ordering and true or false responses. For engineering modules, the most effective
can be the calculated formula-type question which is used extensively on the Soil
Mechanics module. With this type of question, a range of suitable values can be
assigned to each of the variables in a formula, and a set of random variables
(typically 100 or more depending on class size) can be chosen. The main benefit of
this approach is each student taking the quiz gets a different set of parameters for
the same question which helps prevent plagiarism. In addition, a pool bank of
questions can be developed, and for each quiz questions can be drawn at random
from one or more pools, again ensuring variety in the questions received by each
student. These quizzes have been found to be effective in engaging students with
the material throughout the semester, rather than cramming at exam time, and a set
of three quizzes contribute 3x10% of the final grade for the Soil Mechanics module.
In an example of formative learning, a practice quiz on the key concept of effective
stress has given students greater confidence in tackling problems on this topic.
In the fourth year Project Management module, multiple choice-type questions are
extensively used as a learning tool to improve understanding of a broad range of
concepts and theories. From the large pool banks of questions that have been
developed, the students receive a randomised selection. To encourage learning,
prior to completing a quiz for a graded mark, students are permitted, and
encouraged, to make multiple attempts at each quiz. In this way they get instant
feedback on which questions they answered correctly helping them to measure and
improve their level of understanding of the topic under consideration. The online
quizzes described generally test the students’ understanding of core principles of
engineering and project management and therefore help satisfy PO(a) and PO(b).
Figure 5: Screenshot of typical Blackboard quiz.
can be the calculated formula-type question which is used extensively on the Soil
Mechanics module. With this type of question, a range of suitable values can be
assigned to each of the variables in a formula, and a set of random variables
(typically 100 or more depending on class size) can be chosen. The main benefit of
this approach is each student taking the quiz gets a different set of parameters for
the same question which helps prevent plagiarism. In addition, a pool bank of
questions can be developed, and for each quiz questions can be drawn at random
from one or more pools, again ensuring variety in the questions received by each
student. These quizzes have been found to be effective in engaging students with
the material throughout the semester, rather than cramming at exam time, and a set
of three quizzes contribute 3x10% of the final grade for the Soil Mechanics module.
In an example of formative learning, a practice quiz on the key concept of effective
stress has given students greater confidence in tackling problems on this topic.
In the fourth year Project Management module, multiple choice-type questions are
extensively used as a learning tool to improve understanding of a broad range of
concepts and theories. From the large pool banks of questions that have been
developed, the students receive a randomised selection. To encourage learning,
prior to completing a quiz for a graded mark, students are permitted, and
encouraged, to make multiple attempts at each quiz. In this way they get instant
feedback on which questions they answered correctly helping them to measure and
improve their level of understanding of the topic under consideration. The online
quizzes described generally test the students’ understanding of core principles of
engineering and project management and therefore help satisfy PO(a) and PO(b).
Figure 5: Screenshot of typical Blackboard quiz.