Lesson 6 Homework Practice Select An Appropriate Display
Yair Nixon
Creating a new quiz is a two-step process. In the first step, you create the quiz activity and set its options which specify the rules for interacting with the quiz. In the second step you add questions to the quiz.This page describes the options you can set for the quiz activity. The page Building Quiz describes how to set up the questions for the quiz.
When you first set up your quiz from Add an activity or resource > Quiz, (or, if you don't have this link, the dropdown Add an activity>Quiz) you will get the following settings, (which can also be changed later in the Edit Settings link of the Quiz administration settings block) All settings may expanded by clicking the "Expand all" link top right.
Note that the quiz is open by default. In other words, if no opening and closing date is specified, i.e. if the Enable check boxes are not checked, the quiz is accessible at all times. If only an opening date is specified, the quiz is available at all times after this date. If only a closing date is specified, the quiz is available at all times until that date.
If you select "There is a grace period..." then you can check the box to enable the "Submission grace period" and specify a period of time during which learners may still submit the quiz after the time is up.
Here you can set a passing grade for the quiz. This may be connected with Activity completion and Conditional activities such that a student will not be able to access a follow up activity until they have passed the quiz.
If you have many questions that use many high definition images and the server suffers performance issues, showing only one question per page is easier on the server that showing many (or all) questions in one page.
Note: Currently, the Answers display is a bit inconsistent between different question types. For example, the matching question type shows students which of their responses are correct, but does not tell them the right answer for the ones they got wrong. The short answer and multiple choices question types do tell the student what the correct answer is.
Users with the capability 'View hidden grades' moodle/grade:viewhidden (typically teachers and administrators) are not affected by these settings and will always by able to review all information about a student's attempt at any time.
In your list of review options, you must have 'The attempt' (the first option in the lists) selected before you can enable the options to show 'Whether correct', 'Specific feedback', 'General feedback', and 'Right answer'. If you choose not to let the students review the attempt, your only options are to display 'Marks' and 'Overall feedback'.
The following JavaScript hides the questions that the students answered correctly from the review of their previous attempts. Hence, only questions that the students answered incorrectly or partially correctly are displayed.
Overall feedback is shown to a student after they have completed an attempt at the quiz. The text that is shown can depend on the grade the student got. Click "Show editing tools" to display the rich text editor, and drag the bottom right of the text box out to expand it.
Then students who score between 100% and 40% will see the "Well done" message, and those who score between 39.99% and 0% will see "Please study this week's work again". That is, the grade boundaries define ranges of grades, and each feedback string is displayed to scores within the appropriate range.
If you're getting confusing error messages about a boundary being out of sequence (when it's obviously *in* sequence), or "boundaries must be between 0% and 100%" (and they are) -- check that the Maximum Grade for this quiz is set to something greater than zero.
Dates, timing and number of allowed attempts may be changed for individual users or groups by following the links Group Overrides or User Overrides in Quiz administration. In situations where two group overrides may apply to a single user, the most lenient date is used. For "Open the quiz" dates, this means the earliest possible date is used, for "Close the quiz" dates, this means that the latest possible date is used. Note also that if there exists a user override for a student, it will always take precedence over any group overrides.
This is very useful for schools where many students in many different groups wil have to answer the same quiz at different times and students have a tendency to share quiz passwords. You can set a different password and a different time frame for the quiz for each group and thus lower (a little) the risk of students cheating.
Note: Students MUST be in the correct group for the group override to work as expected. If one student is not in the right group, or if the student is in two or more groups (e.g. the student is also in the group from the previous term), the student will not be able to use the override.
To change a quiz setting for a particular user or users, click the "add user override" button in Quiz Administration > User overrides, make the changes you wish and save or enter another override.
User overrides are very useful when you need one exception (or a few) for an activity. For example, one student will have a doctor appointment the same day all the group must sit for a summative test; you decide to give the student a chance to take the test one day before all students. Only that particular student will be able to open the quiz that day, using a quiz password that is different from the password that will be used for all the other students the following day.
This message warns you that although you have extended the "Cloze the quiz" time to 15:15 for the student, the quiz will in fact be inaccessible for him after 15:00 due to the Restrictions in the quiz settings. The only way for the student to access the quiz after 15:00 is to remove the "until" date restriction in the quiz settings or change it to "until" 15:15. (Note that there seems to be a bug that if a "from" date restriction in the quiz settings is not specified, the warning message in the override is not displayed.)
The time period settings for a quiz (such as time limit, submission grace period, autosave period and so on) can be set here with a duration of seconds, minutes, hours, days or weeks. These defaults will then be used when new quizzes are created.
Using Safe Exam Browser with the quiz module has two additional settings which may be changed by an administrator.
In Site administration > Plugins > Activity modules > Quiz > Safe Exam Browser templates you can add and manage templates of Safe Exam Browser settings for using in a quiz. This make sense, if you want to make it easier for teachers or if you want to restrict teachers to use Safe Exam Browser only in a specific setting.
In Site administration > Plugins > Activity modules > Quiz > Safe Exam Browser access rule you change general settings of the usage of Safe Exam browser like the download link for Safe Exam Browser or if Moodle is allowed to auto configure Safe Exam Browser.
To improve the outcomes of children with ASD, educators should implement evidence-based practices (EBPs), strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors for a given population. There are evidence-based practices to improve academic and behavior outcomes for all students. However, this module will focus on strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors for students with ASD. The National Professional Development Center (NPDC) on Autism Spectrum Disorder has identified 27 evidence-based practices for improving outcomes for students with ASD.
