{"id":761,"date":"2018-08-30T13:02:03","date_gmt":"2018-08-30T13:02:03","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=761"},"modified":"2018-11-19T11:00:16","modified_gmt":"2018-11-19T11:00:16","slug":"online-quizzes","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-informal-feedback\/online-quizzes\/","title":{"rendered":"Online Quizzes"},"content":{"rendered":"<h2><strong>What is it? <\/strong><\/h2>\n<p>Online quizzes usually consist of short-answer questions (MCQs, true or false, cloze, matching, etc). They can assess a wide variety of module content so can be used to <strong>balance assessment patterns<\/strong> on modules with end-of-term only assessment or to ensure students engage with all module content regardless of assessment choices. If the module is assessed through exams, they also provide <strong>valuable feedback opportunities<\/strong> to students about their performance, exam strategies, and areas for further study <a href=\"http:\/\/www.jotse.org\/index.php\/jotse\/article\/view\/30\/52\">(Salas-Morena et al, 2012).<\/a> Because students can complete them independently and asynchronously, online quizzes are an accessible form of assessment for all students and can facilitate self-regulatory behaviour and time- management.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<h2><strong>Why would I use it?<\/strong><\/h2>\n<ul>\n<li>They can be used as <strong>diagnostic assessment<\/strong> before a session to assess prior knowledge, or after a unit for revision.<\/li>\n<li>They can be used synchronously in-class as an active learning tool (using<a href=\"https:\/\/www.polleverywhere.com\/\"><strong> PollEverywhere<\/strong><\/a> or <strong><a href=\"https:\/\/www.mentimeter.com\/\">Mentimeter<\/a> <\/strong>for example), or asynchronously in the students\u2019 own time on KEATS.<\/li>\n<li>Quiz analytics <strong>(<a href=\"https:\/\/keats.kcl.ac.uk\/course\/view.php?id=51445&amp;section=23\">KEATS Quiz<\/a><\/strong> has this function) provide an overview of the cohort\u2019s performance, allowing teachers to make choices about areas of content where students need extra instruction and practice.<\/li>\n<li>They can be purely formative, or assigned a weighting for continuous summative assessment. If formative but you are concerned about student engagement, or you require quizzes to be completed for lab safety, you can also make completion a pre-requisite to accessing the following session\u2019s materials on KEATS. KEATS uses a conditional release function or you can use a checklist for students to ensure they have completed certain requirements. Contact <a href=\"https:\/\/www.kcl.ac.uk\/study\/learningteaching\/ctel\/contact-us\/contact-us.aspx\"><strong>CTEL <\/strong><\/a>for any help with this.<\/li>\n<\/ul>\n<h3>Known issues:<\/h3>\n<ul>\n<li>If the quiz will be weighted, ensure the order of the questions is random for individual students to minimise the potential for collusion.<\/li>\n<li>Optimal feedback opportunities for online quizzes would do more than provide correct answers, but also <strong>explanations for answers<\/strong> and provide <strong>links to resources for further study.<\/strong><\/li>\n<li>Although good MCQs can be designed to include more analytical thinking and deeper learning (see below), they will of course not be suitable for all disciplines or learning outcomes.<\/li>\n<li>It is important to bear in mind <strong>research on gender bias of \u2018objective\u2019<\/strong> MCQ style- testing (<a href=\"https:\/\/journals.aps.org\/prper\/abstract\/10.1103\/PhysRevPhysEducRes.12.020111\">Wilson et al, 2016;<\/a> <a href=\"https:\/\/journals.aps.org\/prper\/abstract\/10.1103\/PhysRevPhysEducRes.14.010103\">Traxler et al, 2018<\/a>) when considering using quizzes as the only form of assessment.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2><strong>How has it been used?<\/strong><\/h2>\n<p>In addition to the usual post-session quizzes, other innovate uses of quizzes include:<\/p>\n<ul>\n<li>The <a href=\"http:\/\/www.bristol.ac.uk\/digital-education\/ideas\/all\/ex002.html\">University of Bristol\u2019s Language Centre<\/a> used an online diagnostic quiz for initial streaming of levels.<\/li>\n<li>Lab safety or pre-practical quiz.<\/li>\n<li>It is possible to use a quiz synchronously during the class (using KEATS, PollEverywhere or Mentimeter) as part of a flipped learning model. This encourages students to engage with prior reading <a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC2747780\/\">(Johnson and Kiviniemi, 2009).<\/a> Here are two case studies in <a href=\"http:\/\/newmediaresearch.educ.monash.edu.au\/lnm\/wp-content\/uploads\/2015\/04\/CS1-live-polling1.pdf\">Law and Engineering<\/a> of using <strong>PollEverywhere<\/strong> in class for combining active learning engagement in lectures with formative assessment of session content.<\/li>\n<li>Using quizzes for reflection, for example <strong><a href=\"https:\/\/journals.lww.com\/nurseeducatoronline\/Fulltext\/2000\/07000\/Use_of_Pop_Quizzes_as_an_Innovative_Strategy_to.1.aspx\">Carter et al (2000)\u00a0<\/a>\u00a0and\u00a0<a href=\"https:\/\/www.fons.org\/Resources\/Documents\/Journal\/Vol7No1\/IPDJ_0701_7.pdf\">Marriott-Statham (2017) <\/a><\/strong>both from<strong> nursing.\u00a0<\/strong><\/li>\n<li>Students creating quizzes for each other using Peerwise as in <a href=\"https:\/\/eic.rsc.org\/section\/feature\/student-generated-assessment\/2020234.article\">this example from Chemistry.<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>King\u2019s CTEL and King\u2019s Online are available for help with the functionality of KEATS for developing online quizzes, and have worked with departments to create bespoke quizzes. See <a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-informal-feedback\/online-quizzes\/how-can-i-use-online-quizzes\/\">H<b>ow can I use online quizzes?<\/b><\/a>\u00a0for links to their KEATS guides.<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>What is it? Online quizzes usually consist of short-answer questions (MCQs, true or false, cloze, matching, etc). They can assess a wide variety of module <a class=\"mh-excerpt-more\" href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-informal-feedback\/online-quizzes\/\" title=\"Online Quizzes\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":386,"featured_media":0,"parent":50,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-761","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/761","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=761"}],"version-history":[{"count":7,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/761\/revisions"}],"predecessor-version":[{"id":1034,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/761\/revisions\/1034"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/50"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=761"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}