WebCT Quizzes: Three Ways to Use Them

1
WebCT Quizzes Three Ways to Use Them

• Andrew Kirk

Department of Electrical and Computer Engineering
FITIC May 8th 2003
2
Motivation
Chinese Proverb I hear and I forget I see and
I remember I do and I understand.
How can we use the web to promote doing ?
3
Outline

• Brief review of WebCT (Web Course Tools)
• The WebCT quiz module
• Strategies for quizzes
• Before class
• After class
• After a module
• Findings
• Conclusion

4
Web Course Tools

• Integrated course management software
• Web-based
• Allows instructors to
• Post notes and slides
• Communicate with students
• Manage student grades
• Manage assignments and projects
• Post quizzes and surveys

www.webct.com
5
Quiz module

• Create quizzes
• Question types include
• Multiple choice (single and multiple answer)
• True/False
• Matching pairs
• These are all computer graded
• Instructor graded written answer questions are
  also possible
• Instructor defines availability, number of
  attempts, degree of feedback
• Quizzes can be written quickly with Respondus

6
(No Transcript)
7
Quiz example
8
Feedback
Allows the instructor to correct common mistakes
9
Three strategies
10
Strategy 1 Pre-Class

• Assign 1-3 simple multiple choice questions
  several days before every class
• Must be completed before class starts
• Based on material that will come up in class
  (reading)
• Provide several chances to get right answer
• Each counts for lt 1 of final grade
• Students are forgiven 4 uncompleted quizzes
• Formative helps to prepare concepts
• Opens up class for discussion
• Typically takes 30 minutes for instructor to
  prepare

11
Strategy 2 Post-class(es)

• More complex questions, requiring material from
  class
• Multiple choice
• Good for practicing problem solving
• Good for extending comprehension with what-if
  questions
• Feedback allows misconceptions to be corrected
• Helps instructor to assess depth of learning
• Formative (multiple chances given to get it
  right)
• Provides self-evaluation also
• 30 minutes to 1 hour to prepare (for group of
  classes)

12
Strategy 3 Post-module

• Written answer questions (paragraph)
• Instructor graded
• Each carries 5 of the grade (4 per semester)
• Good questions can help assess and promote
  synthesis
• Summative and formative

13
Example
14
Comments on written questions

• Time requires at least one minute/question/studen
  t
• Not suitable for large classes (unless teaching
  assistants can be used)
• Impossible to know whether student is doing work
  him/herself
• Students can often find answers on the web
• Students can exchange answers
• But with care this is a powerful tool for small
  classes
• Quality of feedback can be better than with
  hardcopy assignments

15
Findings

• Applied compulsory pre-class quizzes in class of
  100 second year students for 2 years
• Observed quality of class discussion greatly
  improved
• Applied optional post-module multiple choice
  questions in third year class of 25 students
• Strong correlation between number of quizzes
  completed and performance in final exam
• Applied post-module written answer questions in
  same class
• Very positive student feedback on helpfulness of
  process
• Opened path to conversation on critical issues

16
Conclusions

• On-line quizzes can help ensure that students
  do more often
• Can help students check their own understanding
• Can help an instructor to catch common
  misconceptions
• Can help
• Assess knowledge
• Practice procedures
• Assess and reinforce synthesis of material
• For more information email andrew.kirk_at_mcgill.ca