The Quiz activity can be used to measure your students’ knowledge and comprehension of unit materials. Put simply, a Quiz is a set of questions presented to the learner within your LEO unit. There are many different question types you can add to your Quiz, including multiple choice, matching items, essay, and true/false.
The Quiz activity also gives you the ability to specify the time period within which your Quiz is accessed, how long your students have to complete the Quiz, how many ‘attempts’ they can have, and when your student will be able to access their grade and feedback. Additionally, you can require your students to enter a password before they can attempt the Quiz, or even limit access to the Quiz to a particular IP address. Depending on the Settings and question types you select, your Quiz may be automatically graded, or you may choose to grade your Quiz yourself.
The Quiz activity can be utilised in a number of ways, including as:
Diagnostic assessment is an assessment which occurs at the commencement of a semester, and can give both the student and the teacher an indication of the current capabilities of the student, as well as identifying their areas for support and development. Based on the results of a diagnostic quiz, a student may be directed to academic support services or required to access additional readings. A diagnostic assessment is ungraded, and the results do not count towards a student’s overall grade.
Formative assessment takes place throughout a semester, and can provide both the student and the teacher an indication of how well the student is progressing through the unit. A quiz when used for the purposes of formative assessment, designed to include effective feedback, can empower your students to take control of their own learning. Practice quizzes which you may allow your students to take before undertaking the ‘real’ quiz, are a type of formative assessment. Formative assessment may or may not be graded.
Summative assessment takes place at the end of the semester. If using a quiz for the purposes of summative assessment you will need to be particularly mindful of your student’s ability to share the questions and responses with each other via ‘screen shots’ (images captured off the screen). Summative assessments are graded.
- To learn more safeguards against academic dishonesty in the use of the Quiz activity within Leo, please read our Guide ‘How to set up a Quiz’.
(adapted from Lyndon, M. 2015. Getting the most out of Moodle Quizzes. Academic Support, Technology & Innovation, University of Plymouth. Retrieved from http://blogs.plymouth.ac.uk/asti/getting-the-most-out-of-moodle-quizzes/ Accessed 18 May 2016.
A Quiz within LEO is made up of three elements:
The first is the Quiz activity itself, which makes up the framework or ‘shell’ of the Quiz. Depending on the settings you select when adding a Quiz to your LEO unit, you can change the layout of your Quiz, provide different types of feedback dependent upon a learner’s performance, and control the ways that a learner can access the Quiz.
- To learn how to add a Quiz to your LEO unit, and select the appropriate settings, please see our LEO Guide ‘How to set up a Quiz’.
The second element to a Quiz is the questions. There are a number of different question types which behave differently, and provide different outcomes for students. Some of the more commonly used question types are explored in more depth in ‘How to add a new question to a Quiz'.
- To learn how to add a new question to your Quiz, please see our LEO Guide ‘How to add a new question to a Quiz’.
The third element which is a part of a Quiz is the question bank. The question bank is not critical to the set-up of a Quiz, and you can create and use a Quiz without using a question bank. However taking the time to create a question bank will be a useful investment of your time ongoing. The question bank is an organised repository of all of the Quiz questions you have created. You can use the question bank to store your questions, and reuse them as appropriate in Quizzes in other LEO units (as opposed to creating new questions every time you create a new Quiz).
- To learn more about the question bank, please see our LEO Guide ‘How to create and use a question bank’.
- If you are interested in submitting a poll to your students, or asking them to select between a number of options, you should use the Choice tool. To learn more about the Choice tool please read our LEO Guide [Choice tool].
- If you would like to administer a survey to your students, or gather feedback, you should use the ‘Feedback’ tool. To learn more about the ‘Feedback’ tool please read our LEO Guide ‘Feedback Tool’.
The Quiz tool is useful in that, depending on the Settings selected, it can:
- Operate as both Summative and Formative assessment
- Provide instant feedback to learners
- Free up your in-class time, so it can be spent engaging with your students
- Reduce marking time
- Provide randomized questions to your students
- Be graded or ungraded. NOTE: For ungraded quizzes make sure you set up a Non-assessable category in the Gradebook.
Butcher, P. 2014. Hands–on Moodle Quiz for the Edinburgh MoodleMoot workshop 2014. [online] OpenLearn Works. Retrieved from http://www.open.edu/openlearnworks/course/view.php?id=1703 Accessed 18 May 2016.
Effective quiz practices - MoodleDocs. 2016. Retrieved from https://docs.moodle.org/29/en/Effective_quiz_practices Accessed 18 May 2016.
Lyndon, M. 2015. Getting the most out of Moodle Quizzes. Academic Support, Technology & Innovation. Retrieved from http://blogs.plymouth.ac.uk/asti/getting-the-most-out-of-moodle-quizzes/ Accessed 18 May 2016.
Associate Professor Adam Bridgeman from the University of Sydney (Faculty of Science) provides his students with short quizzes for the purposes of both summative and formative assessment. To learn more about Adam’s use of quizzes, and the feedback he received from his students, click here.
Dr Victoria Serra-Sastre from the Department of Economics, City University (London) uses Quizzes with her Masters students and second year undergraduates. Read an interview with her here.
Brothen, T., Daniel, D.B., Finley, D.L. and Force, P.I.T., 2004. Best principles in the use of on-line quizzing. Prepared for the Society for the Teaching of Psychology Pedagogical Innovations Task Force. Retrieved from http://teachpsych.org/Resources/Documents/otrp/pedagogy/onlinetesting.pdf
McLoughlin, C. and Reid, N., 2002. Seachange: design of online quiz questions to foster deep learning. In ASCILITE (pp. 843-846). Retrieved from http://www.ascilite.org/conferences/auckland02/proceedings/papers/179.pdf
Phillips, B., 2016. Beyond Classroom Learning: Personalized Learning Through Digital Technologies. Retrieved from http://ffhoarep.fh-ooe.at/handle/123456789/664