|This lesson explains how to build and use online exercises, quizzes, tests, exams, and similar Web-based forms.|
- Read the material on this page
- Follow the links and read the relevant Help material
- Take the practice quiz
- Observe FTF demonstration
- Do the exercise
Read the Quick Guide for an overview of the subject.
Quick Guide for tests and exercises
Introduction to the Test & Exercise Module
In the broadest sense, we're talking about Web-based forms for people to enter information in a more-or-less structured format and submit so the information is processed and delivered appropriately.
That includes all of the following:
- Tests, quizzes, exams
- Practice exercises
- Registration systems
- Surveys, evaluations, questionnaires, feedback
For example, the Library uses a form created in the CATE system to allow faculty to request inter-library loans. The DRD department uses CATE forms to allow students to request specific services. And a CATE form is used to allow students to evaluate the instructor in online classes.
By far the majority of forms created in the CATE Test & Exercise module, however, are for use with classes, and that means quizzes, exams, and so forth.
Passwords and Authentication
When using the module to create quizzes and tests and exams -- anything being done for a grade -- you need to activate authentication so that students must enter a username and password before they can see and take the test. (We'll cover that in another lesson.) The system won't force you to activate authentication, but if you fail to do so then you will be leaving yourself in a position where various problems can occur, such as cheating by students. Of course, when not being used for a grade -- practice exercises, for example -- passwording is optional, but often it's a good idea even in that case.
Passwording your tests serves two purposes. First, restricts access to only those people -- generally your studnets -- who should be allowed to see the tests. Second, it ensures you have a complete record of every time anyone loads and/or submits the test. Both of those purposes are important, so don't be shy about requiring authentication.
We'll cover passwords and authentication in an upcoming lesson.
There's another important consideration to keep in mind when you're creating something that will be used for a grade. Before you unleash any quiz, test, or exam on your students, you must thoroughly check it out yourself. That means you need to guarantee two things.
- You can get all the questions correct and achieve a perfect score
- You can get all the questions wrong and score a zero
Until you've proved that you can do both those things, then your test isn't ready for your students. Don't let them be the ones to debug it for you!
In keeping with our policy of full disclosure, before we continue we should look at what can go wrong with online testing. Here are some issues you need to be aware of right from the start.
Unless you're going to be in the room with your students when they take the test, you can't guarantee they won't peek at their textbooks. (They could also look for answers in your online lectures, but if you have password-protected everything as recommended, at least you'll have a record of them surfing the class website while taking the test.)
One way to mitigate that problem is to set a very tight time limit on your test, so students won't have time to look up answers and still finish.
If all else fails, you can always choose to have your students take an online test in a proctored, face-to-face environment. In fact, we have a few classes which are otherwise taught entirely online, but students are required to come to campus a few times each semester to take exams.
Many students (and not just students) have learned over the years to reach to the upper left corner of the screen for the "Save" or "Save As" option to make sure they don't lose any work as they go along. Unfortunately, that doesn't work in an online environment. Nevertheless, some students think they can take part of a test, stop in the middle, save the page, close the browser or even shut down the computer, and then come back hours or days later to finish. That can't be done. A student who answers half the questions, tries to save, quits, and then comes back later is going to be sorely disappointed. So students -- and you -- need to know that it's necessary to take the quiz or test or exam straight through without shutting down or trying to preserve answers for a later session.
This is an intermittent issue, in that some tests in some browsers on some platforms will automatically submit themselves if the user hits the "Enter" (or "Return") key. So a student might open a test, answer one question, hit that key, and that's all she wrote. The test has been submitted, even though only one question has been answered.
It's also amazing how many times we hear stories like "my cat jumped on the keyboard" or "my toddler banged on the keys while I was taking the test" or "my brother threw something and hit the keyboard." If those kinds of things really happen, they could cause the test to be submitted.
This only happens with really old browsers, so we don't see it much any more. But it's entirely possible that a student could answer 99 out of a 100 questions on a test, then for some reason decide to adjust the size of the browser window. In some old browsers, that would instantly reload the test and completely erase all the answers that had been entered.
How many eggs come in a standard carton at the supermarket?
If you ask that question, you probably have the correct answer configured as "12". But what if your student gives one of these answers?
- One dozen
- 10 + 2
Technically, all those answers are correct, but the system won't see it that way if you've specified "12" as the right response, because the system doesn't know that 12 is the same as a dozen.
