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Exam and Quiz Questions With Multimedia Responses PDF

1. The document discusses using multimedia authoring tools to create exam and quiz questions with multimedia responses for immediate feedback and scoring. True/false, multiple choice, and fill-in-the-blank questions can be adapted for multimedia with visual and audio responses. 2. Questions are constructed as normal, but multimedia permits weighting different answers and providing feedback for correct or incorrect responses through text, media clips, or transferring to other pages. 3. Students get immediate feedback on their answers, and instructors receive data on student performance and attempts to help evaluate understanding.

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Nelson Kwame
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83 views

Exam and Quiz Questions With Multimedia Responses PDF

1. The document discusses using multimedia authoring tools to create exam and quiz questions with multimedia responses for immediate feedback and scoring. True/false, multiple choice, and fill-in-the-blank questions can be adapted for multimedia with visual and audio responses. 2. Questions are constructed as normal, but multimedia permits weighting different answers and providing feedback for correct or incorrect responses through text, media clips, or transferring to other pages. 3. Students get immediate feedback on their answers, and instructors receive data on student performance and attempts to help evaluate understanding.

Uploaded by

Nelson Kwame
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Session 1658

EXAM AND QUIZ QUESTIONS WITH MULTIMEDIA RESPONSES

William H. Hubbard, Robert D. Murphy


Purdue University

Abstract How to make Multimedia Questions and Answers

The next logical step to developing multimedia course Using the CBT version of Asymetrix ToolbookO’,
materials is the use of immediate response grading of quizzes multimedia questions may use the same true / false, multiple
and exams. True - false, multiple choice and till in the blank choice or fill in the blank type questions that have been in the
type questions are adapted for use in multimedia authoring to test bank for years. Answers may be weighted to provide the
provide visual and aural gratification. Scoring of the results partial credit that students love to derive from instructors. If
provides the class room instructor with direct feedback. one answer is equivalent to another, equal weight is provided
for each answer. If some answers are preferred to others, the
Introduction author has the option of different weighting. Best of all,
immediate response is given to answering each question. A part
Electronic books provide the reader with the ability to of each response may include both visual and aural stimuli to
jump in anywhere and hotword around. At one time traditional encourage the student to continue to do well and achieve at a
text book authors assumed people would begin reading and higher level.
studying material with the first chapter and end with the last.
With multimedia, this is no longer the required sequence. In Constructing the Question
actuality, no one really reads a book that way either. A word or
a concept often comes up that requires the dictionary, glossary Nothing different is required in constructing a multimedia
or index. Hopping around from place to place has always been question. The same tried and true questions you have found
part of the normal reading process. With electronic books, the beneficial in the past are still valid. Toolbook permits all the
authoring process provided hotwords and formalized the way usual true - false, multiple choice or fill in the blank type
we really read. Authors of electronic books provide the questions. The following illustration is taken from Multimedia
emphasized word transfer links. These hotwords are found as Electronics* summary questions on inverting voltage feedback.
part of normal text but are given special emphasis with a Notice the MORE button of Figure 1 entices the student to
change of color or font. These words are used to speed the review material before answering the quiz question or after an
reading process. Both remedial and advanced thought transfers incorrect answer.
are provided. This permits the learning of the basic idea
without the author being either too wordy or too deep. With the
electronic book concept, learning begins on a topic of interest
to the student. He or she can begin reading any topic within any
chapter and click around with the mouse controller to obtain
remedial or advanced material.
Once the course materials are in multimedia format,
multimedia quiz and exam questions can give the student and
faculty instant gratification of successful learning and
recommendations of evaluation. Have you ever heard a student
respond that they had no idea how they did on a quiz or exam
they just finished taking? If you feel they should be able to
leave the testing arena with definite answers and positive
attitude plans, you are ready for multimedia testing. With
multimedia testing, the accuracy of each answer is immediately
revealed and scored. Multimedia feedback can be used to
provide additional encouragement or regret with suggested Figure 1. Multimedia Quiz Buttons -

additional learning activities. In addition, the student is given


Page 1.207.1

the option of answering the question again if desired. In this case selecting the first bright yellow quiz button in
Figure 1, calls up the first multiple choice question in Figure 2.

$i!lii’ ) 1996 ASEE Annual Conference Proceedings


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Figure 2. Multimedia Quiz Question

Answers are Entered and Weighted

From the author mode of Toolbook, the question and


selected answers are entered. The following answer dialog box
of Figure 3 was used to generate the weighted answers to the
previous question. Selecting the random answer option caused
the different order of the answers in Figure 2 and Figure 5.

Figure 3. Question Answer Properties


Figure 5. Multimedia Quiz Question with Response
Each answer can invoke a different author controlled
response. From the feedback dialog box of Figure 4, the author Conclusion
may choose answer feedback in the form of text, media clips,
event sequences or transfer to another page in the book. The Multimedia authoring includes the capability for testing
text can range from one word, “Right!” or “Wrong!”, to a the student and providing instant feedback in the form of visual
lengthy explanation of the reasoning behind the answer. or aural stimuli. The questions may be standard true / false,
Examples of both types of response are found in Multimedia multiple choice or fill in the blank. The instructor can get the
Circuits 3 quiz questions. Animation video or sound clips may results of the student’s efforts to measure their understanding of
also be played as part of the student feedback. the material.
Student generated feedback to the instructor is available on
floppy disk or a network. This data includes the number of References:
attempts to answer each question and the last answer. 1. Asymetrix Corporation, Toolbook CBT version, 110-11 O’h
Avenue N. E., Suite 700, Bellevue, WA 98004
2. Hubbard, William H., and Robert D. Murphy, Multimedia
Electronics, Prentice Hall.
3. Murphy, Robert D., Multimedia Circuits, Prentice Hall
Page 1.207.2

$iiii’ ) 1996 ASEE Annual Conference Proceedings


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