To move a question/s into a different category or subcategory, check the box to the left of the question; scroll down to With Selected and choose Move to and then you will be taken to another page where you can decide on the new category. If you need to move all questions. Select the checkbox on the left of the page above the questions.
When viewing the Questions page of the Question bank, accessed through the drop-down in the top left of the screen, you can view all questions at once. This allows you to perform a variety of actions on each question.
Select Edit to open the menu of options for a question. You can:
Question bank contains additional tools for lecturers to collaborate and evaluate questions with.
To open Question bank. Select More from the contextual navigation menu while in a module. Select Question bank.
Ensuring that Questions is selected from the drop-down in the top left, and the relevant category from the drop-down menu below that, a table will display the questions and additional features and information about the questions
The table now contains information about the Version of the question. Staff can see how many times a question has been updated. Staff will also be able to see the full history of a question and its current and previous versions.
You can review earlier versions of questions by opening the Edit menu from the Actions column, and then choose History. A table will open displaying versions of that specific question. Open the Edit menu alongside an earlier version of the question and select Preview to review it.
You can reuse an earlier version of a question. Open the Edit menu alongside an earlier version of the question, and select Duplicate. You will be taken to the question editing page, that will then allow you to make modifications and save the question for reuse.
The Status column allows you to quickly change a question from Ready to Draft and vice-versa, this is useful if an error has been spotted in a question before a Quiz goes live. Setting a question to Ready is a great way to indicate to the module team that the question is ready to be used.
The Usage column contains a number, this number represents the number of quizzes that this question features in. By selecting the number a pop-up window will display. The pop-up shows the activity and the module and the attempts in each iteration. The drop-down in the top left allows you to view past versions of the question.
Instructors can comment on questions by selecting the numerical value in the Comments column. The Comments feature promotes collaboration and facilitates discussion about questions, enhancing the quality of your quizzes. The comments are only available to staff members, not students.
Several statistical analyses are performed automatically on quiz questions. These can be used to quickly evaluate the performance of questions and alert staff to those that may need revising before they are used in subsequent quizzes.
This column provides a simple text and coloured-coded summary of the larger set of quiz statistics. It highlights a question whose results suggest there may be a problem with it. For example, if students obtain a low score on the question but score highly on the Quiz activity overall. Questions that have a likely or very likely summary in the Needs checking column should be reviewed prior to the question being used in a subsequent Quiz. You may review the question and not find an issue with it.
The Facility index provides the average mark, as a percentage, that the question receives. This value typically ranges between 0 and 100%:
Please note that while the Facility Index can provide useful information about an item's difficulty level, it should not be the sole determinant for whether to keep or discard a question. Other factors such as the item's relevance to the learning objectives and its discrimination index should also be considered.
This value typically ranges between -1 and +1, in Moodle the range is -100% to 100%. A positive discrimination index suggests that the question does a good job of differentiating higher- and lower-performing students, while a negative index suggests that lower-performing students were more likely to answer the question correctly. An index near zero suggests the question doesn't discriminate well.
Ideally, you want your questions to have a high discriminative efficiency, meaning that students who do well on the Quiz as a whole are likely to get the question correct, and students who do poorly on the Quiz as a whole are likely to get the question wrong. This indicates that the question is a good measure of overall understanding of the test's content.