Although it might not fit with your pedagogy, from a technological perspective the best way to resolve these kinds of issues is to use multiple choice questions.
For students who still use a dial-up modem (rather than cable or DSL) to connect to the Internet, time-outs are a big problem. When connected to an ISP via a dial-up modem, the link only stays in place as long as there's network activity. If the ISP detects no network activity for a specified period of time, such as 20 or 30 minutes, then the server severs the connection without warning.
Here's the kicker. If a student is taking a long test, clicking on answers, typing in answers, and scrolling down the page, that's all activity, but it doesn't involve the network or the server. That means the ISP is not going to detect any network activity during that process.
So, if a student is taking a long test, he or she might take more than 20 or 30 minutes, and, upon clicking to submit, the student might discover that the test can't be submitted because there's no longer a connection to the ISP.
Any sufficiently savvy user will know that it's possible to simply re-establish the dial-up connection, then click the submit button again, and all will be well, with nothing lost. However, some students have been known to panic and quit the browser or even reboot the computer. That means all the answers will be lost and the student will need to start the test all over again.
- The Modem Ate My Homework
Finally, about once per semester we hear about some kind of strange event where the student claims to have submitted an online test, but we have absolutely no record of it whatsoever. In general, that seems to mean nothing was submitted, even though the student might honestly believe it was. Of course, we can't absolutely prove that it wasn't submitted, because there is always the chance of some kind of transient network anomaly. There's a slight chance the student clicked the submit button but something happened between that computer and the ISP, or between the ISP and SRJC network, or between the SRJC network and the CATE server, or even on the CATE server. It's unlikely, but it can't be completely ruled out.
Establishing Policies for Online Tests
Despite that laundry list of potential hazards, testing problems are actually quite rare. Nonetheless, you need to know about the issues and you need to be prepared for how you're going to deal with them. Those kinds of policies should be spelled out on your section homepage.
For example, you might decide that each student gets one free "do-over" because of a technological issue.
Or you might establish a policy like this one, which is quite popular among faculty: "Technical problems with your hardware and/or software do not constitute an acceptable excuse for late submissions of assignments."
You should also clearly specify on your section homepage whether or not your tests are open book and whether or not others can be on hand when tests are being taken and submitted.
Note that any student who is savvy enough -- and it doesn't take much savvy -- to open multiple browser windows or tabs will be able to open, navigate through, and read (or hear) your online lectures while simultaneously taking the test. Of course, if you have properly password-protected your entire class, then you'll have a complete record of this activity in the logs and you can, if desired, deal with the student accordingly.
There's another important area related to all this.
As we'll learn later in this lesson, the system is designed to keep track of every time a student "loads" a test. That is, every time a student clicks on a link and a quiz or test or exam or whatever appears onscreen, the system logs that event. (In order for this to happen, the test needs to be password-protected, but that should always be the case.) In addition, the system also keeps track of every time a student submits a test.
In general, you will almost certainly want to make sure your section homepage includes the warning the for any given quiz, test, or exam, each student is allowed on one load and one submission. If the student loads more than once or submits more than once, that's likely an effort to beat the system and gain an unfair advantage, so it shouldn't be permitted. The system keeps track of that information and makes it accessible to you via the Gradebook module (and also via the Student Roster logs) so you can easily determine when a student doing something inappropriate and you can take action accordingly.
Of course, per the litany of issues above, this might not be an indication of someone trying to cheat. It might be a technologically-challenged student struggling. You'll need to know how all this works, determine what's going on, and respond appropriately.
Before we go any further, here are three important definitions you'll need to know.
In this module, "feedback" is not something the student gives you. Instead, feedback is something you give the student after the test has been submitted. You do so via pre-loaded responses you can build into a test to be revealed at the appropriate time. You can do so at three different levels:
Test-level feedback: An automated response you give to your student about how well he or she did on the test
Question-level feedback: An automated response you give to your student about a specific question
Answer-level feedback: An automated response you give to your student about an answer to a specific question
There are also two kinds of feedback you can give to students. You can give unconditional feedback, which means everyone gets exactly the same response from you, or you can give conditional feedback, which means the response is tailored to a certain condition or situation.
For example, when your students submit a test, unconditional test-level feedback might be a response such as "Thanks for submitting the test." On the other hand, you might prefer to set up conditional test-level feedback so that students who scored an A get "Great job!" while students who scored a B get "Good job" while students who scored a C get "Keep studying" while students who scored less than a C Get "Drop now before it's too late."
