Tag: moodle quiz

Thursday, December 30th, 2010

The Year in Review – Moodle Tips for Everyone, especially Small Businesses

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In the first year of Penny For Your Thoughts, I shared many of my “ah hah!” moments about Moodle.  The following posts share tips and advice on using some of Moodle’s many features.  Hopefully, they clear up some common points of head-scratching with Moodle.  Watch for more in 2011! 

My favorite source for Moodle happenings:

Here’s hoping for a safe and happy 2011. Happy New Year!

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Tuesday, December 14th, 2010

Demystifying Moodle Quiz Settings Part 3

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In the first two parts of this series on Moodle quizzes, we covered appearance and strictness.  This post discusses how much and what type of feedback we can provide to the students, with each question and for the exam as a whole. 

Part 3: Feedback Settings 

Review Options 

  • If you want to provide your students with feedback - both your comments and the right answers - check the first column “Immediately”.  If they can attempt the quiz again, obviously, they can use this feedback to get a better grade.  But if you have just one attempt, this is a great way to provide feedback while the questions - and the concepts - are still fresh in their minds. 
  • If you don’t want anyone to know the right answers until the test is closed for good, check the items in the far right column.  The quiz must have a close date for this to occur.
  • If you don’t ever want anyone to know, ever, uncheck all of the items.  

Overall Feedback 

  • Grade boundaries are the maximum and minimum grade received for each comment.  The highest (100%) and lowest (0%) are the default.  You can break that range into as many smaller categories as you wish.
  • Feedback is the text that will appear to the student when the quiz is submitted (if you have this checked in Review Options), according to his grade.  You can be as serious as you like (Excellent!), or silly (You’re so bright I need sunglasses in your presence).  Don’t be afraid to customize this feedback to match your content, both in topic and tone.  A play on words is another form of reinforcement…

The following are not part of the update quiz mode; these settings can be found in the question edit area.  What is displayed to the student is controlled by the Review Option settings. 

Question Feedback 

  • General feedback can be left blank or include graphics, links, and formatted text, using the HTML editor.  This feedback is on the question as a whole, not dependent on the student’s response. Use it to provide more information on the topic (including links and graphics).
  • Most question types provide the option of feedback for each answer.  If you have designed your questions with plausible wrong answers, this is a great opportunity to provide additional explanation on why that answer is incorrect.  Don’t just say “sorry” or “wrong”.  There’s no value in that type of feedback. 

I encourage you to play around with these settings, doing a preview each time.  Be consistent in your settings for each type of test.  To reinforcement concepts, be “lax”.  For final exams that really matter, be “strict”. 

All you need now are some well-written questions!  For more on testing in a business environment, check out these posts:

Go to Part 1: Appearance settings

Go to Part 2: Strictness settings

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Tuesday, December 14th, 2010

Demystifying Moodle Quiz Settings Part 2

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In Part 1, we covered settings that control the appearance of the quiz.  In this post, we’ll discuss the settings that control how much information is provided to the student, and when.  These settings provide us with the opportunity to give “open book” vs. “closed book” exams, “proctor help”, and “instant grading”, all very much like we could do in person.  This gives the Moodle quiz activity tremendous versatility because it can be used as a formal certification exam, an informal pop quiz, or anything in between.

Part 2: Strictness Settings

Timing

  • If you want to force students to take a timed exam, enter the number of minutes in the time limit field.  A really cool countdown clock will appear when the exam is started.  For business training not regulated by professional licensing or other certification rules, you’ll probably want to leave this disabled. Unless you just love the clock…
  • If you allow only one attempt (discussed later), the time between is irrelevant.  If you want to use this quiz to test reliability of your test instrument, you’ll want to put an appropriate delay in here.  

Attempts

  • You can practically give away the answers while still allowing only one attempt, so don’t be disillusioned into thinking that one attempt is the strictest setting.  If you want a measure of question reliability, you’ll need at least two attempts.  If you’re just giving an exam and don’t intend to measure the test itself, keep this at one.
  • Each attempt builds on the last, when checked, shows the student the answer he gave the last time.
  • Adaptive mode, when enabled, tells the student “no, that wasn’t the right answer”, so the student can keep trying until he gets it right.  This mode can also change the question, depending upon what the student submitted as an answer. 
    • In my experience, there is no need for this complexity (and often no one has the skill to do it) in business training.  Do not use this type of quiz unless it makes sense for your content, you can make good use of the information, and you have skilled test question developers to create it.
    • If you use adaptive mode, with no penalties and no change in the question wording, plus useful feedback on each question, you can use this quiz to reinforce concepts.  The grades won’t be of any value, but it can be a good teaching tool. 

