[ARCHIVED] Setting up Essay Questions in Quiz to be a completion grade

[kecollins]

Hi there everyone - here is my scenario:

Faculty have large classes and their time is limited to provide specific feedback. While we will have some class discussions, faculty are also not wanted to have so much discussions to sift through because again, too many students and too much to read. Suggested solution is to have students complete prior knowledge checks at the beginning of each module and then reflect on what they learned at the end of each module. At least this way there are some activities and encouragement for students to engage and think through the material besides just readings and lectures.

I was hoping to use quizzes set to completion to do this. BUT is there a way to make a quiz with essay questions set to completion so that students get full points for just attempting/entering in text and submitting the quiz? I don't have admin rights so I can't enroll as a student and test this out - Thanks in advance for any help!

[gnoack]

I think that's a great idea.  Instead of using a quiz, I would suggest creating an assignment set up as an online/text entry.  It's a lot easier to set up than a quiz and can be used with the completion/prerequisite settings without having to be graded. 

Note, you can test your setup in Student View. 

[nsweeten]

I agree with @gnoack .  

In general, I use quizzes for anything that has a correct answer and can be auto-graded. (In training sessions, I often tell faculty to think of Quizzes as more of an auto-grading tool than a quiz tool.)

Considerations
If there is too much grading and too much to read:

• Is there busy-work that needs to be trimmed from the course to focus student attention on meaningful creations?
• Are you using the Rubric tool and Speedgrader to make grading fast and to ensure students know what is expected?
• Are you leveraging student-to-student comments with graded Discussions?  This allows more focus on grading for participation and less for grammatical perfection, while students get to practice professional communication with each other. (Pro tip: Include a Discussion Directions and Etiquette content page and refer back to it. Keeps Discussion directions from becoming text-heavy and repetitive, while also setting clear expectations for posts and tone.)

* A wise old teacher (my mom) once told me, "If the teacher is working too hard, the students are probably bored."  

Teachers will always work hard, but it is smart to leverage your limited teacher attention to those assignments that only a teacher can grade with quality feedback.  Find a way to make the most of auto-grading and student-to-student communication.  

If you find yourself saying the same things over and over again, that is a sign you can develop micro-lessons in tools like Articulate 360, GoAnimate, VokiAvatar, or even good ol' PowerPoint--narrated and following best practices for visual design, of course!

😀

[cholling]

@nsweeten Love this: "In training sessions, I often tell faculty to think of Quizzes as more of an auto-grading tool than a quiz tool."

[nsweeten]

For more on this topic, please check out Save Time as You Teach Online 

In answer to your original post: You can set quiz questions that allow multiple correct answers to give points for all answers--just not essay.  Essay questions automatically require teacher intervention. But as you see in the other post, if it is the honor system, you can achieve the same effect with an answer selection as with an essay.

If your usage scenario includes something like a Reflection Journal, You can have students submit their writing as an assignment and grade it extremely quickly in the gradebook--turning the page icon to a grade or checkmark (though I would recommend reading those journals for insight into student learning.)

Student change their tone and write differently when they are writing for 1.) the teacher, 2.)other students in discussions, or 3.) Themselves in journals that the teacher may read.