In this context, "random questions" means the test has been configured so that each student will see a different version with different questions. That's especially important in an online environment.
For example, you might set up a test so that it has a bank of 100 questions, but it's configured to randomly select 25 questions each time it's loaded by a student. That means every student is pretty much guaranteed to see a completely different version of the same test, and it makes sharing of answers considerably more difficult.
In this module, a "set" is actually short for a "set of questions," and a set is just a handy way of grouping questions within a test for a variety of purposes. Each test always must have at least one set, although usually one set is all you'll need. In some circumstances you'll want to have multiple sets of questions within a test, and the system will allow you to use as many sets as you want.
Why might you need multiple sets within a test?
Among other things, it's especially useful if you're using random questions (see above) so that the system is randomly pulling a few questions from a larger test bank.
For example, you might be giving a mid-term that covers chapter 1, chapter 2, and chapter 3, and you have a bank of 120 questions, and you want to randomly deliver 30 questions to each student. If you put all 120 questions into one set and have the system serve them randomly, some student might get 30 questions about chapter 1, but no questions about chapter 2 or chapter 3. You can resolve that by making for each chapter a set with 40 questions, and configuring the test to randomly pull 10 questions from each set. That way you can guarantee each student will get 10 randomly selected questions about each chapter.
Similarly, you might have a test you want to be 10 multiple choice questions and 2 short essay questions. If you put all your questions into a single set and serve them randomly, some student might get 12 multiple choice but no essay while another student gets 12 essay questions but no multiple choice. The solution? Make one set for multiple choice and one set for short essay questions, then configure the test to randomly serve 10 from the former and two from the latter. That way everyone will get a randomly generated test guaranteed to have the correct number of each type of question.
Each test can contain the following kinds of questions, and they can be mixed in any manner within the same test if desired:
- Note / description / explanation -- not a question, no answer
- Multiple choice / true-false / yes-no -- choose one answer
- Numeric answer -- only digits, period, minus sign
- Exact word(s) short answer -- case sensitive
- Exact word(s) short answer -- not case sensitive
- Inexact word(s) short answer -- can't be automatically graded
- Short essay answer -- can't be automatically graded
Tests can be configured to serve a specified number of questions from a larger bank of questions.
Tests can be configured to automatically grade themselves (although not all types of questions can be auto-graded).
Tests can be configured in advance so they will automatically open and close on specified dates in order to control student access.
Tests can be password-protected so that only the appropriate students (generally all the students in the specified section) can access it.
Tests can be configured with a time limit to prevent students from taking forever to answer the questions.
The module includes an inspection tool if you want the system to automatically look for potential errors and bring them to your attention.
Each test can be configured so that upon submission the results will be handled as you wish. The results can be instantly shown to the student onscreen, which is best for practice exercises, not tests being used for a grade. The results can be automatically sent to the student via email, which is best for practice exercises, not tests being used for a grade. The results can be automatically sent to you -- the instructor -- by email, which is important for back-up purposes for any test being used for a grade.
In addition or instead of the basic dispositions of test results, you can also configure your CATE tests to flow directly into your CATE gradebooks where you will have even more options for handling, grading, and displaying them.
The module allows you to use images at both the question level and answer level, so that you can ask a question about an image and/or choose an image as an answer to a question.
When a student submits a test or exercise, the system allows you to provide conditional, test-level feedback to the student based on how well he or she did on the test.
The module allows you to provide conditional, answer-level feedback to the student. For example, if you pose the question "What color is the sky?" and the student answers "Yellow," you can automatically suggest that perhaps the student is confusing the sky and the sun, you can explain the difference, and you can make a link to the part of your online lesson dealing with the sun and the sky. This, in fact, is one of the aspects of the system that makes it incredibly useful for building practice exercises that can be delivered almost like you're sitting with the student helping them with the material.
The Test & Exercise module can also be used in a manner that controls access to the next level of content, so that, for example, a student must demonstrate mastery of Lesson 1 before being allowed to move on to Lesson 2.
The system provides a tallying option to give you complete information about how your students are doing on each question, so that you can determine, for example, if you need to spend more time teaching certain material.
The system logs all loads (that is, every time the student opens and views a test) and all submissions and flags all unusual activity. This information is readily accessible to you via the Gradebook module (and most of the same data can also be seen via logs for individual students in the Student Roster module).
If you're not already familiar with CATE-based tests, you should take a look at these samples.
