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SettingupandusinganiLearn(Moodle)quizasanexamDrMathewHillier,MacquarieUniversity,Australia
Lastupdated27April2020.
PrefaceAniLearn(Moodle)Quizofferstheopportunitytoreplaceatraditionalexaminmany
disciplineareas.Itcomeswiththebenefitofautomatedmarkingusingavarietyofstructured
questiontypeswhilealsoallowingforconstructedresponses.Theguideiscorrectfor
MacquarieiLearn(Moodle3.5).
ContentsSettingupandusinganiLearn(Moodle)quizasanexam...........................................................................1
Anexam-likeexperience........................................................................................................................................2
Academicintegrityimplications....................................................................................................................2
Settingupthequiz....................................................................................................................................................2
Questiondesign.....................................................................................................................................................2
Recommendedsettings......................................................................................................................................7
Controllinggradereleaseforexams..............................................................................................................11
Deterringanddetectingcheating....................................................................................................................11
Dealingwithexceptions......................................................................................................................................13
Anexam-likeexperienceTherearesomethingswecandotoapproachanexamlikeexperienceorhelpgetstudents
intotheexamheadspacewhenusingaquizactivity.
ThecurrentMacquarieUniversitystance,asofwriting(April2020),isthattheuseof
externallyprovidedremoteinvigilationservices,lock-downbrowsersanddo-it-your-self
invigilationtechniquesarecurrentlynotrecommended.Thisguidewillassumethestudent
willbeusingtheirregularwebbrowserandanyothersoftwareyoudirectthemtouse.
Furtherguidanceontheimplicationsofthisonexamdesignisoutlinedlaterinthisguide.
Assuchtheguideassumesanon-invigilatedsettingwillexist.UsinganonlineiLearn(Moodle)
quizonitsownwillnotresultina'secure'environmentinthesenseofanexamhall.Assuch
theassessmentmustbedesignedasif'openbook'andwillcarrysimilarrisksasdoallnon-
invigilatedassessmenttypes.Therefore,thecontentandfocusoftheassessmenttaskmustbe
adaptedaccordingly.
Academicintegrityimplications
Withoutinvigilationtherearerisksof:
a) studentshavingsomeonedoitforthem.b) studentshavingsomeonesitnexttothemtoprovidehelp.c) studentsaccessingunauthorisedmaterials.d) weareunabletoverifytheidentityofthepersondoingthequiz(MQlogincanbe
easilygiventosomeoneelse).
Butinthesehardtimesweprobablyneedtoreleasethefingeroffthestudent'sthroatabit
aroundsecuritymattersandwewilllikelyhavetogowiththeflowabitmore!
Settingupthequiz
Inreadingtheremainderofthisguidealsoreferto:
• iLearnquickguidesforquiz(technicalguides)https://staff.mq.edu.au/teach/learning-
technologies-and-spaces/teaching-technologies-and-tools/ilearn/ilearn-quick-guides-
for-staff/quizzes
• ExamplesareavailableforMacquarieUniversitystaffwithinthe"DiscoveriLearnfor
Convenors"Moodleunitsitehttps://ilearn.mq.edu.au/course/view.php?id=36120
(MacquarieUniversityaccountrequired).
Note:whenfirstcreatingthequizremembertosetit‘hidden’fromstudentsuntilyouare
readytouseit.Youmayinsteadusequizsettingsorapplyanaccessrestrictiontoprevent
studentsfromaccessingthequiz.
Questiondesign
Inthemovetonon-invigilatedor'openbook'assessmentformatsthetypeofquestionsthat
aresetneedtochangewithagreateruseofhigher-orderresponsesthatinvolvecreativity,
analysisandintegration.Itisbesttoavoidrecallstylequestionsorquestionswhereaquick
websearchwouldrevealtheanswer.
Anopenbookonlineassessmentisalsoagoodopportunitytoleveragethecapabilitiesof
availabletechnologytoolstointroduceadegreeofauthentictaskdesignevenwhenusinga
quiz.Thiscouldincludehavingstudentsusesoftwareapplicationscommonlyusedinthe
disciplineorprofession.Theopportunityisavailabletoassessrelevantdigitalskills,although
youwillneedtobemindfulthatthetechnologyrequirementsofthetaskdonotinterferewith
thestudent'sabilitytorespondandaddressthelearningoutcomebeingmeasured.
