Successfully Using the Tests & Quizzes Tool in Courses - - PowerPoint PPT Presentation

No ve mb e r 2, 2011, 10:00 a m-11:00 a m, We st L A, Rm 209 By Jim DiL e llio De c isio n Sc ie nc e s Gra zia d io Sc ho o l o f Busine ss a nd Ma na g e me nt

Successfully Using the Tests & Quizzes Tool in Courses.Pepperdine.edu

Online quizzes

• T

e sts a nd q uizze s to o l in Co urse s c a n b e use d in a va rie ty o f wa ys.

• I

n to da y’ s disc ussio n, the fo c us will b e o n:

• A sho rt 10 q ue stio ns multiple c ho ic e a nd true / fa lse fo rma t.
• T

ime d te st a t 15 minute s.

• T

a ke n b e fo re the c la ss b e g ins.

• Sta rte d a t a time c o nve nie nt to the stude nt.
• Be ne fits to stude nts a nd fa c ulty a re hig hlig hte d.
• Cha lle ng e s.
• So me b e st pra c tic e s.

Courses where I have used online quizzes

Within the Gra zia dio Sc ho o l o f Busine ss a nd Ma na g e me nt:

• DE

SC 471 – Sta tistic a l Me tho ds a nd Re se a rc h De sig n

• DE

SC 656 – Qua ntita tive Me tho ds fo r Busine ss Ope ra tio ns

• F

I NC 639 – F ina nc ia l Mo de ling . All c la sse s me e t o nc e pe r we e k, fro m 6-10 pm.

“individual assessments” “formalized teams”

Online quizzes are part of a diversified approach

Online quizzes Traditional proctored exams Electronic assignments Practice Exercises Group Project “small informal groups”

Sakai assignments and quizzes accelerate feedback to students

Students must demonstrate individual competency in analytics Students collaborate in a team to enhance learning assurance

Podcasting successfully used to supplement lectures, exercises, and homework review

Screenshot

Successes

• Allo ws fo r stude nt a nd fa c ulty fle xib ility.
• Stud e nt c a n ta ke the q uiz o utsid e o f c la ss.
• F

a c ulty c a n re vie w c la ss sta tistic s b e fo re c la ss b e g ins.

• Pro vide s mo re c la ss time to fo c us o n inte ra c tive le a rning .
• I

nc re a se d e ffic ie nc y in g ra ding pro c e ss.

• Auto -g ra d ing .
• Gra d e b o o k link.
• T

ime ly fe e db a c k.

• Stud e nts le a rn imme d ia te ly wha t sc o re the y re c e ive d .
• Afte r the q uiz d e a d line is pa st, mo re d e ta ile d fe e d b a c k is a va ila b le .
• Online fe e d b a c k pro vid e s a link b e twe e n q ue stio n a nd te xtb o o k.
• Othe r b e ne fits o f q uizze s still a va ila b le b y c o nduc ting

the m o nline .

• Stud e nts a re b e tte r pre pa re d fo r c la ss.
• T

e a c he s stud e nts ho w to le a rn in stud y g ro ups o r ind ividua lly.

Challenges

• Ho no r syste m.
• Stude nts with le a rning disa b ilitie s.
• Se tting s – se e “My Se tting s” pa g e to fo llo w.
• T

ime d te st.

• Re le a se da te / time AND fe e db a c k da te / time .
• Misc e lla ne o us te c h issue s.
• Co nne c tio ns a nd we b b ro wse r time o uts.
• Avo id Sa fa ri we b b ro wse r, whic h is no t o ffic ia lly suppo rte d.
• Gra phic s within q ue stio ns.
• Appe a re d in “stude nt vie w”, b ut due to a sha ring se tting , didn’ t

a ppe a r whe n stude nts to o k q uiz.

Best Practices

• Use a 1st pra c tic e q uiz.
• F

a milia rize s stude nts with inte rfa c e , time r, fe e db a c k.

• E

spe c ia lly impo rta nt fo r stude nts in the ir 1st te rm.

• Ra ndo mize so lutio ns to multiple c ho ic e pro b le ms.
• But, b e wa re o f “a ll o f the a b o ve ” o r “A a nd B” a nswe rs.
• Pro vide fe e db a c k fo r e a c h q ue stio n.
• Use no tific a tio n e ma il o ptio n whe n pub lishing .
• Re c o mme nd Pe ppe rdine lib ra ry to ta ke q uizze s.
• Re so lve s c o nne c tio n / te c hno lo g y issue s.

Questions?

james.dilellio@pepperdine.edu