Tag Archives: Quizzes

Helping students self assess

*Students with hands up

Giving quizzes allows teachers to examine data and see what students understand and where they may need more practice. Ideally, quizzes should provide the same experience for the students themselves — allow them to reflect on what they know well and where they could improve. However, as any middle-school teacher will tell you, most students will look at the grade and then either proudly bring it home to mom, or — more likely — toss it in the recycle bin.
The ability to reflect on performance and use this information to improve oneself is a skill that can enhance one’s success. It is, therefore, a skill that I want to teach my students. To do this, I teach my students to reflect on their quizzes in order to learn from their mistakes. I use this as a math teacher, but it can be adapted to other subjects as well.
Quiz reflections come in all shapes and sizes. However, for me, there are three important aspects of reflection: examining the problem, analyzing the error, and learning how to perform the skill correctly. My quiz reflection form is a simple three column chart, but there are tons of ideas out there for teachers to modify and adapt.
more Helping students self assess – @PaulineZd SmartBlogs.

How to Design Effective Tests for e-Learning

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Situational questions reproduce the work circumstances relevant to the training. They tell a story and ask the learner to react appropriately. They allow people to decide how the course content applies to the job. Here is an example. If your training was on a new privacy policy implemented at the customer service level, you might see multiple choice questions formulated according to the two below. Question 1 is a pure content-based question. Question 2 is a situational content-based question.
Question 1: Which part of the new privacy policy applies when a customer asks to see another customer’s data?
A. Section 1.3
B. Section 1.5
C. Section 1.7
D. Section 1.8
Question 2: If a customer wanted to order the same model as a friend and asked you to look up that person’s order history, which response would you choose?
A. “Sure, let me look that up and I can tell you everything that your friend has ordered with us.”
B. “I can tell you the model name and number that your friend ordered, but nothing else.”
C. “I can’t share that information with you.”
D. “Our privacy policy doesn’t allow us to share any customer information with others.”
In situational questions, the work context makes the information that much more relevant and applicable.
Read more: How to Design Effective Tests for e-Learning | Langevin – Blog.

Tips For Writing Matching Format Test Items

Matching Quiz items

When you write test items in a matching format, do you stress about which terms should go on the left and which on the right? Are you puzzled about when to use the matching format and whether multiple choice would be better?
Here are some answers to these perplexing issues.
The Matching Format
The matching test item format provides a way for learners to connect a word, sentence or phrase in one column to a corresponding word, sentence or phrase in a second column. The items in the first column are called premises and the answers in the second column are the responses. The convention is for learners to match the premise on the left with a given response on the right. By convention, the items in Column A are numbered and the items in Column B are labeled with capital letters.
Full Text: Tips For Writing Matching Format Test Items: The eLearning Coach: Instructional Design and eLearning.