Anothergoodstrategyistoaskcontextualquestions.Youmayrequirestudentstoreferto
somethinguniquefromtheunitcontextsuchastheories,activitiesorresourcesusedinthe
unit,anexperiencetheyhadduringtheunit(e.g.groupproject),priorworktheyhave
submittedintheunit,recentorcontemporaryeventsinthelocalarea(butbemindfulif
studentsarestudyingremotelyfromothercountries).Ingeneral,higherordertasksand
authentictaskdesigndecreasestheeaseofcontractcheatingorcopy-pastecheating.
Somesuggestionsforhowtoconstructquestionsinaquizarebelowandincreasein
complexityaswego:
a)Tryusingthedifferentquestiontypes-mixitupabit(don'tjustuseessayandMCQ).Moodlehas16standardquestiontypesyoucantry.
https://docs.moodle.org/35/en/Questions
IfyoudouseMCQsormatchingquestionsthenbesuretouserandomorderingofdistractors(seeQuizsettings).Thismakesitharderfordirectcollusionbetween
studentstooccur.e.g.ifeveryone'sresponse"a"isdifferent.
Remembertore-phraseuseof"alloftheabove"to"alloftheotheroptions".
Tip:MoodlehasstatisticalanalysisofMCQsthatcanhelpidentifyproblematic
questionsandhelpimprovequestionquality.See
https://docs.moodle.org/35/en/Quiz_statistics_report).
b)Considerposingquestionsthatrequireanalysisandnotjustrecall.Forexample:Youcanattachmaterialtothequestionpromptsuchasaminicase,scenarioordataandthenask
studentstoanalyse,reflect,compareorcontrast.Itisalsoagoodideatocontextualisethe
questionandthestudent'sresponse.Youmayaskstudentstolinktotheorytaughtintheunit,
theirownexperienceoreventsintheindustry.
Thereferencematerialcouldincludefilesorembeddedmedia(videooraudio).
c)Thecalculatedquestiontypesprovidetheabilitytopresentrandomvariablesorelements(fromapre-definedrange)withinthequestion.Thismakesitharderfordirect
collusionbetweenstudentstooccurbecauseeachstudentwillgetadifferentsetofvaluesin
thequestionvariables.Complexformulaecanbeusedtogeneratealargearrayofpossible
answers.Eachstudentwillseeadifferentsetofnumbers.
Example-calculatedquestion-displayforstudentA
Example-calculatedquestion-displayforstudentB
Therearethreetypesofcalculatedquestiontypesthatinclude'calculated'(asabove),
'calculatedmultiplechoice'and'calculatedsimple'.
Seefurtherinformationonthecalculatedquestiontypes:
https://docs.moodle.org/35/en/Questions
d)Theembeddedanswers(cloze)questiontypeallowsformulti-partandmulti-variablequestionsthatcanincludeamixofconstructedconvergentfields(textornumbers)and
selectionelements(radiobuttonordrop-downselectionlist)aswellasdifferentialweighting
ofcomponents.Buildingthequestionrequirestheuseofalimitedsetofsyntaxtodefinethe
questionelements.Moreinfoonclozequestions
https://docs.moodle.org/35/en/Embedded_Answers_(Cloze)_question_type
e)Considerhavingstudentsdosomethingtoarriveattheanswere.g.attachaspreadsheetorsimilarthatstudentswillneedtouseormanipulatetoarriveattheanswer
(constructedenquiry).Studentsmaybeaskedtorespondusingoneofthemanystandard
questiontypesinaniLearn(Moodle)Quiz.
Forexample:askthestudenttoconductananalysistaskandexplaintheirfindings:
Example:Providesomestartinginformationthatthestudentwillusetoconductataskthen
havethestudentexplaintheoutcome.
