Assessment Question Types

Multiple choice

Description: A question where several answers are defined and displayed to the student. There can be one, or several correct choices.

Workflow:

1. The teacher can define a question with several possible answers for the student to choose from.

a.) There are two types of multiple-choice questions – single answer and multiple answers.
b.) The teacher can define whether students can select several answers or only one answer.

2. Each question has a mark, which is a percentage of the total test grade, based on the number of questions.

3. For each answer, the teacher can define the percentage of the answer from the total mark the question will have.

a.) Each answer may carry a positive or negative grade, or null (for incorrect answers, for example.)
b.) The total percentage of the answer points must be 100%.

4. The teacher can add and associate feedback either to specific answers or to the question as a whole.

True / False

Description: A question where only two choices are defined for the student to choose from: True or False.

Workflow:

1. The teacher can select a question with two predefined possible answers – True or False and select which is correct

2. Same as for other question types, the teacher can set a grade for the question

a.) The students receive the grade points for selecting the correct answer and no points if they select the incorrect answer

3. The teacher can add and associate feedback separately to the True answer and the False answer, as well as general feedback for the question, which is displayed to the student after they have answered the question

Matching

Description: A question where a list of statements, or sub-questions is provided, along with a list of answers. The student must “match” the correct answers with each question.

Workflow:

1. The teacher can select a question where the students need to match the correct answers to each statement/question within the question.

a.) There must be at least two sub-questions and three answers.

2. The teacher can define sub-questions and answers for each of them.

3. When the test is launched, for the matching type of questions, the student will see all the sub-questions.

a.) The student can select the answer from a dropdown next to each sub-question, which contains all the answers.

4. The student will get the full grade for the question within the test only if they select all the correct answers.

a.) Otherwise, they will have a percentage of the grade, based on how many answers are correct.

Short answer

Description: A question where the answer is a word or a phrase that must match the defined answer(s) exactly.

Workflow:

1. The teacher can select a question where the students need to type a short and precise answer.

a.) The answer provided by the student must match the answer(s) defined by the teacher.

2. The teacher can define several possible answers and provide a grade for each.

a.) The maximum grade can be set to any and all answers, to allow for different phrasing of the correct answer.

3. When the test is launched, the student will see the question and a text field where they can type the answer.

4. Same as for other question types, the teacher can define feedback for each answer, and for the overall question.

Numerical

Description: A question where the answer is a numerical value, which can be an exact value or can have an accepted range of error defined by the teacher

Workflow:

1. The teacher can select a question where the students need to type a numerical value.

2. The teacher can define several possible answers and provide a grade for each.

a.) The maximum grade can be set to any and all answers.
b.) The teacher can define an accepted error range, for example, if the correct answer is 20 and the error is 1, then the accepted correct values are 19, 20 and 21.

3. The teacher can but is not required to define units (cm, kg, $, etc).

a.) Teachers can also define multipliers to convert units, for example, 5500W to 5.5kW.

4. From the student perspective, a numerical question looks just like a short-answer question.

a.) The student can type their answer in a text field.

5. Feedback and grading works the same as for the other question types.

Essay

Description: A question where the students need to write at length on a particular subject and the question must be manually graded

Workflow:

1. The teacher can select a question where the students need to write a longer text in a text editor.

2. The teacher has several options to define how the students can provide their response.

a.) Response format can be HTML, plain text, etc.
b.) Define whether the text is required, or not.
c.) Define the text length (number of lines) and whether students need to include attachments.
d.) The teacher can create a template in an HTML editor for the students (define headings, text format, etc), which is reproduced in the text editor displayed to the student when they respond to the question.

3. The teacher can also provide instructions in an HTML editor for the person grading the test.

4. When the test is launched, students are presented with a text editor, based on the setting options selected by the teacher.

Calculated

Description: A question where the students need to answer individual numerical questions. The question is defined by the use of wildcards that are substituted with individual values when the quiz is taken

Workflow:

1. The teacher can select a question where the students need to provide the answer to a defined formula.

2. The teacher needs to define the question and use wildcards that will become values in the formula.

3. Example:
a.) Question text:
If you have {green apples} green apples and {red apples} red apples, then how many apples do you have?

b.) Answer formula defined by the teacher:
{green apples}+{red apples}

c.) The teacher needs to define a value range for each wildcard – for example, for {green apples} it can be 1-10, and then the system will substitute in the question text the wildcard {green apples} with a value between 1 and 10.

