I use the test functionality in Blackboard to set up regular online quizzes, primarily composed of multiple choice questions (MCQ). This could be used with classes of any size (even very large ones).
Students are asked to read portions of the text, and view online lectures prior to class. Each week, an open-book online quiz is administered based on the readings and online lectures. The quiz typically contains 8-12 questions, with one question just for participation to encourage students to do the quiz even if they aren’t feeling confident in their understanding of the material. Most questions are selected randomly from a pool (containing 2 or 3 questions on the same concept), and the order is randomized. I allow students 45 minutes per attempt to do the quiz, and 2 attempts (using the better of the 2 scores towards a small portion of the grade allocated to quizzes, worksheets, and online assignments). The quiz is open for a few days, with a deadline at least a day ahead of class so that I can make use of the quiz results in preparing for class.
The quizzes encourage class preparation, help me to prepare for class (as I use JITT), and also provide regular, timely, low-stakes feedback to students regarding their understanding of the topics.
Any learning outcome that can be assessed via a MCQ (or calculation question) can be assessed. Lower cognitive level outcomes may be the most easily assessed, but it is possible to construct application and analysis MCQ.
The automated scoring means rapid feedback for students without large amounts of time/effort on the part of the instructor.
The quizzes can provide helpful feedback to students and instructor regarding student understanding of concepts. Frequent testing provides opportunities for retrieval practise in student learning.
Once quiz questions and tests have been set up, they are easy and fast to modify, copy, and/or deploy.
I always set up a practise quiz early in the course to allow students to get used to the system without risk. This can also help students identify issues with their browser or other problems before a real quiz is encountered.
There are a couple of aspects of setting up the “tests” that may not be intuitive. I had to set up “pools” (containing questions that can be drawn from randomly), input the questions (within pools), and then create the actual test. Once the test is set up, it can be deployed in Blackboard. (It must be deployed in a content area for use.)
The options for the test (in general, and as deployed) differ, though some things (e.g., the test description) appear in both.
For my purposes, pretty much none of the default options given for a test were appropriate. Once I figured out what things I wanted, setting up the tests became pretty straight forward, though.
Occasionally, I’ve had issues with Blackboard outages or other technical problems during the time that a quiz has been available to students. Allowing two attempts gives me some flexibility with respect to technical issues, and it is possible in Blackboard to make exceptions for individual students to allow an additional attempt.
Initially, I was concerned about the possibility of students sharing their answers, but this is something I’ve decided not to worry about. Ultimately my goal is to help students get familiar with the upcoming material, and if students are working together, that’s better than not doing any work at all. In my course, the marks associated with the quizzes are minimal, so even if a student is trying to cheat or game the system, the reward in terms of grades will not be significant.
Each term, I find one or two students who don’t do any quizzes or complete the first quiz and no others. These students typically do not perform well on other assessments in the course, and this may be an indicator that a student is facing challenges that will impact their performance. I have not yet come up with an effective way to identify these students early, nor an intervention strategy.
I’ve used this type of approach with various LMSs over the past few years, and will likely continue using it in future in the same way. I update quiz questions (adding and/or changing them) each year, as it’s likely that some previous students saved and shared their quizzes with friends or family members who take the class in later years. While I am not overly worried about academic dishonesty, I do want students to go through the process of thinking about the questions/material as they answer the quiz.
I hope to find ways to identify and provide support for students who are not completing the online quizzes, in hopes that early interventions may be able to help students deal with issues that might otherwise negatively impact their performance in the course.
Tanya Noel (Learning Specialist – AAS)
tnoel@uwindsor.ca