Example:Providedatafileforanalysisusingadisciplinetoolandhavethestudentrespond
withanumberthatcanbeautomaticallymarked.
f)Considerhavingthestudentcreatesomethingusingasoftwareapplication.Therearetwooptions:
1)TheiLearnAttoeditorthatappearsintheessayquestiontypecanbeusedby
studentstoarecordshort(lessthan3minutes)audioorvideoclip.
Thistechniquecanbeusedfororalresponsestooneormorequestionsasinaspoken
dictationtestorVivaVocetest.Similarlythevideoresponsecouldbeuseusedfor
shortpracticalskillsdemonstrationsorashortmusicalperformance(provideditcan
bedoneinlessthanthreeminutes!)
ThevideoresponsecanalsobeusedasanIDcheck-Seealsothe'Deterringcheating'
sectionbelow.
Note:theEssayquestionsettingsmusthave"Responseformat=HTMLeditorwithfile
picker"toallowtherecordingtooccursuccessfully.Othersettingscanremainattheir
defaults.
2)TheEssayquestiontypeallowsyoutoreceiveafilecontainingthestudent's
complexconstructedresponseaspartofaquizwhen"AllowAttachments"enabled
and"Requireattachments"settoatleast1.
…
Youcandirectstudentstouseanexternalsoftwareapplicationtodoaprogramming
task,spreadsheettask,drawingtasketc.Note:Someconsiderationisneededinterms
ofbeingflexibleregardingtheuseofdifferentsoftwaretoolstocompletethetask.For
example:"useanydrawingtoolcapableofexportingaPNG",ratherthaninsistingon
specificnamebrandproprietarytool.Besuretoprovideclearinstructionsonwhatyou
wantthestudenttodo.
Thestudentwillneedtouploadtheirresponsefiletothequestion.
Youcanalsochoosetorequireanaccompanyingtestresponse.
Example1:provideastarterfileandhavethestudentuploadtheirchangedfileastheir
response.IfatextresponseisNOTrequiredthenensure"Requiretext=Textinputis
optional"isset.
Example2:Programmingtask-provideadescriptionandallowthestudenttocreate
thefileresponse.Ifatextresponseisalsorequiredthenensure"Requiretext=
Requirethestudenttoentertext"isset.
g)Useoneormore'randomquestions'.Thishelpsmakedirectcollusionharderbecausestudentswilleachseeauniquesetofquestions.Thisisdoneby:
1)placingmultiplequestionsintoacategoryinthequestionbank,then,
2)inserta'randomquestion'whenbuildingthequiz,whendoingsospecifythecategorythat
holdsyourpoolofquestions.
Youcancreatemultiplecategoriestoholdeachtopicanddifficultyleveltoensureeventopic
coverageandequallydifficultexamsforeachstudent.
Theexamplebelowshowshowanexamof8questionscomprisingtwotopicsofselected
responsequestionsandtwointegrationessayscouldbestructured.Eachstudentwould
receiveadifferentsetofquestionsintheplacesforquestions1to7.Questionswithina
categoryshouldbeofthesamedifficultyandtargetthesamelearningoutcometoensureall
studentsreceiveanequallydifficultexamwithcoverageofeachtopic.Themarksforeach
questionwithinacategoryarethesame.Theexamplebelowshowshowastudentwillbe
allocatedquestionsfromthevariouscategorypoolsandprogressthroughtheexam.
