Academic Integrity and Cheating on Exams

Just as technology can be used as a tool for learning, it can also be used by students as a tool for cheating. Cheating appears to be part of life. Just when we figure out how to prevent cheating with one strategy, students come up with a way around it. Once it was sufficient to prohibit students from having their cell phones with them during tests, but now there are wearable technology devices that can be used to cheat (Adkins, 2016).

Do Students Admit to Cheating?

The Josephson Institute on Ethics surveyed 23,000 American high school and college students about their frequency and perception of cheating. More than half (51%) admitted to cheating on an exam one or more times in the past academic year. Fifty-seven percent of students surveyed agreed with the statement, "In the real world, successful people do what they have to do to win, even if others consider it cheating." For more statistics and information visit Cheating in College: The Numbers and Research.

Students have indicated that they cheat by texting answers to other students, snapping pictures of an exam using their phone or other mobile device, using their device to search the internet for answers during an exam, purchasing term papers and test banks, hiring someone to take online courses for them, and creating fake test scores or letters or recommendation for college admission (Best College Reviews, 2016).

When asked why they cheat, students gave many reasons. Those reasons included peer pressure, to help a friend, the gains outweigh the penalties, academic pressure, low chances of being caught, no honor code or rules stated, low impression of the value of the class and/or tests and assignments, and not enough time to prepare. According to Adkins (2016), as we prepare our students to be competent professionals it is important to instill in them a mindset of integrity. In order to foster this culture of integrity, institutions have begun using services that authenticate learner identity and monitor student performance during exams.

Test Proctoring Perceptions

Many institutions have implemented test proctoring as a way to reduce cheating. The four most common proctoring modalities reported by faculty in the Annual Proctoring & Learner Authentication Survey are: an approved human proctor; test centers; instructor as proctor; and live-virtual proctoring. The survey found that faculty are most satisfied when they proctor their own exams or use a testing center located on campus. The lowest level of satisfaction came from the use of automated virtual proctoring. Faculty perceived an instructor proctored exam as creating the strongest psychological deterrent to cheating with virtual proctoring having the lowest deterrent.

Those faculty perceptions are echoed by students in the survey findings. Students reported that it is most difficult to cheat when an exam is proctored by the instructor. Students rated comfort and convenience as much stronger factors in their decision about a proctoring modality than cost.

Tools and Techniques to Prevent Cheating

Here are some ways that educators can reduce the opportunity to cheat:

• Ban all electronic devices from the exam room (this would include watches, phones, calculators, and other mobile devices).
• Check students hands as they come in for the exam - could be done casually with a handshake.
• Use teaching assistants to monitor exam room if instructor is not available.
• Randomly check student ID's in order to prevent imposters from filling in for students during an exam (especially if it is being proctored by someone who does not know each student)
• Walk around the exam room to prevent students from communicating covertly.
• Be alert to physical signals such as coughing and tapping.
• Create fresh new tests to avoid the possibility of the answers being available online.
• Keep test materials locked up and passwords unique and strong.
• Create multiple versions of tests and alternate the distribution of the versions to the students or utilize the randomization feature in the Moodle quiz tool.
• Remind students of the academic code of conduct before an exam begins. Having students sign a pledge before a test or exam can reduce cheating. For example, before a student can begin the online exam, they must open a separate quiz with only one question - do they agree to honor the academic code of conduct during the exam?
• Use open book tests and have students explain their work on the exam. This approach allows them to use whatever study materials they want, but explaining their reasoning indicates their understanding of the concepts.
• Prepare students for learning instead of just test-taking by indicating how the course learning objectives will be met.

How Can We Foster Academic Integrity?

1. Stay informed about emerging technologies and their impact on testing integrity.
2. Talk to students about the code of conduct for academic integrity. It is not enough to just bring it up on the first day of class when discussing the syllabus. According to Adkins (2016), one of the most common excuses that students make when confronted with a testing violation is that "no one told me that doing this was wrong." Make your expectations clear and go over the rules for each exam.
3.  Teach your students about academic integrity. Training should affirm and encourage actions that are honorable and inform students about the actions that are not honorable and the ramifications both professionally and academically. Some faculty members have students sign an integrity statement as an early assignment in their course, and others have students sign one every time they take an online exam as a reminder of the expected behavior.
4. Be involved in your course. When a faculty member is actively engaged in a course then the student is more likely to feel that cheating is a violation of that relationship. When the human element is removed from an online course, the student may feel that they are not letting the instructor down if they cheat.
5. Take a multi-modal approach. It is a good practice to provide several modalities of proctoring and not allow students to do all their testing with just one. Be creative with this. It may be easy and time effective to re-use the same test banks over and over but students can easily share and/or purchase this information. Moodle makes it easy to build a large test bank of questions that can be rotated, modified and re-purposed.

