is visually similar to the Grades report, but it shows the responses students gave to quiz questions, not the marks they earned. You can view the question text/correct answer to compare students' responses.
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Statistics reportThe Statistics report provides a statistical ('psychometric') analysis of the quiz and the questions. The report has three sections:
To get the report:
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