Student Feedback form: http://online.santarosa.edu/testbank/?17725
Handsome test: http://online.santarosa.edu/testbank/?17724
It's your responsibility to provide a suitable link (or links) to any exercise, quiz, test, exam, or other kind of form you want your students to access. The link can appear anywhere you want, such as on your personal homepage, on a section homepage, etc. In general, however, you will want to place the link on the appropriate presentation page, and perhaps on your schedule page.
If you decide to place a link on your schedule page leading to the test, remember that each element (row) on a schedule can contain one link, but you can have as many elements as you want, including as many elements as you want for any given week. When have a suitable element in the correct place on your schedule, click the "Edit Element" button. Scroll down to the bold "Select one link for this element from the following options" heading and you'll find the standard link-picking interface, which includes the "Select link to one of your tests or exercises" option. Click the corresponding radio button to make a link to the appropriate test, then confirm your choice at the top or bottom of the page.
For more information, see the Help document for the Link-Picking Interface.
If you want to place a link on a presentation page leading to the test, then you'll have more options. The link can appear in any block(s) on any page(s) of the presentation. When you have a suitable block in the correct place, at the block level click the "Edit Link" button. This brings up the standard link-picking interface, which includes the "Select link to one of your tests or exercises" option. Click the corresponding radio button to make a link to the appropriate test.
In the Presentation module, the link-picking interface also gives you three options for the test link, and you can choose one of the three options with the radio buttons included in this part of the interface.
- This can be a simple link to the test which, at your choice, might appear in the same browser window or in another browser window/tab. This is usually the best choice, and it's the default.
- The test can be embedded like a widget directly into the body of the presentation page. This can be useful in come circumstances, but generally isn't needed.
- The test can be delivered as flashcards. Not all tests are suitable for approach, but it can be extremely useful if you need your students to practice repeatedly, especially to memorize certain kinds of material. If you choose this option, the presentation contains a link and some extra choices for the student and the flashcards will always open in a separate window/tab.
Before we learn how to make a computerized, Web-based test, how do you make one on paper?
It's probably a completely intuitive process for you.
You sit down with pen and paper and at the top of the sheet of paper you write down the name of the test, such as "English 1A: Test 1."
Then you write brief instructions such as "For each multiple choice question, choose the best answer."
Then you compose your first question: "What color is the sky?"
Under that, if it's a multiple choice question, you write a series of possible answers, such as green, blue, black, and gray.
Next you compose another question and under that you put another series of possible answers.
And you follow that same sequence of questions and possible answers until you've completed your test.
That process works pretty much the same in the CATE system, but we standardize the procedure a little bit and we always choose from an array of components arranged in a fairly strict hierarchy.
Hierarchy of Test Elements
Nav bars and schedule pages each had two levels of data. Presentations have a three-tiered hierarchy comprising the presentation level, the page level, and the block level.
Similarly, a test has multiple levels in its hierarchy of data.
- The test itself: Includes properties such as the name of the test, is it open or closed, does it require authentication
- Test-level feedback: Conditional or non-conditional response you automatically provide to the student upon submission of the test
- Set(s) of questions: A grouping of questions. You must have at least one set, which is generally all you need, but sometimes you will want to utilize multiple sets of questions. Each set has its own properties which you can configure.
- Questions: The next level is the question itself, and it has properties such as the actual wording of the question and the type of question (multiple choice, short essay, etc).
- Question-level feedback: Optionally, you can provide an automated response to your students about the question upon submission of the test.
- Answers: Most types of questions require you to provide the correct answer. For multiple choice questions, you must provide at least two questions, and you must specify which answer is correct.
- Answer-level feedback: At this level, you can optionally provide an automated response to your student upon submission of the test if he or she gives a specific answer to the question.
Based on that, we can now describe the standard procedure for creating an exercise, quiz, test, exam, or other form in the CATE system.
- Create a new test
- Set configurations for the test as a whole
- Optionally, create test-level feedback (conditional or non-conditional)
- Create a set to hold questions
- Take care of the set-level configurations
At this point, the road forks and you can choose between two approaches for creating questions and answers for the set.
Either way, after you've writing all the questions and answers for a set of questions, then you might be finished creating your test, or you might need to loop back up to step 4 and create a new set to hold more questions. And of course you can loop around as many times as you want to create as many sets as you need.
Entering questions for a set
The road forked because there are two ways to go about entering questions for a set.