Additional Resources:

• Cheating in College: The Numbers and Research. www.bestcollegereviews.org 
• 2016 Annual Proctoring Learner Authentication Survey Report. Prepared by Smarter Services 
• Adkins (2016, June 29). Attacking Exam Cheating and Instilling Academic Integrity in Students

Suggestions for Developing Your Online Course

Whether you are a veteran online course developer or this is your first adventure into the world of online learning, the following suggestions may be helpful in developing a course that is student-friendly.

Provide Extra Detail in Your Online Syllabus

In most face-to-face classes, the first class meeting is devoted to going over the course syllabus and taking time to emphasize important information and answer questions as they come up from the students. In an online class, the syllabus must be specific enough to cover the details that may have been verbally highlighted in a face-to-face class. This is especially true for procedures and participation policies.

You can also save time answering questions by creating a discussion forum devoted to common questions about the course itself and encouraging students to use this forum for general course and syllabus related questions. This forum would need to be placed in the top block of the course so that it can be accessed throughout the duration of the course. Give the forum a descriptive name such as the "Question and Answer Room" or "General Course Questions".

For Moodle users, the Book resource is an excellent tool to use for the course syllabus in an online course. The Book tool allows you to create chapters for each section of the syllabus. Students are then able to click on the specific chapter that would address their questions about the textbook, or the late work policy, etc. without having to open and scroll through a lengthy document to find the information they need. The Moodle Book resource also allows students to print specific pages such as the course schedule.

Encourage Community Building Early On in the Course

Building a feeling of community and interaction is one of the most difficult challenges for the online course developer but it is so important for keeping students engaged and interested in the material. Discussion forums are an essential tool for building community and encouraging engagement with the course materials. However, the discussions should not feel like busy work for the students. The discussion topics should be pulled from material being taught in the course and should be related to the achievement of the course and/or unit objectives. Starting with an Introduction Forum during the first week of class is an excellent way to set the pace for forum participation throughout the course.

Use a Consistent Format for the Course

Students will look for patterns in the course to guide their actions. Design and use a template for each module/week and remain consistent with that template. For example, you might start each module with a list of module-level objectives, then list the resources available, then the activities. Create labels to identify each section of the module. It is also important for you to be consistent with due dates. For example, establish what day of the week students must post to the forum, when quizzes are due etc. so that students can establish a routine for the course. If you must make a change from the normal format, notify your students via an email or course announcement so that they do not miss new content or deadlines.

Design Content for Online Delivery

The online environment is largely visual and built on videos and Moodle-based activities such as quizzes, forums, and assignment uploads. Rather than just uploading the PowerPoint that you would have used during your face-to-face lecture, add audio and/or video to your slides. In order to encourage student use and to keep the file size small, break up your lectures into smaller sections of no longer than 15 minutes each. In order for the videos to be accessible to all students they should be captioned. For more information on captioning instructional materials, please contact the ITRC. You can also access the Step-by-step guide to Creating Narrated PowerPoint presentations.

If Someone Can Say it Better Than You, Then Let Them

Don't limit yourself and your students to content that you have created. It is not mandatory or necessary for you to develop every bit of your information from scratch - if there is an organization with a professional website that covers the information you are presenting, send your students to that site. Use the web to your advantage by curating content whenever possible. YouTube can also be an excellent source for information - just be sure that any videos you use have been properly captioned. Often the automatically generated captions are not accurate and need to be edited through a service like Amara.org.

Provide Content in Different Formats Whenever Possible

Take advantage of the many different tools available electronically to present information. Providing content in different formats will not only keep it interesting for your students but will also facilitate different learning styles and students with disabilities. A few examples:

• Provide written lecture notes that accompany your PowerPoint presentation.
• Direct students to an interactive webpage where they could participate in a self-check activity or quiz. For example: Are You Ready for Online Learning?
• Add a link to a YouTube or Khan Academy video that explains the concept you are teaching on. It may be helpful for students to see the material from a different perspective or to have it explained in a different way.
• Include a graph or visual representation of the material. Google Images is an excellent resource for these types of materials. Chances are - someone else has already created what you need and shared it on Google.
• Share content through a podcast or screen capture with a free tool like Jing or Screencast-o-matic. 