4. When the test is launched to the students, all wildcards are substituted with a generated value and an input field is displayed where the student can type the answer.

a.) For example: If you have 5 green apples and 4 red apples, then how many apples do you have?

Calculated multichoice

Description: A question similar to multiple-choice questions, but where the answers can include formula results from numeric values with the use of the same wildcards as other Calculated questions

Workflow:

1. The teacher can define a question with several possible answers from which the student can choose the correct formula result.

2. The question text can be reflected in the answer text.

3. There are two types of multiple-choice questions – single answer and multiple answers.

a.) The teacher can define whether students can select several answers or only one answer.

4. The teacher needs to define the question text and the correct answer, as well as a number of incorrect answers, using wildcards.

5. Example:
a.) Question text:
Calculate the area of a rectangle where l = {A} cm and h = {B}cm.

b.) Correct answer formula defined by the teacher:
The rectangle’s area is {={A}*{B}} cm2.

c.) Incorrect answer formula defined by the teacher:
The rectangle’s area is {={A}*{B}-{B}} cm2.

6. The teacher needs to define a value range for each wildcard, as described above for Calculated question types.

7. When the test is launched to the students, all wildcards are substituted with a generated value and the possible (correct and incorrect) answers are displayed as radio buttons.

a.) For example:
Calculate the area of a rectangle where l = 7 cm and h = 10cm.
1. The rectangle’s area is 70.00 cm2.
2. The rectangle’s area is 80.00 cm2.
3. The rectangle’s area is 60.00 cm2.

Calculated simple

Description: A question where the response is the result of a numerical formula that contains variable numerical values by the use of wildcards ({x}, {y}) that are substituted with random values when the quiz is taken.

Workflow:

1. The teacher can select a question where the students need to provide the answer to a defined numerical formula.

2. The teacher needs to define the question and use wildcards that will become values in the formula.

a.) In the question text, the {wildcard} that are in the formula will appear with numerical values.

3. Example:

a.) Question text:
The surface of a rectangle in m2 where the base is {b} and height is {h}?

b.) Answer formula defined by the teacher:
{b}*{h}

c.) {b} and {h} will be replaced with generated numerical values in the question text.

4. When the test is launched to the students, all wildcards are substituted with a generated value and an input field is displayed where the student can type the answer.

a.) For example Surface of the rectangle in m2 where the base is 4 and the height is 8?

Random short-answer matching

Description: A question where a list of statements, or sub-questions is provided, along with a list of answers -very similar from the student’s perspective to the Match question.
The difference is that the sub-questions are drawn randomly from the Short Answer questions (described above) in the current category

Workflow:

Prerequisite: the teacher must have at least 2 Short answer type o questions for the class.

1. The teacher can select a question where the students need to match the correct answers to questions randomly taken from the Short answer type of questions.

2. The teacher can define how many Short answer questions are randomly included in this question.

3. The teacher can add and associate feedback separately to correct answers and incorrect answers, as well as general feedback for the question.

4. When the test is launched, the student will see all the sub-questions.

a.) The student can select the answer from a dropdown next to each sub-question, which contains all the answers of all the random short answer questions randomly added.

b.) The student needs to choose the correct answer for each question.

Select missing words

Description: A question where the students need to select a missing word or phrase from a dropdown menu.

Workflow:

1. The teacher can select a question where the students need to fill in missing words in a sentence by selecting from a list of possible answers.

2. The teacher can define the options the students can choose from for every missing word or phrase.

a.) Use brackets to define the correct option for each missing word – for example, add [[2]] to your text if Choice 2 is correct.
b.) Group options to only display those in a certain dropdown.

3. The teacher can provide general feedback for the question, or specific feedback for correct, or incorrect answers.

4. When the test is launched, the text defined by the teacher is displayed in the question with dropdowns in the place of the missing words.

a.) The student can select the answer from the dropdown list.

Description

Description: This question type is not actually a question. It just displays some text (and possibly graphics, images, etc.) without requiring an answer. It is more of a label than a question type

This can be used to provide some information to be used for a subsequent group of questions, for example

Workflow:

1. The teacher can select a Description type of question to add to the test to provide more information related to the test, or to one of the subsequent questions.

2. The teacher can provide information in the form of text, images, graphs, which can be defined in a rich text editor.

a.) General feedback can also be defined.

3. When the test is launched to students, the text (or, image, graph, etc. that the teacher defined) is displayed to the students in an Information box and cannot be edited.

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