ExampleexamdesignCategory Category 1
Topic A Easy
Category 2 Topic A Moderate
Category 3 Topic A Hard
Category 4 Topic B Easy
Category 5 Topic B Moderate
Category 6 Topic B Hard
Category 7 Integration
n/a Total
Start Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Finish Attempt Quiz
Q1_01 Q2_01 Q3_01 Q4_01 Q5_01 Q6_01 Q7_01 Q8 Submit Q1_02 Q2_02 Q3_02 Q4_02 Q5_02 Q6_02 Q7_02 Q1_03 Q2_03 Q3_03 Q4_03 Q5_03 Q6_03 Q7_03 Q1_04 Q2_04 Q3_04 Q4_04 Q5_04 Q6_04 Q1_05 Q3_05 Q4_05 Q6_05
Pool Five multiple choice
Four matching
Five mixed types
Five multiple choice
Four matching
Five numerical
Three essay questions
One essay question
Moodle quiz build
Random question
Random question
Random question
Random question
Random question
Random question
Random question
Essay question
Marks 1 2 3 1 2 3 4 4 20 BasedonK.Shultz(UniversityofAdelaide)postonLinkedIn2020
https://www.linkedin.com/posts/kymschutz_assessment-in-these-times-can-be-tricky-if-activity-
6654144114428383232-PjzR
Notallquestionsinthequizneedberandomthusallowingyoutopreservesequencesof
questionswherenecessary.Intheexample,thefinalquestionwouldbeseenbyallstudents
becauseitdoesnotusearandomquestion.Moreinformationonusingrandomquestions
https://docs.moodle.org/35/en/Random_question_type
Tip:Quizstatisticswillalsohelpdeterminetherelativeperformanceofeachquestionused
fromacategory.Seehttps://docs.moodle.org/35/en/Quiz_statistics_report
Recommendedsettings
Thesesettingsusedforthequizcanhelptominimiseopportunitiesforcheating,howeveryou
mayfindthatsomechoicesareabalancebetweenminimisingcheatingandgoodtestdesign
fromthestudentpointofview.Relevantsettingsforusingaquizasanexamareexplained
belowandareshownintheorderinwhicheachappearsiniLearn(Moodle).
TimingSettingsOpen/closeTheopenandclosesettingsareusedtocontrolwhenthequizisavailableforstudentstodoa
quizattempt.e.g.ifyouwanteveryonetodoatestbetween10amto11amonTuesday12
March2020thenyoucanspecifythetimesthatyouwouldwantstudentstohaveaccesswith
openandclosetimes.However,itisalsoagoodideatoprovidesomeleewayandsettheclose
timeabitlatertoallowfortechnicalmishapsthatmaycausealatestartforastudent.For
example,youmightwantstudentstobeabletobeginfrom10ambuttoallowotherstostart
thequizaslateas10:30andthereforesettheclosetimeat11:30am.
Notes:
• Toenforcea1hourdurationyouneedtoalsosetthe'Timelimit'(seebelow).
• Theclosetimecanalsodeterminewhenfeedbackisdisplayed(See'reviewoptions'to
definewhatstudentscanseebeforeandaftertheclosetime).
• Iftheclosetimepasses,thenthequizattemptwillend(Referto'Whentimeexpires'to
decidewhathappens!).
• Ifthequizlinkisnothidden(and/or'accessrestrictions'havenotbeensettoprevent
access),thenstudentswillbeabletoseethequizattemptpage(andthedetails
displayeduponit)priortotheopentime–butstudentswillnotyetbeabletopress
theattemptbutton.
Ifyouarecreatinganon-markedpracticequizyoucanleavetheopen/closesettingsdisabled.
TimelimitThetimelimitsetsthemaximumdurationforanattempt.Forexample,1hour(othervalues
canbeusedasneeded).Eachstudentwillbegiventhe1hourtimelimitfromthemoment
theypressthe'attemptquiznow'button.Acountdowntimerwillbedisplayedwithinthequiz
thatdisplaysthetimeremaining.
Usingatimelimitmeansitwillreduce(butnoteliminate)theopportunityforthestudentto
lookupanswersonlineortolookforunauthorisedresources(althoughwewouldencourage
questionstobeconstructedinsuchawaythattheanswercan'tjustbe'Googled').
Giventheexampleofa1hourdurationandopen/closesettingsfor10amto11:30ama
studentwillbeabletostartupto30minuteslateandstillget1hour.However,ifthe'close'
timepassesbeforetheir1hourhaselapsedthenthedurationavailableisreduced.For
example,ifthestudentstartedat10:45amthestudentwouldonlyget45minutestodothe
quizinsteadofthefull1hour,i.e.from10:45untiltheclosetimeof11:30am.See'dealing
withexceptions'whereyoucanoverridespecificquizsettings,suchasthetimingfora
selectedstudenton-the-fly.
Theactualtimeyousetshouldbebasedtheestimatedtimerequiredtocompletetheexam
questionsasifonpaper,butthenaddinreasonableextra'buffer'timetocaterfortechnical
overhead.Forexample,a2hourexamcouldbeallocated3hours.