Allow Yourself Plenty of Time for Development

All faculty members underestimate how long it will take to develop online content. Try to develop your content during the semester prior to when the course will be going live so that you have time to find the materials you need. Keep in mind that online instruction is a work in progress and you might need to try different tools before you find the one that works best to obtain the learning objective.

Reference:

Orlando, J. (2014, March 3). Top 10 Rules for Developing Your First Online Course. Faculty Focus.http://www.facultyfocus.com/articles/online-education/top-10-rules-developing-first-online-course/

Designing and Teaching Accessible Courses

Learn how to design and teach courses that are accessible to ALL learners through a free 6-week professional development course. This online MOOC offered by Open SUNY will help you gain a better understanding of accessibility as a civil rights issue and develop the knowledge and skills you need to design learning experiences that promote inclusive learning environments. The Access MOOC begins on February 22, 2016 and ends on April 5, 2016.

During this 6-week course, you will learn how to:

• Recognize and address challenges faced by students with disabilities related to access, success, and completion.
• Articulate faculty and staff roles in reducing barriers for students with disabilities.
• Apply the principles of Universal Design for Learning (UDL) in designing accessible learning experiences.
• Analyze the benefits of Backward Design when developing learning experiences.
• Use Section 508 standards and WCAG 2.0 guidelines to create accessible courses.
• Determine which tools and techniques are appropriate based on course content.

You will have the opportunity to earn badges that recognize your mastery of these competencies. You will engage in thoughtful discussions, participate in peer review assignments, take short self-check quizzes, watch videos, and explore relevant readings.

Anyone may enroll and participate in the MOOC. It has been designed for faculty and staff in higher education at any type or level of institution.

Why are we recommending that you take the Access MOOC? Watch this short video: Accessibility MOOC.

Follow these steps to register and participate in the MOOC:

1. Register at Canvas Network: http://bit.ly/AccessMOOC
2. Share and follow the conversation on Twitter using #AccessMOOC
3. Follow the Access MOOC Facebook Page: https://www.facebook.com/accessmooc/

The course is a collaborative effort of faculty and staff from SUNY Empire State College and SUNY Buffalo State College, funded by SUNY Innovative Instruction Technology Grant.

Principles for Good Practice in Education Series: Encourage Active Learning

Chickering and Gamson (1987) recommended seven practices to improve teaching and learning for undergraduates. Those key principles are based on 50 years of educational research and were compiled in a study supported by the American Association of Higher Education, the Education Commission of States and The Johnson Foundation.

The Seven Principles are:

• Encourage active learning
• Encourage contact between students and faculty
• Develop reciprocity and cooperation among students
• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of learning

This post will focus on Encouraging Active Learning.

Active learning is defined as "students [that are] engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking, e.g., analysis, synthesis, evaluation" (Bonwell & Eison, 1991). Learning is not a spectator sport. Students need to do more than sit in class listening to a lecture, scrolling through a PowerPoint slideshow, and reading the textbook. They must be given the opportunity to talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. Making the material part of themselves is the best way to learn.

According to research by Prince (2004), twenty minutes of listening to a lecture is the maximum amount of time that students can process information effectively. 

Some tips to Encourage Active Learning:

• Provide real-life scenarios to help students apply theoretical concepts
• Provide application activities that go beyond the topics and activities provided in the textbook
• Ask questions frequently that require participation through discussion groups, polling (Moodle Choice or Feedback tools), learning partners, or games
• Encourage students to suggest additional resources that relate to the topic such as YouTube videos and articles
• After providing test results, ask students what they will do differently to prepare next time
• Provide a variety of options for the completion of tasks and major assignments  

For some excellent examples of how others are engaging their students in active learning visit these articles:

• How-to Remain Relevant in Higher Ed with 'Active Learning' 
• Learning Online is not a Spectator Sport: How to Make it Active 

Educators are more important than ever as experts in our chosen areas, the leaders and the role models for our students. It is up to us to engage our students with relevant and current methods, set the standards high, and develop life-long learners (Online Learning Insights).

