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Tests & Quizzes Settings

The Tests & Quizzes tool offers many settings. Through these settings you can accomplish a number of use cases, from practice exams to short quizzes, surveys or even final exams.

TIP: Click the "Open" link to open all menus and save time clicking each arrow icon to expand each category.

 

About This Assessment

Use this area to change the title, identify additional assessment authors, and provide an opening description for assessment takers.

  • Assessment Type:  This is usually defined by the system.
  • Creator:  This is you.
  • Title: Easily update the title by editing this field (required).
  • Description/Intro: Offer an introductory description of the assessment for your students on the first page of the test (optional).
  • Honor Pledge:  Your student can sign/click an affirmation that they are taking this assessment honestly and honorably.
  • Attachments: Any additional files you might add, like extra instructions in PDF or reading passages to accompany certain test questions.

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Availability and Submissions

  • Assessment released to: Which students will take this exam?  All of the students in this course site? Or just one group?
    NOTE: If you have been notified by the Office of Student Accessibility about students requiring extra time, you can use the "groups" feature to release a copy of the assessment to extended time students.
  • The number of submissions allowed:  Are your students permitted to turn in their exam over and over? Or only once?
  • It is available: When will the assessment be open for student access? The link to the assessment will not be accessible until this date. Click the calendar icon to select the date. Format is: MM/DD/YYYY HH:MM:SS AM
  • It is due: When is the assessment due? This is the published deadline for the assessment. Depending on selections you make in the "Submission" area, the link for the assessment could remain available after the deadline.
    • Timed Assessment: You can set a time limit on an assessment. A countdown timer displays and alerts the participant about the time remaining. This option will cause the assessment to submit automatically once the time expires.
  • Late submissions accepted?:  You can set an additional final submission date to allow students an extra window of opportunity in case they encounter issues when submitting assignments.
  • Autosubmit:  Have the system submit the assessment for grading if the time runs out and the student has not submitted their answers.
  • Email Notification:  Let you know by email if a student has submitted an assessment for grading.
  • Question Scores:  Do you want the students to see how much each question is work while they take the assessment?

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Grading

In the Grading section, you can identify whether you want to see student identities, link the assessment to the gradebook, and if multiple submissions are allowed, which grade will be the "final" grade for the students.

  • Students' Identities. For most situations, we recommend that you select "Students' identities can be seen by graders." The other option offers anonymous grading, but can prove difficult when trying to consult with individual students. The anonymous grading option is helpful is the assessment is a survey and you want to protect people's identities.
  • Gradebook Options. If you use the Gradebook we strongly recommend that you send grades automatically. Remember, if you select this, then students will be able to see their overall score on the test or quiz after submission, regardless of feedback display options.
  • Recorded Score If Multiple Submissions per User. This option is rarely used, but you may select whether to "Record the highest score" or "Record the last score" if you allow multiple submissions on the assessment.

Feedback
The Feedback section is very important.

  • Set how feedback will be authored: There are three options. Choose the option based on the granular level of automated feedback you want to create for the assessment.
    • "Question-level Feedback" is enabled by default when you create a new test or quiz.
    • If you want to offer individual feedback based on each selection made, then choose "Selection-level Feedback," save the setting, and then return to editing your assessment questions.
    • If you want the most flexibility, select "Both."
  • Set the type of feedback a student receives:  When do you want students to see feedback and what information do you want to share with them?
    • "No student feedback" is self explanatory
    • NEVER select "Immediate feedback" unless it's a practice test. "Immediate Feedback" will display answers while students are taking the assessment, so it should never be used on a graded exam.
    • "Feedback on submission" send the student feedback after they have turned in the entire assessment.
    • We recommend that you choose "Feedback will be displayed to the student at a specific date." Set the date a day or two after the actual exam deadline to allow for administering any make-up exams to students that missed the original assessment.
  • Set advanced feedback options:
    • Only release students assessment scores (questions not shown) - Students only see numbers, but not the questions.
    • Release questions and the following:
      • Student Response - What the student answered
      • Correct Response - What the correct answer is
      • Question-Level Feedback - Feedback about each question
      • Section-Level Feedback - Feedback about each section, i.e. If you had a section about the Battle of Gettysburgh on a Civil War test
      • Graders Comments - General comments from whomever is grading
      • Student's Question and Part Scores - Scores from questions and sections
      • Students Assessment Scores - Total scores for the assessment
      • Statistics and Histograms - How the student scored as charted throughout the assessment

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Layout and Appearance

You can control how your assessment will be presented to the students. For most assessments we recommend: "Random access to questions from a Table of Contents," "Each Question is on a separate Web page," and "Continuous numbering between parts."

  • Navigation:
    • "Linear access to questions with NO return to previous pages." This option is only beneficial to professors that want to force students through the assessment in a linear fashion and prevent students from skipping questions or going back to earlier questions to change answers or verify their selection.
    • "Random access to questions from a Table of Contents." This option is strongly recommended. Despite the name, this option does not randomize the order of questions or answers in an assessment. It simply offers students a way to review their choices and jump to a specific question if desired.
  • Question Layout:
    • "Each Question is on a separate Web page." This option is strongly recommended. By placing each question on its own page, it forces students to save their work as they progress through the assessment.
    • "Each Part is on a separate Web page." This option is generally not recommended, except for the case of reading comprehension questions. If you want to present a single piece of text and several questions related to that text, this option can help.
    • "The complete Assessment is displayed on one Web page." This option is not recommended. Students are less likely to save their work and more likely to report problems if you try to display all of the assessment questions on one page.
  • Numbering:
    • "Continuous numbering between parts." This is the most commonly selected option.
    • "Restart numbering for each part." This option could be helpful if you select "Each Part is on a separate Web page" above.
  • Mark for review: On a paper-based exam, a student may circle or star a question to remind themselves to review it for accuracy or to be sure they answer it.

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