WhentimeexpiresAsithappensthedefaultis"Openattemptsaresubmittedautomatically"–thisisgood.This
meansthatiftheclosetimeorthetimerexpiresthenthequizresponsesthathavebeen
enteredsofarwillbesubmittedautomatically.Thestudentcanstillsubmitearlyiftheywant.
TimingExampleShownbelowisanexampleofanexamdesignedfor2hours,butprovidinganextra1hourof
contingencyworkingtime(i.e.timelimitissetto3hours).Thequizwillbeavailablewithina
4hourwindowfrom9amto1pmon1June2020.Attemptswillsubmittedautomatically
shouldthetimerexpireortheclosetimeisreached.
GradeSettingsAttemptsallowedThisisthenumberoftimesastudentispermittedattemptandsubmitaquiz.
Settingattempts=1bestsuitssummativeusessuchasagradedtestorexam.Thisprevents
studentsreturningoncethequizhasbeensubmitted.
…
Note:theothersettingsintheGradessectionshouldbedeterminedbytheassessment
requirements.
Whenusedforformativeandpracticeactivitiesitisbesttosetattempts>1toallowstudents
toreviewtheirworkandtryagain.
Ifyouarecreatinganon-markedpracticequizyoucanset"Attemptsallowed"to‘unlimited’.
LayoutNewpage:Thisdefinesthedefaultforhowmanyquestionswillappearoneachpageofthequiz.Setthis
to"everyquestion"tohavethequizdisplayonlyonequestionperpage.Note:Asyoubuildthe
quizyoualsohavetheopportunitytoselectivelymultiplequestionsontothesamepage
wherethismakessense(forexample,ifyouhavemulti-partquestions).
Placingquestionsonseparatepageshelpstominimiseexposureofquestionsonthescreento
othersinthevicinityanditmakesithardertotakephotosoftheexam(thatmaybeshared).
Note:thishasapedagogicalcostinthatitismuchharderforstudentsseethewholetestat
thebeginningandthereforeitdecreasestheirabilitytoplantheirworkstrategy.Youmay
decidetohavemultiplequestionsonapageasacompromiseortogroupquestionsintotopic
sectionsonaperpagebasis.
NavigationmethodSetthisto"free"toallowstudentstonavigatefreelybackandforththroughthepagesonthe
quiz.Itisnotadvisabletopreventbacktrackingbecausewewanttoencouragestudentsto
reviewtheirwork.Whileenforcingasequencewouldmakecollusionabitharderthesacrifice
inpedagogyisnotworthitintermsofdisallowingstudentstoreviewtheirwork.
LayoutexampleAquizwithadefaultofonequestionperpageandtheabilitytofreelynavigatetoany
questioninthesequence,forwardsandbackwards.
QuestionbehaviourShufflewithinquestionsSettingshuffle"yes"willrandomisethedisplayofquestionresponsechoiceswhereaquestion
hasmultipleresponsepossibilitiesordistractors-suchasmultiplechoiceandmatching
questions.Thishelpstomakedirectcollusionabitharderbecauseeachstudentwillhavea
differentoption'a'.
Remembertoeditany"Alloftheabove"optionstosay"Alloftheotheroptions".
HowquestionsbehaveUsing'Deferredfeedback'meansstudentsdon'tgettoseefeedbackuntilafterthequizis
submitted.Thisreplicatesastandardtestorexam.Youmayalsowanttodisable'marks'
whilstdisplayingwrittenfeedback(seealso"Reviewoptions"and"overallfeedback").
QuestionbehaviourexampleShowingaquizwithshuffleddistractors(i.e.forMCQandmatchingquestions)anddeferred
feedbacktosuitexams.
ReviewoptionsWhenconductinganend-ofsemesterexamitisadvisabledisableallitems(untickallthe
boxesundereachsection).
Removingfeedbackforanexamcanreduce(butnoteliminate)theopportunityforthosewho
submittedearlyfrompassingonanswerstothosestillundertakingtheirattempt.
