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The quiz tool enables a teacher to create quizzes comprising questions of various types, including multiple choice, matching, short-answer and numerical.

The teacher can allow the quiz to be attempted multiple times, with the questions shuffled or randomly selected from the question bank. A time limit may be set. Each attempt is marked automatically, with the exception of essay questions, and the grade is recorded in the gradebook.

The teacher can choose when and if hints, feedback and correct answers are shown to students.

Uses in learning and teaching

Quizzes may be used for a range of purposes:

  • to develop students' critical thinking skills – for example, you could get students to write quiz questions (such as multiple choice) as assessment for learning
  • for self-assessment/knowledge checks
  • to deliver immediate feedback about performance 
  • to test understanding (eg a post-lecture/tutorial quiz)
  • as mini-tests for out-of-class preparation or at the end of a module/week
  • as exam practice (using questions from past exams)
  • as topic exams (see Use a FLO quiz as a final exam)

Whether you are starting from scratch or revising a current quiz, these prompts may help:

  • What principle/knowledge are you testing – does the quiz item test it?
  • Line up quiz questions against the learning objectives/outcomes (you could include this information in the quiz question)
  • Connect the questions with Bloom's level/s of taxonomy – again, what is being tested? (If it is students' understanding then comprehension should be covered)
  • Be creative – you could use scenarios, embed videos or other resources, provide learning pathways (eg hints, tips, more information, think again) for students' choices

Your school may have policies or guidelines around quizzes. Flinders Law School, for example, has a quizzes policy within its Law School Assessment Policies 2014 (4.3.6, page 6) consisting of seven points.

Getting started with the quiz tool


A question bank is used to categorise quiz questions. Sorting questions into categories is especially important when random questions are used or a topic contains many quizzes. 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 (eg in the following semester) using questions from previous quizzes.

Categories in the question bank can be exported from one topic into another, enabling the questions within to be multiple use.  Please contact your eLearning team to discuss importing question bank categories.

It is good practice to set up a question bank and category/ies before you create the quiz. The purpose of your quiz will determine the settings you choose when you create the quiz. The better your planning/preparation, the less likely you are to run into a problem once students start doing the quiz. You particularly want to avoid problems with a final exam quiz! Therefore, it is advised that you have a process for creating your quiz. This process might consist of four stages: designbuildtestmonitorstore.

While 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.


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