The first approach is to enter each question individually. This is a slower way of doing the job, but it gives you immediate access to every possible option that goes along with the question level and answer level of the hierarchy of test elements. For example, if you know that you'll be using images with your questions and/or your answers, then you'll probably want to create your questions one-by-one.
The second approach is to do bulk entry of questions and answers. This is a faster way of doing the job, but it doesn't give you immediate access to every possible option. As it turns out, however, most questions and answers don't need any fancy options, so you can generally use this faster approach.
Which approach should you take?
In general, try for bulk entry if you can, because that will usually be fine and it's much quicker.
In any event, keep the following in mind when it comes to entering questions for a set:
A set can contain any number of questions of any type (such as multiple choice, short essay, etc).
You can freely mix different types in the same set if you want, but if you are planning to use random questions, you'll probably need to separate each type of question into its own set.
When entering questions for a set, you can enter some individually and you can enter some via the bulk quick-entry process. It's never a problem to mix different ways of entering questions into the same set.
If you choose bulk entry, you can do that any number of times for the same set, so it's always okay to go back and do another batch.
You can always edit or delete any question and its answer(s).
That's true of both single entry and bulk entry. Even if you do the quick process and therefore don't have access to all the specialized options (such as choosing an image) during the entry process, you can always go back and edit any/all options for any question.
Example: Creating an Exercise
The steps for creating an exercise (not graded) and a quiz/test/exam (graded) are very similar. However, you'll want to adjust the configs slightly depending on whether or not you want this to be graded.
For our example, we're going to walk through the process for creating a short exercise comprising a few multiple-choice questions, and we'll assume the exercise will NOT be submitted for a grade.
Log into your CATE account. Go to the Tests and Exercises module.
This page is the menu of all your exercises, quizzes, tests, exams, etc. Immediately under the "Help" bar you'll find a horizontal row of buttons.
Clone Someone Else's Test: You can make an exact copy of any test created by your colleagues, if the owner of the test has flagged it for cloning.
Delete Tests: This option will allow you to delete multiple tests simultaneously. Be careful! Upon deletion, the test can't be recovered.
Convert: If you have an old style test -- very, very few CATE accounts still have these -- you can convert it into the current testing format.
Import: If you have an electronic document in plain text format, you can convert it into a functioning CATE test. Check the instructions within this routine and the help document for more information.
Deadlines: This option allows you to edit basic configurations -- name of test, time limit, accessibility -- in bulk for multiple tests.
Folders: This option allows you to organize and store your tests. No real functional use except to make it easier for you to organize and find things.
Below these buttons you'll find a list of all the tests you've created. If you're utilizing folders, the tests will be organized and stored accordingly. In any event, you can always select any test with the corresponding radio button and then click the "View/Edit/Clone/Delete Selected Test" button in order to get to any individual test to work on it.
In this example, however, we want to make a new test, so click the "Create New Test" button.
The system will insist that you give the test a suitable name. Generally you will want to use something with a standard format, such as "ENGL 1A: Test 1" or "ENGL 1B: Chapter 1 quiz" or "PHIL 3: Final exam." For this example, you might want to call it "Training Exercise." After entering a suitable name, click the button to confirm creating the new test.
After clicking to confirm, you'll be at the menu page for the newly created exercise. Under the Help banner there's a "Take Test" button, but at this point there's nothing to see.
Beneath that button you'll find a horizontal row of buttons.
Menu of Tests: Takes you back to the menu of all your exercises, quizzes, tests, etc.
Prev Test: Takes you to the menu page for your previous test, if there is one.
Next Test: Takes you to the menu page for your next test, if there is one.
Clone Test: This allows you to create an exact copy of this test.
Delete Test: Can delete the entire test with all its questions and answers. Remember, upon deletion it can't be recovered.
Add Test: This routine allows you to create a new test.
Beneath that row of buttons you'll find another with the heading "Configurations for this test." These buttons all deal with specific aspects of this particular test.
Inspect: This runs a routine to search for -- and report -- common errors. You should always run this routine before unleashing your test on students, but keep in mind that it can't find every conceivable problem.
Tally: This feature allows you to see exactly how your students are doing on each individual question in the test.
Change Folder: Allows you to move the test from one folder to another, strictly for organization purposes.
Nav Bar: You will usually want a nav bar installed on your test, and this routine will allow you to do that. (Alternatively, you can do exactly the same job in the Nav Bar module.)