Next in the series: Encouraging Contact Between Students and Faculty

Resources:

Bonwell, C., &  Eison, J. (1991) Active Learning: Creating Excitement in the Classroom, ASHE-ERIC Higher Education Report No. 1

Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. Washington Center News.

Online Learning Insights. (2012). How-to remain relevant in higher ed with 'active learning'.

Prince, M. (2004). Does active learning work? A review of the research. J. Engr. Education. 93(3), 223-231.

University of South Carolina, Center for Teaching Excellence. Seven Principles of Good Practice in Undergraduate Education.

Effective Quiz Practices in Moodle - Part Three: Tips for Creating Questions

This is the 3rd article in a series related to using the Moodle Quiz Tool.

Tips for Creating Effective Quiz Questions

Assessments are critical to teaching because they allow instructors to evaluate if students have met the course objectives, and to identify areas in the course where improvements need to be made. The Moodle quiz activity is an essential tool for assessment. This article lists tips for writing effective quiz questions.

General Suggestions

• Follow the three-step process for creating quizzes: First, create or upload from a textbook quiz bank all of the questions to the question bank. Second, add the quiz activity to your course with the settings for timing, feedback, randomization of answers, etc. Last, add the questions from the question bank into the quiz you just created. Creating the quizzes in this manner will make it easier to reuse questions in the future.
• Make sure your questions align with the level of Bloom's taxonomy set in your course objectives. This will help avoid making questions that are too hard or too easy.
• Organize your questions in the question bank into meaningful categories. You might group them by chapter, topic, or learning objective depending on the types of quizzes you give.
• Naming questions: Be consistent with your question names so that it will be easier to locate questions later. The question bank organizes questions first by type and then alphabetically. Only you see the question name so be descriptive enough that you can tell what the question is about without having to preview it.
• Shuffle the order that answers appear (this is the Moodle default setting). You may have a tendency to place correct answers in the same position, but you can allow Moodle to automatically reorder these for you. You can also enable this in the question behavior setting for the quiz in the "shuffle within questions" setting.
• Moodle allows you to add images into both questions and answers. The trick is to first save the image to your computer and then upload it into your question and/or answer with the text editor tool.
• Weight your questions in the Quiz. You don't need to match the total points to the maximum grade of the Quiz - you can let Moodle scale it for you. For example, multiple-choice questions might be weighted as one point, and the weight for matching questions would equal the number of matching items (i.e. 5 items to match, a weight of 5 for the question).
• Avoid tricky questions. You don't want to confuse your students. If students are consistently missing a question, then evaluate it and find out why.

Feedback Tips

• General feedback: If you are going to use a question for a low-stakes test you might want to provide information on where a student would find the correct answer. When the student reviews the quiz, they will be given this information or if you turn on the option for deferred feedback in the quiz settings, this information will available during the quiz.
• Feedback for incorrect responses: If you are entering feedback for incorrect responses, provide specific reasons for why an answer is incorrect.

Matching Questions

• Avoid having too many items to match in one question. This can be overwhelming for students when presented with too many items at once in the drop-down answer menu. It can also cause unnecessary scrolling, which can affect usability. A general guideline would be about 4 to 6 matching items per question.
• Avoid having long answers within matching questions because that is what is placed into the drop-down answer choice menu. This can make it hard for students to read when trying to match the terms. In Moodle, the correct answer and distracters should go into the Answer area and the matching item should go into the Question area. You might consider reversing the two for readability. For example, if you want students to match terms to their definitions, then it would be best to write the definitions in the Question area and the terms in the Answer area.

Multiple-Choice Questions

•  For multiple-choice questions with multiple correct answers, make sure that you give distracters negative point values so that students are penalized when selecting an incorrect response. If you do not, then students could select all answers and receive full credit even though they selected an incorrect response.
• You can use the multiple-choice question type for fill-in-the-blank questions, but with choices instead of requiring the entry of a short answer (which creates problems for automatic grading). If you decide to create a fill-in-the-blank question, always use a standard number of underscores to indicate the blank so that the length of the line does not give any indication of how long the answer should be. You can also use two fill-in-the-blanks in a sentence, but avoid using a blank at the beginning of the sentence. Instead, have the question stem appear first.
• Avoid using the option "All of the above" when using randomization. 
• Make the length of distracters similar to that of the correct answer. The correct answer is typically longer.
• Avoid creating question distracters that are obviously incorrect. Well-written distracters should be plausible - this is one of the most challenging parts of question writing.