Grades

  • With only one attempt, this is irrelevant.  The choices are fairly self-explanatory and I cant think of any “typical” one to advise you to use for business training exams.
  • Applying penalties is to keep people from guessing.  If they leave it blank, they’ll get no credit; if they guess it wrong, they’ll lose points.  I don’t like this choice, ever, because it makes it really hard on me to analyze grades. If you have allowed the adaptive mode (above) you must apply penalties to prevent everyone from getting 100%!
  • The precision of the grades is up to you, but the rule with decimal places is always that one more decimal place than existing in the original data.

You should now be able to create a Moodle quiz activity with the appearance and student difficulty level you desire. To review the basic appearance settings or to learn about feedback:

Go to Part 1: Appearance settings

Go to Part 3: Feedback settings

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Tuesday, December 14th, 2010

Demystifying Moodle Quiz Settings Part 1

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One of the beautiful things about the Moodle Quiz activity is that with a few clicks, you can create a “closed book, timed, seriously strict” exam (assuming your questions are good, too); with a few other clicks, you can produce a fun, silly, interactive memory jogger.  You can use the same questions in different quizzes with different “strictness” settings, having to create each question only once.  You can provide the right answers, with serious or funny feedback, or leave the students wondering if they passed or bombed.

I’ll split this discussion into three posts, according to what the settings control:

Part 1: How it appears to the students

Part 2: How “strict” it is on the students

Part 3: How much feedback is given to the students

What you choose for each setting depends on your overall training objectives and the purpose of each Moodle quiz you create.

Part 1: Appearance Settings

General 

  • The name you give it will appear in the course outline, so give it a meaningful name.
  • In the HTML editor you can create whatever you want your students to see.  I try to put a nicely formatted description in all quizzes, like this:  [click here for an example]
  • Timing 
  • If you have an ongoing, self-paced course, disable both the open and close dates this section.  If your course has a start and end date, your quiz available dates should correspond to the timeline of your syllabus.  

Display 

  • Everything I have read about this says “5″ is the best number of questions per page.  This is to reduce the load on the server. 
  • Shuffling is good if you think someone has this in his sleeve: 1.a, 2.b, 3.e, 4.c, 5.f…  It’s also useful if you’re doing a study where you’re trying to randomize the effect of the question order.  For most business applications, shuffling of questions or answers is not necessary.  

Common module settings 

  • The Group mode is the same as with all other Moodle activities.  If you don’t have groups set up in your course or if you want everyone to take the same quiz, regardless of group, leave this at no groups.
  • Visible is obvious.  If you want students to see it, you need to show it.
  • Grade categories are methods of aggregation (average, total, worst, highest) of the individual grades.  Frankly, I never use this.  I dump it all into Excel® and from there I do simple calculations and graphs; if I want more serious analysis (which I often do), I export it to Minitab®
  • If you set the ID number to something, you’ll have that as an extra field in your data file. 

Security 

  • Browser security is an attempt to stop cheating, but as the help file indicates, it isn’t simple.  I never, ever check this.
  • I’ve never quite seen the need for a password in the quiz, since the user has to have logged in to take it. 
  • The last option in this section is used only if you want to restrict where your students can log in from when they take the quiz.  If you want them to be at their desks, not in their living rooms, you’ll want to enter your company IP addresses here.  This is especially useful if there might be classified or sensitive information in the quiz. 

At this point, you have enough information to set up a Moodle quiz, using the defaults on the other settings.  You will, of course, have to upload or enter questions. That is not covered in this post. 

Go to Part 2: Strictness settings

Go to Part 3: Feedback settings

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Tuesday, November 23rd, 2010

A Few Words About: Moodle Activities & Resources

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A Few Words AboutAlthough Moodle uses the terms activity and resource, I think of them all as pages or entities.  I suppose this is because each one shows up as a single link in the course outline (on the main page) or in a listing of each type. I choose which one to use based on the format and objective for each section of content, regardless of how Moodle classifies it. 

Each one comes with a choice of options, which are dependent on the activity or resource type. There will be even more choices with Moodle 2.0.  This post is about Moodle 1.9x only. 

In general, Moodle activities have more choices of settings than do Moodle resources; these are mostly to do with dates and grading.  From the students’ view, the biggest difference is that activities (again, in general) require - or allow - some input from the student.  Some examples of Moodle activities:

  • Quizzes
  • Assignments
  • Glossaries
  • Forums
  • Chats
  • Web meetings
  • Choices
  • Wikis

Activities can be set to allow viewing all of the time, have an available and/or due date, allow comments, allow inputs, and allow grading. 

Resources have fewer settings and can be anything from a web link to a static page of text.  The student uses a resource, but does not contribute to it.  Resources are used to provide information to the student and include:

  • Labels
  • Web pages
  • Links
  • Directories

Resources are typically available all of the time (they can be hidden but do not have date settings), do not allow input from students, and are not graded (or commented on).  Note:  Moodle 2.0 will make significant changes to availability settings.

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