Edit Test Configurations: This is where you set the overall properties for the test as a whole.
Name of this test: You can edit this any time you want.
Gradebook: If the test is being used as an assignment in any gradebook(s), it will be indicated here.
Accessibility: This doesn't refer to accessibility in the context of viability for students with limited vision or limited hearing. Instead, this configuration controls exactly when students can -- or can't -- view, complete, and submit the test. For this training exercise, just make it accessible.
Clonability: Select this checkbox if you want to allow your colleagues to make copies of this test. No need to make this training exercise clonable.
General directions: Optionally, you can enter directions for your students about how to take the test, how it's being scored, etc.
Require name and/or email account. Optional. Note that his doesn't really prove anything, because any student could enter any name.
Password zone: If being done for a grade, you absolutely will want to implement password protection. This will also authenticate and identify the student so you know exactly who does what and when. No zone needed for this training exercise.
Options for sets: You can adjust these configs as needed. The defaults are usually best.
Scoring/Grading: Three options are available so you can choose whichever approach you prefer. Note that if a test is being used as a gradebook assignment, the choice of scoring/grading for the test must match the choice of scoring/grading for the gradebook. For this training exercise, go with points.
Time limit: You can always set this as needed. For the training exercise, leave it at zero, which means "no time limit."
What results to retain and where to send them: This table full of columns and rows of checkboxes can be set in many different ways to accommodate your needs. In general, there are two main approaches.
For an assignment being graded, this is usually the best way to set these options:
For an assignment NOT being graded (such as this training exercise), this is usually the best way to set the options:
Your email address for receiving test results: Leave this at the default value unless you really want the submission to be emailed to you at a different email account. (Assuming you've configured the test to email the results to you.)
Post results to Message List archive page: This is an advanced feature that you shouldn't mess with until you have a better understanding of how tests can interact with class Message Lists.
After setting all your test-level configurations, click at the top or bottom of the page to confirm.
The next thing we want to deal with is "Feedback for this test." This will enable us to automatically respond to the student after he or she submits our exercise.
From the menu page for this exercise, click the "Add Feedback" button. This will allow us to set up the conditional, test-level feedback based on the number of points scored by the student when submitting the exercise. For this training exercise we'll set up two levels of feedback, but you can have as many as you want.
Set the threshold at 4 points. For feedback text, we'll type something like "Great job!" You can optionally use the familiar link-picking interface to select a link to which the student will be directed after submitting the test, but we can skip that for this exercise. Click to confirm adding the new feedback.
Then click "Add Feedbk" to add another feedback message. Set this threshold at zero points, and enter a message such as "Study harder." Then click to confirm.
This means any student who scores at least four points will get the "Great job!" feedback while everyone else will get the "Study harder" feedback.
After setting up the feedback, click the "Test Page" button to return to the menu for our training exercise.
We've now set up everything for the top level of the test hierarchy. The next step is to click the "Add Set" button and deal with the second level of the hierarchy.
When you click the "Add Set" button, the system will ask you for some basic information for this set of questions.
Name of set of questions: No one else sees this. The name is just for you to use for organizational purposes. If you just have one set of questions in a test, the name doesn't matter at all. If you have more than one set in a test, then you might want to give the sets names such as "Set 1" and "Set 2" or "Chapter 1" and "Chapter 2" or "Multiple Choice" and "Essay."
Presentation of questions: Choose one of the options with the corresponding radio button.
Directions for this set: Unlike the directions for the test as a whole, these directions refer only to this set of questions.
After setting the configs, then confirm.
Having created the set, a row of buttons will appear under the Help banner.
Test page: Leads back to the menu for this test
Prev set: Takes you to the previous set of questions, if one exists
Next set: Takes you to the next set of questions, if one exists
Move set: Allows you to move a set (with all its questions, answers, and configs) to another test
Delete set: Allows you to delete the set, along with all its questions, answers, and configs
Add set: Allows you to create another set of questions for this test
Below this row you'll find the heading "Configurations for this set." The "Edit Set Configurations" button takes you to the page where you can edit the same configs that you originally set when creating the set.
Next comes the "Questions for this set" heading. To begin with, there will be no questions on file, but as we add them they'll be listed under the heading and more buttons will appear with more options.
To create questions, we can do so individually with the "Add Question" button, or we can do so in bulk with the "Quick Entry" button. For this training exercise, we want to use the "Quick Entry" approach.