Removingalloptionswillalsopreventmarksorfeedbackbeingseenbystudentsbeforethe
fullacademicreviewprocessoftheunitcanbecarriedout.Seealso"Controllinggrade
release".
However,youmayliketoleavesomedescriptivefeedbacktypessuchas'generalfeedback'or
'overallfeedback'enabledunder"Afterthequizisclosed".
ExtrarestrictionsonattemptsRequirepasswordSettingapasswordmayhelppreventunauthorisedaccessoutsideofthosepeoplegiven
access.Thepasswordwillneedtobecommunicated(e.g.viaemail)toallstudentsjustprior
tothetimeaquizissettoopen(butthereisnothingstoppingstudentsfromforwardingthe
passwordtosomeoneelse!).
Note:'restrictaccess'rulescanalsobeusedtolimitaccesstogroupsofstudentsortoan
individualwithouttheneedtocommunicateapassword.
OverallfeedbackPlacesuitableoverallfeedbackhereasyouseefit.Note:Youcanincludeastatementinthe
overallfeedbackthat"resultsdisplayedarenotfinalandmaybesubjecttomoderationand
changesaspartoftheacademicreviewprocess"or"resultswillbereleasedafterthe
universityacademicreviewprocesshasbeencompleted".Topreventfeedbackormarks
beingreleasedbeforeyouareready,See"Controllinggraderelease".
RestrictaccessUsingrestrictaccessallowsbothsimpleandcomplexnestedconditionstobeestablishedfor
thegrantingofaccesstoaquiz.Caremustbetakennottopreventaccesstothosewhomyou
wanttohaveaccess!Considerthefollowingwhendecidingifandhowtouserestrictaccess
settingsinrelationtoexams:
• Ifyouwanttoestablishdifferentversionsofthequizfordifferentgroupsofstudents
withintheunitthenyoucanrestrictaccessbygroupmembership-ortooneormore
individualstudents.
• Ifyouonlyhaveoneversionoftheexamandyouhavealreadysettheopen/closetime
thenrestrictingaccessusingadateisnotrequired.
• Ifyoudouserestrictaccesstosetadatethenthiswillpreventstudentsaccessingthe
quizattemptpagepriortoaspecifiedtime.Itisagoodideatokeeptherestriction
visibleinthiscasebecauseitprovidesstudentswithavisualindicationofwherethey
willfindthequizontheexamday.
• Ifyouhavesetthequizto"Hidefromstudents"thenyouwillneedtoun-hideitbefore
studentswillbeabletoaccessit-regardlessoftherestrictaccesssettings.
Seealso"Dealingwithexceptions"forhandlingmultipleversionsoftheexamorproviding
extratimetoastudent.
AdvanceduserscanalsorefertotheMoodledocs
https://docs.moodle.org/35/en/Using_restrict_access
ControllinggradereleaseforexamsWhenusingaquiztorunafinalexamyoumayneedtopreventthereleaseofgradesuntilall
markinghasbeencompletedandthefullacademicreviewprocesshasbeencompletedforthe
unit.Youwillneedto:
• Disableallreviewoptionspertainingtomarksordetailedfeedbackwithinquiz
settings–see"Reviewoptions".
• Hidethequizinthegradebook.UnlikeaTurnItInorassignmentactivity,youcannot
directlyhideaquizwithinthegradebook.Todosoyouwillneedto:
1. Createanewcategoryinthegradebook.2. Movethequizintothecategory.3. Hidethecategoryviathecategory'Edit'contextmenu.
• Hidetheunittotalinthegradebook.See'HideandshowgradestoStudents'withinthe
iLearnQuickguide:https://staff.mq.edu.au/teach/learning-technologies-and-
spaces/teaching-technologies-and-tools/ilearn/ilearn-quick-guides-for-
staff/gradebook
DeterringanddetectingcheatingSomeadditionalmeasuresbelowareworthconsidering.Whilethesestepswon’teliminate
cheatingitwillincreasetheamountofeffortrequiredtodoso.i.e.itwillbemuchharderto
outsourcetosomeonebeyondtheirimmediategeographicarea.