True/False Questions

• Avoid using the words "only", "never", and "always" within questions - especially True/False statements.
• Avoid using too many True/False questions. Make sure that you are assessing the intended level of learning.

Essay Questions

• Remember that essay questions require manual grading. If the answer will require more than a few sentences, you may want to evaluate the question in an Assignment instead using the Online text submission type.

Coming next: Effective Quiz Practices in Moodle - Part Four: Reports

This information is from the Moodlerooms.com resources blog: Best Practices: 30 Tips for Creating Quiz Questions which can be viewed at: http://www.moodlerooms.com/resources/blog/best-practices-30-tips-creating-quiz-questions-0

Effective Quiz Practices in Moodle - Part Two: Quiz Security and Cheating

This is the 2nd article in a series related to using the Moodle Quiz Tool.

Quiz Security and Cheating

Online testing presents opportunities for students to be creative in their attempts to "game the system" when it comes to taking quizzes. Most online quizzes are meant to be taken outside of class and for that reason the instructor has limited control over the students' conduct during a quiz. Students can download the questions and print them out, take pictures of questions with their mobile device and send them to other students, have other students take the test for them, use their notes and textbooks during the quiz, and the list goes on and on!

The anonymity of the online environment may open up new avenues for cheaters, but it's not really much different than your face-to-face classes. A few people will go to great lengths to cheat, but most students will be honest as long as it's not too easy to get away with cheating. A few creative strategies can be employed to eliminate most of the easy cheats and to make cheating more trouble than it's worth for students. Read on for a few strategies for countering cheating schemes.

Printing and Sharing Questions

• If you have the quiz enabled to display feedback and correct answers, students can print the results page from their web browser or take a picture of it and share it with others. Or students can print the quiz questions directly from the quiz while it is in progress (by using the print feature in the web browser or screen capture). According to Moodle, the key to discouraging this behavior is to randomize the question order and the answer order. This makes printouts a lot less useful because students will have to look through the printout for the corresponding questions and pay attention to what the correct answers are instead of just the letters corresponding to the answers.
• Another strategy is to create larger question banks and use subsets of questions and let Moodle randomly choose questions from each subset. With this randomizing it is less likely that students will be delivered the same test and it will discourage them from attempting to share tests.
• In the quiz settings, under layout choose to have every question delivered on a new page. When this setting is enabled, the student would have to print a separate page for each quiz question which will use up their time limit on the quiz and also deplete the balance on their student print account.

Using the Textbook During the Quiz

• During an unsupervised quiz, students have the opportunity to look up the answers in the textbook or their notes. There are ways to make the textbook and notes less directly useful. Timed quizzes are the single most effective tool for eliminating the temptation to use the textbook. A timed quiz requires students to complete the quiz in a certain amount of time. If you add enough question to the quiz and make the time short enough, students won't have time to look up every answer. Moodle.org recommends about 30 seconds per multiple-choice question.
• Designing questions that require students to synthesize and apply information will also discourage them from trying to look up answers. These types of questions require that students understand the material and be able to apply it creatively to answer the question. So while students may still take the time to look at the book, they will need to understand what they have read to successfully answer the question.

Working with Friends

If your students are on the same campus, they may get together in a lab and try to take the quiz together. Random question order, random answer order, and questions randomly pulled from subsets of the test bank will discourage this behavior. If one student's screen doesn't look like the other person's it is harder for them to quickly compare and answer the questions together. A timed quiz also makes it hard for two people to cheat if they have different questions and only a short amount of time to answer.

Having Someone Else Take the Test

It is sad to say, but students will sometimes pay their classmates or others who have already taken the course in the past, to take online quizzes for them. There are two ways to counter this cheating strategy:

1. Have an occasional proctored exam where students are required take the test in a lab or testing center and show their student ID in order to take the quiz. In the quiz settings, require a password (in the Extra restrictions on attempts section) so that students cannot enter the quiz without the proctor entering the password into Moodle. If students have not taken other quizzes or done the work until then, they will do poorly on the proctored exam.
2. To eliminate current classmates from taking each others quizzes, only make them available for a short time. You could require everyone take the test within a 2 or 4 hour block. If the test is properly randomized, it will be very difficult to take it more than once during the open test period. The test taker will worry about their own grade first, then about the other student's grade.

