You can control the question while it is shown to students by clicking on the links.Students in the active quiz session will see a short countdown before the first quiz question is shown.Students will be able to join the session, but won't see any questions yet.When you're ready to open the session, click Start Session Enter a Session name and tick the boxes if you wish to make responses anonymous.In the topic, click on the Active Quiz activity you want to run.
You could also run a test session (see below for instructions).
Repeat steps 8 and 9 to add more questionsĪsk your colleagues or the eLearning support team to check the setup of your active quiz. Review the question settings, and click Add question. Ī new question, or select the category containing an existing question, then click + to add the question to the quiz Choose a question from your question bank.įor help creating questions, see Create a new question (question types). Click Edit quiz to start adding questions. If the 'Manual Comment' box is left ticked, you can add a comment when grading an attempt. If the 'Assessed' box is left at the default (ticked) the results of the quiz will appear in the Gradebook. Set up the Grade settings and Review options. Give the Active quiz a N ame and D escription. Click the Add an activity or resource link at the bottom of the module. Go to the module where you would like the active quiz to appear. Turn editing on using the green button – this button is available top left of screen on the topic homepage. Please contact your eLearning support team toĭiscuss importing question bank categories. Create a new question (question types) – the most suitable questions for Active quiz are multiple choice and true/falseĬategories in the question bank can be exported from one topic into another, enabling the questions within to be multiple use. This approach will make management easier when you are creating new quizzes (eg in the following semester) using questions from previous If you add a category before you add questions to the questionīank, all questions created can be added to this category and they will then belong to the topic, rather than the quiz. Sorting questions into categories is especially important when random questions are used or a topic contains many quizzes. Engagement with topic materials and f2fĪ question bank is used to categorise quiz questions. Classroom interactivity – competition/cooperation. Interactivity/inclusivity amongst diverse cohorts (if live streaming used) – external, internal etc. Revision sessions: pre-existing quiz questions can be used as a quick poll with students to identify learning gaps. A staged learning process: pre-session activities tested at the beginning of a f2f session, then workshopped in the session, then tested again at the end of the session (‘Session grading method’ choices are average, first session, last session, highest. Debate/discussion in a face-to-face (f2f) session. Why do you want to set up an active quiz (ie what is the quiz's purpose)? Active Therefore, it is advised that you have a process for creating your quiz. The better your planning/preparation, the less likely you are to run into a problem once students start doing the quiz. Links to quiz-related resources are provided below.Īligning quiz questions with Bloom's taxonomy | Using FLO quizzes with large student numbers Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. 
Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. The corporate website and FLO is designed to be compliant with the W3C (World Wide Web Consortium) Web Content Accessibility guidelinesĪcademic staff must take all reasonable steps to ensure that online resources are accessible to all students, including those who use assistive technology, and must provide an alternative format where possible. AA is the minimum legal requirement in Australia and the standard you should aim to achieve. International Web Content Accessibility Guidelines (WCAG) 2.0 specify three levels of conformance: A (lowest), AA and AAA (highest). Is usually associated with designing for users with disabilities, but accessibility practices also benefit other limitations such as mobile devices, slow internet connections, etc. Plan || SupportĪccessibility is the practice of making learning content available to as many users across a wide range of options from assistive technologies, such as screen reading software, to interface design, such as navigation, text colour or font choices. Accessibility and sustainable practice in FLO are an important part of the user experience, and support the usability and accessibility of multimedia products (eg websites). Look and feel enables user (eg student) engagement.
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