Addvideooraudiochecksinthequiz.TheMoodleAttorichtexteditorhasa3-minuterecordingfeaturethatisavailableaspartofanessayquestioninaquiz.Thisrequiresaweb
cam,microphoneandFirefoxorChrometoworksoisbestwhenusingalaptop(Noadditional
pluginsarerequired.ButitdoesNOTworkoniOSdevicessuchasiPadoriPhoneorSafarion
Mac).
TheaudiorecordingfeaturecanbeusedasacomparativelylowerbandwidthoptionfororalresponsestosomequestionsinthequizorassimpleVivaVocestyletest.
Thevideorecordingfeaturecanbeusedforanidentitycheckandspatialcontextcheck.Videowilluseabitmorebandwidthfortheupload.
AsanIDcheck,havethestudentusetheirwebcamtovideorecordtheirfaceandID
card,speaktheirnameandtheunittitleastheirresponsetoaquestion.
Asspatialcontextcheck,useanotherquestiontohavethestudentrecorda360sweep
oftheroomincludingundertheirdesk.Ofcoursethiswon’tstoptheminviting
someoneelseintotheroomorcontactingsomeoneonlineafterwards!
Itisrecommendedthatifthevideooraudiotechniquesaretobeused:
• Setupthe'check'questionsonthefirst'page'inthequizandseparatefromthe
contentquestions.
• Besuretoaddextratimetoallowthestudenttodothesetaskswithoutundulytaking
awayfromtheir'writing'time.
• Besuretowarnstudentswellinadvancethattheywillneedtodothisandprovidean
opportunitytopracticethesestepspriortotheexam.
• Considerhowtoprovidealternativeforstudentswithoutasuitabledeviceoradequate
bandwidth.
Youwillneedtomakeajudgementiftheadditionalcomplexityforthestudentsandyourself
isworththerelativelysmallincreasesdeterrenceofthesemeasures.
Checkaccesslogs.TheMoodlelogsarefoundunderUnit"Reports>Logs"andcanbeusedtocheckaccessandusagepatternsbutsomecautionandunderstandingofthecontextwillbe
neededininterpretingtheselogs.Thisisbestdoneincombinationwithotherevidenceand
withadvicefromtechnicalsupportstaff.TheIPaddressthatwasusedtoundertakethequiz
andotheractivitiesonMoodlecouldprovideindicationsofcontractcheatingorcollusion.
Aroughgeographiclocationcanbedeterminedusingaservicesuchhttps://db-ip.com/or
https://ipstack.com/toconverttheIPaddressintoalocation–butthesearenotalways
accurateandmayonlybeindicativeofthecountryandnotindividualcities.
Indicationsofcontractcheating-Alternatingpatternsofloginsfromlocationsfarawayfromeachotheroververyshorttimespans.i.e.AustraliathenIndiathenAustraliawithinhours.If
thequizwasdonebysomeonelogginginfromanothercountrywhenthestudentliveslocally
andhasotherwiseloggedinfromlocalIPaddresses(i.e.comparedtotheothersessionsby
thatstudent).Ifthestudenthastravelledtotheirhomecountryrecentlythiswouldneedtobe
takenintoconsideration.
Indicationsofpossiblecollusion-IftheIPaddressesoftwodifferentstudentsdoingthequizarethesame(i.e.viathesameinternetserviceproviderconnection)orwhereIPaddresses
areadjacentcomputersonthenetwork,whenthisisnotnormallythecase(comparedtouse
patternsfortheirothersessionsonMoodle).Butbemindfulthatsomestudentsdoshare
accommodation.
Checkdocumentpropertiesandwritingcharacteristics.Thisstrategycouldbeusedaspartofatwo-stageexamwhereonehalfusesthequizandtheotherhalfinvolvesextended
responsescomposedinaworddocumentsubmittedtoTurnItInforbasictext-matching.
