Frequent in-class quizzes have been associated with positive learning outcomes including increased student achievement, attendance, and confidence (Ruscio, 2001; Wilder, Flood, & Stomsnes, 2001). Frequent quizzing reportedly maintains student study effort and promotes course engagement (Smith et al., 2000; Sporer, 2001). In general students rate the quizzes favorably and believe they are helpful in preparing for in-class examinations. Practice tests help students evaluate their learning and focus study effort accordingly (Maki, 1998).

Excellence in undergraduate teaching is associated with prompt evaluative feedback to students (Chickering & Gamson, 1999). Because online or otherwise automated quizzes provide students with immediate performance feedback (EdTech, 2005; Hutchins, 2003), they are commonly recommended to undergraduate students as tools of study (Jensen, Johnson, & Johnson, 2002; Jensen, Moore, & Hatch, 2002). Indeed, via web site or compact disc, automated practice tests characteristically accompany introductory undergraduate textbooks (for example, refer to McGraw-Hill Higher Education, 2005).

To that end I would like to share two files and a few short video clips to help you create on-line quizzes in the learning management system Moodle.

Video guides

How can I create quizzes for my students?

How to add questions to a quiz

• different question types
• How to add a multiple choice  and a true false question
• Once I have created questions how to I put them into a quiz

Files

Moodle quizzes guide

Moodle quiz template

Later posts will show you how to get students to create the content for these quizzes, saving the lecturer even more time and effort
References

Brothen, T., & Wambach, C. (2001). Effective student use of computerized quizzes.Teaching of Psychology, 28, 292-294.

Byers, J. A. 1999. Interactive learning using expert system quizzes on the Internet.Educational Media International 36, 191-194.

Chickering, A. W., & Gamson, Z. F. (1999). Development and adaptations of the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 80, 75-81.

EdTech. (2005). Online quizzing. Effective use of online course tools. Available athttp://www.edtech.vt.edu/edtech/id/ocs/quizzes.html

Grabe M., & Sigler, E. (2001). Studying online: Evaluation of an online study environment. Computers and Education, 38, 375-383.

Hutchins, H. M. (2003). Instructional immediacy and the seven principles: Strategies for facilitating online courses. Online Journal of Distance learning Administration, 6. Retrieved March 12, 2005, fromhttp://www.westga.edu/~distance/ojdla/fall63/hutchins63.html

Jensen, M., Johnson, D. W., Johnson, R. T. (2002). Impact of positive interdependence during electronic quizzes on discourse and achievement. Journal of Educational Research, 95, 161-167.

Jensen, M., Moore, R., & Hatch, J. (2002). Electronic cooperative quizzes. American Biology Teacher, 64, 169-174.

Johnson, G., & Johnson, J. (2005). Online study groups: Comparison of two strategies. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 2025-2030). Norfolk, VA: AACE.

Maki, R. H. (1998). Test predictions over text material. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 1187-144). Mahwah, NJ: Erlbaum.

McGraw-Hill Higher Education. (2005) Educational Psychology Online Learning Center. Available at http://highered.mcgraw-hill.com/sites/0070909695/student_view0/index.html

Ruscio, J. (2001). Administering quizzes at random to increase students’ reading.Teaching of Psychology, 28, 204-206.

Smith, J. L., Brooks, P. J., Moore, A. B., Ozburn, W., Marquess, J., & Horner, E. (2000). Course management software and other technologies to support collaborative learning in nontraditional Pharm. D. courses. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2. Available athttp://imej.wfu.edu/articles/2000/1/05/index.asp

Sporer, R. (2001). The no-fault quiz. College Teaching, 49, 61.

Wilder, D. A., Flood, W. A. & Stromsnes, W. (2001). The use of random extra credit quizzes to increase student attendance. Journal of Instructional Psychology, 28, 117-120.