Re: -that-users-are-ready-to-submit-their-answers.aspx
This is a great option, which I've added to a quiz. When I tested it, I found I wasn't able to change my responses during the review. Is there something I'm neglecting to do that would permit that?
I should add that the questions are drawn from a question bank, in case that might affect the outcome. I noticed that I wasn't able to have the 'Review' button link to the first question; the only option I had was to link to the Question Bank slide.
I apologize, but maybe I'm not understanding this entirely. You're talking about the actual "Review" feature, correct? In the review feature, your learners will be shown what they chose and what was correct or incorrect. Now, you can add an option to "Retry" the quiz, if you want to give your learners the option to try it again. However, you may only want to show this if a user doesn't pass the quiz, as it may seem odd to have the option to retry if they've passed
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Thanks, Christine.
I have the 'Review' feature in the quiz at the end, but wanted to try adding an option for people to go back, see what they'd answered, and make any necessary changes before submitting the results. That's what I was thinking I might be able to do using the approach in the link listed above.
Perhaps I don't need to give learners a chance to change their answers, as long as they can re-take the quiz if they didn't pass. I was persuaded to go down the 'check your answers before submitting' path based on this option being one with the LMS I'm using (Litmos), and I liked the flexibility it offered. That's what I thought I might achieve using the info on the linked page, but maybe it's the 'Retry' feature I need..
I didn't see a 'Retry' feature, and couldn't find one in a quick search I did. I'll have a closer look for that, and will see how it works.
Thanks again!
Not a problem, you can enable the "Retry" option for your quiz, if you'd like to give learners the option to retake the quiz. This way, they'll be able to make different choices, rather than just reviewing the choices they've already made.
I put together a quiz that uses a question bank to randomly draw 10 questions. For some reason, only one slide shows the learner's response when selecting the Review Results button. All the other slides do not. They are marked incorrect, even when the answers that were given are correct. Why are the other slides not showing the learner's responses? The quiz is scoring correctly, so I know that it is recording the responses somehow.
The other questions were imported into a scene that is in the project except this one. I had to make a new version of it, because it wasn't working at first because it had more than one incorrect feedback. At first, I thought it was because it was the only question set to "Automatically decide" when revisiting, but when I changed all the rest to match, I still got the same result. Hopefully, I do not need to recreate the others.
The behavior you described typically happens when the revisit behavior of a slide is set to 'Reset to initial state'. If you have a slide set to this revisit behavior, the answers that a learner entered gets reset when in review mode, causing the slide to show as incorrect during review mode regardless if it was answered correctly.
Since you mentioned using 'Automatically decide' as the revisit behavior, I'd like to take a closer look at your project file to figure out what's happening. Would you be willing to upload a copy of your project here or privately by opening a support case? We'll delete it as soon as we're done with testing.
I submitted the case just now. I will follow-up with this discussion if others note they are having issues. I appreciate the help since we could use this in an upcoming project with more than 20 quizzes. Every other year we have just left the questions in the same order. I would like to randomize them to ensure people really know how to complete the procedures.
Happy to help! It would be helpful if we could take a look at your project file so we can test your review layers to see why they aren't appearing in review mode. Would you be willing to share a copy of your project file here or in private by opening a support case for testing? We'll delete it when we're done!
The responses are responsive: A key element to cold calling is that you engage with the answers. You are checking for understanding. If they are right, you probe further; if they are wrong or unsure, you offer support; if they could improve the quality of response, you can give them another go to say it again, better. This deepens their thinking and improves your knowledge of them as learners.
There are lots of strategies you can use to ensure students build confidence in giving verbal answers in front of others. The Uncommon Schools team model a lot of these in their remote learning webinars.
Rehearse and Affirm: This is where, first, you have given all students an opportunity to share their answers non-verbally through a means you can see: whiteboards (Show me!); in the chat stream on a remote call; on their books as you circulate in a classroom; on a quizzing application or form where you see individual answers. You select answers that are correct or interesting and then cold call the students to ask them to expand. Robyn, what a great answer. Could you explain how you came to that conclusion? Jason, well done, B is the correct answer. How did you know that?
3. What if students are wrong? This is something you can anticipate and prepare. It helps to have some scripts that help you create that culture where error and uncertainty are normalised.
The value of cold calling is more evident than ever in remote learning during live on-screen lessons. Remote learning magnifies many of the issues that are present in a live classroom and possibly provides an opportunity to create some new habits.
Effective questioning sessions in classroom require advance preparation. While some instructors may be skilled in extemporaneous questioning, many find that such questions have phrasing problems, are not organized in a logical sequence, or do not require students to use the desired thinking skills.
Questioning should be used to achieve well-defined goals. An instructor should ask questions that will require students to use the thinking skills that he or she is trying to develop. Bloom's Taxonomy is a hierarchical system for ordering thinking skills from lower to higher, where each level requires a student's mastery of the skills below it. It is not essential that an instructor be able to classify each question at a specific level. The taxonomy is introduced as a tool which is helpful for defining the kinds of thinking skills instructors expect from students and for helping to establish congruence between the instructor's goals and the questions he or she asks.
People often refer to "lower-level" and "higher-level" questions or behaviors, rather than assigning a specific level to those questions or behaviors. Lower-level questions are typically at the remember, understand, and apply levels of the taxonomy and are most appropriate for:
Typically, an instructor would vary the level of questions within a single class period. For example, an instructor might ask the higher-level question, "How can style of writing and the thesis of a given essay be related?" If she gets inadequate or incorrect student response to that question, she might ask lower-questions to check whether students know and understand the material. For example, she might then ask, "What is the definition of thesis statement?" or "What are some characteristics of different writing styles?"
In addition to asking questions at various levels of the taxonomy, an instructor might consider whether he is asking closed or open questions. A closed question is one for which there are a limited number of acceptable answers, most of which will usually be anticipated by the instructor. For example, "What is the definition of an adjective?" An open question is one for which there are many acceptable answers, most of which will not be anticipated by the instructor. For example, "What is an example of an adjective?"
An important aspect of classroom interaction is the manner in which the instructor handles student responses. When an instructor asks a question, students can either respond, ask a question, or give no response.
Be sure to vary reinforcement techniques between various verbal statements and nonverbal reactions. Try not to overuse reinforcement in the classroom by overly praising every student comment. Students begin to question the sincerity of reinforcement if every response is reinforced equally or in the same way.
There are many ways in which an instructor can respond to questions from students. However, all strategies begin with this important step: Listen to the student's question. After you are certain that you understand the question, be sure that other students have heard and understood the question. Then proceed with one of the following strategies:
Allowing wait-time after a student response or question also produced significant changes in classroom interaction. The most notable change was that the instructor made fewer teaching errors characterized by responding illogically or inappropriately to a student comment.
On the other hand, too much wait-time can also be detrimental to student interaction. When no one seems to be able to answer a question, more wait-time will not necessarily solve the problem. Experts say that waiting more than 20-30 seconds is perceived as punishing by students. The amount of wait-time needed in part depends upon the level of question the instructor asks and student characteristics such as familiarity with content and past experience with the thought process required. 152ee80cbc
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