Whenusingworddocuments,youcanlookatthedocumentpropertiesofsubmittedfilesthat
mayprovidesomeindicationsofamis-matchinidentities(ifyouaskstudentstosubmitdoc
ordocxfiles).Checkforuseofnon-Australianspelling.CheckuseofdistantIPaddressesfor
thedownloadandsubmissionstages.Adivergencefromtheformatorrequiredelements
sections,amis-matchofpresentedcontenttothattaughtintheunit,amismatchofcitation
style,useofoldorhardtofindbooksourcesthatarenotavailableintheuniversitylibraryare
furtherpossibleindicatorsofoutsourcedwork.Seethefollowingresourcesinrelationto
detectingcontractcheating:
• DeakinUniversity
https://www.deakin.edu.au/__data/assets/pdf_file/0007/1853881/01-cradle-detect-
contract-cheating.pdf.Awebinarbythesameisavailable:http://taw.fi/29apr2020
(recordingwillalsobeavailable).
• UniversityofCalgaryhttp://connections.ucalgaryblogs.ca/2018/10/01/15-strategies-
to-detect-contract-cheating/
Dealingwithexceptions
Studentsaccessingdifferentversionsoftheexam:
YoucanuseiLearn(Moodle)'groups'and'restrictaccess'tosetupaccesstodifferent
versionsorcopiesofthequizforusebyselectedstudentsorgroups.Thisisbestdonewellin
advanceoftheexamdate.
Youmaywanteachtutorialclassgrouptoaccessdifferentversionsofthequizduringtheir
classtime.Youmayhavestudentsresidingindifferenttimezonesandwanttoprovide
separateversionofthequiz.Youmaywanttodividetheunitwithdifferentversionsofthe
quizforamorningandafternoonsitting.Youmaywanttosetupaccesstoasupplementary
examforspecificstudentsonly.
Furtherinformation:
'Groups'https://staff.mq.edu.au/teach/learning-technologies-and-spaces/teaching-
technologies-and-tools/ilearn/ilearn-quick-guides-for-staff/groupsand
'Restrictaccess'https://staff.mq.edu.au/teach/learning-technologies-and-spaces/teaching-
technologies-and-tools/ilearn/ilearn-quick-guides-for-staff/activities
Studentswithspecialconditionsduetoaccessplans:
Whenyouknowtherequirementsforeachstudentinadvanceyoucanestablishthesebefore
theexamday.Thismeansfewerthingsyouneedtoworryaboutonexamday.
Youcanusethequizoverridefunctiontosetupexceptionstosomequizsettingsforselected
students(orgroups)inadvance.
Thesettingsare:adifferentpassword,openorclosetimes,thetimelimitorthenumberof
attempts.
Toaccesstheoverridefunction,gothequizpagethentotheActionsmenu(gearicon)and
selectUserOverridesorGroupOverridesasappropriate.Forfurtherinformationonusing
overrides,see"Specialconsiderationorconditionsforaparticularstudent"onthepage
https://staff.mq.edu.au/teach/learning-technologies-and-spaces/teaching-technologies-and-
tools/ilearn/ilearn-quick-guides-for-staff/quizzes.
Note:Ifyouneedtoprovideadifferentversionoftheexamthenyouwillneedtouse‘Groups’
and‘restrictaccess’asabove.
Studentswhoencounterreal-timeincidents:
Foron-the-flychangesitisbesttousetheMoodlequizoverridefunctionstoadjustsomequiz
settingsforaselectedstudent.e.g.provideextratimeoranextraattempt.
Ifthestudentexperiencesabrowserorcomputercrashpriortotheattemptsubmission,they
canregainaccessto'continuetheattempt'byreturningtothequizpage.
Ifthestudentwastoaccidentlysubmitthequizwithoutenteringanyresponses,thenyoucan
usetheoverridetogiveastudentanadditional'attempt'.Note:ifthestudenthasalready
enteredquizresponsesthenthequizwillfollowthesettingsyouhaveestablishedforthequiz
e.g.highestscoreorlatestattemptetc.Whenprovidingasecondattempt(whentheoriginal
settingwas1attempt)Moodlewillnotbeabletore-insettheresponsesfromtheprevious
attempt,howeverthosefirstsetofresponseswillbestoredintheattemptsrecordforyouto
reviewlater.Whilethepriorattemptisnotlost,thestudentwillnotbeabletoseetheirprior
workduringthesecondattempt.
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