With so many EBPs from which to choose, how can educators or practitioners determine which of them to use with a specific child? The four steps outlined below can help educators and practitioners make a more informed decision when they select an EBP.
The target behavior is the behavior the teacher wants to change. This should be a discrete behavior that is directly observable, measurable, and clearly defined. The definition of the behavior should:
Baseline data refers to the level (i.e., frequency, duration) at which a behavior occurs before a strategy or intervention is implemented. These data should be gathered for at least four days or until a pattern of behavior is evident. By comparing these data to data collected after the strategy has been implemented, educators can determine whether it is effective for the student.
The next step in this process is to determine which EBPs can address the target behavior. With those in mind, educators can select an EBP that is likely to be effective for a student. The IFSP or IEP team should consider the following when they choose an EBP:
Once an EBP has been selected and implemented with a child, the educator or practitioner needs to collect data on the behavior to evaluate how the EBP is working for the individual student. It is also important to determine whether the EBP was implemented with fidelity (i.e., implemented as the developer intended), especially if the EBP was not effective for the student. Kara Hume and Ilene Schwartz discuss selecting an EBP, implementing a practice with fidelity, and evaluating whether an EBP is effective for a student.
And then think about what do you know about the staff. What type of expertise does the staff have? What type of training has the staff already received that might be beneficial in learning or implementing an additional evidence-based practice?
Planning a unit or lesson involves a number of instructional decisions. The teacher must identify the following: the content and processes to be addressed, the strengths, needs, and interests of students, the Common Essential Learnings that could be incorporated, and the most effective instructional approaches. Such decisions are critical and must be made consciously and purposefully. As Glickman (1991) states:"Effective teaching is not a set of generic practices, but instead is a set of context-driven decisions about teaching. Effective teachers do not use the same set of practices for every lesson . . . Instead, what effective teachers do is constantly reflect about their work, observe whether students are learning or not, and, then adjust their practice accordingly (p. 6). Because there are so many variables for teachers to consider when making decisions about teaching and learning, it is essential that they have a conceptual base for understanding Saskatchewan's Core Curriculum and a framework for understanding the levels associated with instructional decision making. This chapter deals first with the conceptual base and instructional framework, then goes on to define instructional models, strategies, methods, and skills.The instructional approaches identified in the document are flexible enough to incorporate the Common Essential Learnings and to accommodate individual student needs, abilities, interests, and strengths through the Adaptive Dimension. The following discussion focuses specifically upon the instructional portion of the Conceptual Base. The Instructional FrameworkFigure 2, the Instructional Framework, identifies and illustrates the interrelationship among instructional approaches that, properly used, are acknowledged to be consistent with sound educational practice. The approaches are referenced to the goals of education and apply to the objectives of the various curricula. Figure 2 also illustrates the levels of approaches in instruction ranging from an instructional model, a broad approach, to an instructional skill, which represents a specific teaching behavior or technique. Within each level the potential exists for developing both the science and the art of teaching.Defining the Instructional Framework
The following definition of terms will help to interpret the framework and to clarify the relationships between and among the levels.Instructional Models
Models represent the broadest level of instructional practices and present a philosophical orientation to instruction. Models are used to select and to structure teaching strategies, methods, skills, and student activities for a particular instructional emphasis. Joyce and Weil (1986) identify four models: information processing, behavioral, social interaction, and personal.Instructional Strategies
Within each model several strategies can be used. Strategies determine the approach a teacher may take to achieve learning objectives. Strategies can be classed as direct, indirect, interactive, experiential, or independent.Instructional Methods
Methods are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson. While particular methods are often associated with certain strategies, some methods may be found within a variety of strategies.Instructional Skills
Skills are the most specific instructional behaviors. These include such techniques as questioning, discussing, direction-giving, explaining, and demonstrating. They also include such actions as planning, structuring, focusing, and managing.Figure 3 illustrates the relationship among instructional models, strategies, methods, and skills.The Instructional Framework is intended to encourage teachers to examine their own instructional practice. Reflective assessment of the use of strategies, methods, and skills may lead teachers to broaden and deepen their repertoire of instructional approaches. Expanding the knowledge and expertise regarding various instructional approaches can enrich the artistry of teaching and, in turn, enhance the effectiveness of instruction. The remainder of this chapter is devoted to a study of specific instructional models, strategies, methods, and skills. Instructional StrategiesDecision making regarding instructional strategies requires teachers to focus on curriculum, the prior experiences and knowledge of students, learner interests, student learning styles, and the developmental levels of the learner. Such decision making relies on ongoing student assessment that is linked to learning objectives and processes.Although instructional strategies can be categorized, the distinctions are not always clear-cut. For example, a teacher may provide information through the lecture method (from the direct instruction strategy) while using an interpretive method to ask students to determine the significance of information that was presented (from the indirect instruction strategy).Five categories of instructional strategies and the interrelationship between and among strategies are illustrated in Figure 4. Explanations of the five categories follow. Although samples of instructional methods pertaining to each category are sometimes included, these will be explained further in the section "Instructional Methods".Direct Instruction
The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations.The direct instruction strategy is effective for providing information or developing step-by-step skills. This strategy also works well for introducing other teaching methods, or actively involving students in knowledge construction.Direct instruction is usually deductive. That is, the rule or generalization is presented and then illustrated with examples. While this strategy may be considered among the easier to plan and to use, it is clear that effective direct instruction is often more complex than it would first appear.Possible Methods