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.