Coming next: Effective Quiz Practices in Moodle - Part Three: Tips for Creating Quiz Questions

This information is from the Moodle.org document: Effective Quiz Practices which can be found at: https://docs.moodle.org/27/en/Effective_quiz_practices.

Effective Quiz Practices in Moodle - Part One: Introduction

This article will be the first in a series related to using the Moodle Quiz Tool.

Introduction

The Moodle quiz engine is a powerful and flexible tool for assessing certain types of outcomes in a course. Using this tool effectively can boost the effectiveness of your teaching practices and promote student performance.

In this article you will learn about computer-scored quizzes and how to incorporate good strategies into their design and use.

Quiz Strategies

Using the Moodle quiz engine effectively takes some work and practice. The first step is to use question design strategies in order to ask good questions that will result in an assessment of your students' understanding of the material. Below are a couple of tips:

• Tie each question to a course objective or learning goal.
• Try to ask multiple questions about each important idea in the material. This will give you more data points about student understanding.
• When writing a multiple-choice question, be sure each wrong answer represents a common misconception. This will help you diagnose student thinking and eliminate easy guessing.
• Write questions that require your students to think at different levels. Include some recall questions, some comprehension questions and some application and analysis questions. This will help you to determine where students are having difficulty with the material, for example can they recall the material, but not apply it?
• Test your questions. As you develop your question bank and incorporate questions into exams, use the system reports to determine which questions are useful and which aren't.
• Once you have a few well-written test banks, be sure to use the quiz reports and statistics to monitor your students' performance. The detailed reports and statistics available to you are valuable tools for assessing student comprehension of the material. (Watch for more on this in a future blog.)

Creative Quiz Uses

The Moodle quiz engine makes it easier to utilize educationally sound assessment strategies that may have been more difficult to implement with paper and pencil. Instead of thinking of tests as a high-stakes activity - like a midterm or final, a better strategy is to incorporate frequent, low-stakes assessments so that your students are guided through the material throughout the semester. Creating a series of smaller quizzes gives you a flexible system for gauging performance and keeping students engaged in the class. Below are a few ideas for quick quizzes that you can use as part of a larger assessment strategy.

Chapter Checks

• As instructors, we know that reading the assigned materials is critical to the understanding of the course content and crucial to success in class, but getting students motivated to complete the reading can be a challenge. Creating a short test for each reading assignment encourages students to do the reading so that they can score well on the quiz, but it also gives students feedback on how well they understood the material. The instructor is provided with information about what aspects of the reading that students found confusing so that you can focus your class lectures on those topics.
• For a reading mini-test, set the time restrictions and only allow students to take the quiz once. Because it is a low-stakes activity and you want students to use it for self-assessment, enable the settings to display the feedback and correct answers  once the quiz is closed. If you are concerned about students sharing answers after they have taken the quiz, randomize the question and answer order. If you have a test bank with extra questions, make some of the questions random as well. 
• As an additional assignment, you could have your students view their test attempt and write down one question they have about a quiz question they missed.

Test Practice

• Many students have anxiety about taking tests - especially high-stakes tests. This is often caused by not knowing what to expect on the test. You can help alleviate some test anxiety by creating a practice test that students can take in order to get used to the format of the test, the types of questions that might be asked, and how detailed the questions will be. These tests are usually based on old questions similar to the current test questions such as last year's final exam.
• To set up a practice exam, create a zero point test with questions from the year before in random order with random answers. Allow students to take the test as many times as they would like so that they can test themselves as much as they need. Enable the settings to display feedback but not correct answers so that it presents more of a challenge. In the question feedback, give the students an indication of where they might find the correct answer (page number of book, lecture, etc.)

Data-Gathering Quiz

• A data-gathering quiz is similar to a chapter check, but it takes place after a class meeting or lecture. Your goal is to quickly obtain some feedback on your students' understanding of the material that you presented. This will help you to gauge what concepts your students found difficult and what they may have found so easy that they were bored in class.
• Set up the quiz to open for a limited time, such as opening an hour after class meets and closing an hour before the next scheduled class meeting. Allow students to take the quiz once and display feedback and correct answers after the quiz closes.

Coming next: Effective Quiz Practices in Moodle - Part Two: Quiz security and cheating

This information is from the Moodle.org document: Effective Quiz Practices which can be found at: https://docs.moodle.org/27/en/Effective_quiz_practices.