Quick entry of questions
After clicking the "Quick Entry" button, you'll see a screen to set the basic parameters for your quick entry process.
- Pick how many "blanks" for questions you want to begin with. (Empties will be discarded, and you can always add more later.)
- Pick the type of question you want to use. (You can always pick a different type for this set -- or another set -- later.)
- If you're entering multiple choice questions, pick how many "blanks" you want for answers for each question. (Empties will be discarded, and you can always add more later.)
- Use checkboxes to pick any options you want.
For this training exercise, you should pick ten blanks for questions, multiple choice, four blanks for answers, and leave the other options unselected.
After making those choices, click to confirm your quick entry parameters.
The ensuing screen is where you actually do your typing (or copying and pasting) for quick entry of questions and answers. If you picked the options as indicated above, you'll have an entry screen for ten multiple choice questions, each with four possible answers, and each answer with a field for entering the value of that answer (denominated in points).
For the first question, enter something like "What color is the sky?" For the four possible answers, enter "Green" into one field, "Blue" into one field, "Yellow" into one field, and "Black" into one field. For the point value of "Blue," enter "1." Leave the other point values blank (which means zero).
For the second question, enter something like "What color is the sun?" Enter the same answers, but give one point for "Yellow."
For the third question, enter something like "What color is grass?" Enter the same answers, but give one point for "Green."
For the fourth question, enter something like "What color is the night?" Enter the same answers, but give one point for "Black."
We could enter up to six more questions (because we asked for ten blanks), but this should be sufficient for the training exercise. Click the "Confirm Quick Entries" button at the top or bottom of the page.
Upon saving your entries, the excess blanks -- still empty -- will be discarded and you'll be back at the set page. From here you can, in addition to the previous options, edit the sequence of your questions, perform more quick entry, perform quick editing of all questions currently on file, or add another question individually.
For each question on file, you can also click the corresponding "Edit/Delete Q&A" button to reach a screen from which you can do further editing, cloning, and deletion of individual questions and/or answers.
For our purposes, however, we've completed the basic process for creating our training exercise with four multiple-choice questions.
Taking the test
Before you unleash any test -- even a training exercise -- on your students, you need to make sure it works. Use the buttons in the module to work your way back up to the menu for this test. When you get there, click the "Inspect" button to have the system look for errors. If you've followed these instructions, everything should be hunky-dory. Otherwise, fix any problems pointed out by the system.
Then click the "Take Test" button. Answer each question and click the "Submit" button. How did you do? Which feedback message was delivered to you at the bottom of the page? Take the test at least twice to ensure you can score the maximum (four points) and the minimum (zero points).
Congratulations! You've now created, tested, and verified your training exercise.
Study the Help module for this topic. Think of this as a chapter in your textbook.
How to...Edit Test Accessibility:http://online.santarosa.edu/catedocs/howto_edit_testaccess.html
How to...Create Test Feedback: http://online.santarosa.edu/catedocs/howto_create_feedback.html
How to...Create and Deliver Flashcards: http://online.santarosa.edu/catedocs/howto_doflashcards.html
How to...Import a Test: http://online.santarosa.edu/catedocs/howto_import_test.html
How to...Use Student Evaluation Forms: http://online.santarosa.edu/catedocs/howto_evaluate.html
How to...Recognize Testing Problems: http://online.santarosa.edu/catedocs/howto_recognize_test.html
After studying all the material for this lesson, take the self-assessment quiz.
CATE Online Training Quiz 08: Tests and exercises
Demonstration (For face-to-face sessions)
We'll demonstrate how to go through the step-by-step process of creating a quiz from beginning to end.
Lecture slides: http://online.santarosa.edu/presentation/?8978
|To help you better understand the material, to integrate the different modules, and to demonstrate how an entire class can be constructed from various components, in each lesson you'll be creating a portion of a class website, so at the end of the process you'll have a complete model of an entire class. |
To begin with, you should always use a practice course (such as CATE 101, ROCK 101, or BASE 101) for your exercises. After you've mastered the process and created material that's ready for your students, then you can convert your practice class into a real class that you're actually teaching and make it accessible.
Here's the exercise for this lesson:
Follow all the steps under "Example: Creating an Exercise" (above) to create, inspect, and submit a practice exercise.
Lab (For face-to-face sessions)
We'll walk around the room and assist individually as you undertake the exercises for this material.
WWII 101 A plain-vanilla sample class website
Rock 101 A fancier sample class website
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