Once students start to take the quizzes, you’ll have a lot of data available. If you click on the quiz link in the middle column of your course page, you’ll immediately see the number of quizzes that your students have completed. If you click on the Results tab, you’ll see the quiz results overview page, as shown in Figure 6-15. From here, you can see every quiz attempt and drill down into the individual responses. Clicking on the date and time of the attempt provides each question and answer.
If you want to delete an attempt, click on the checkbox next to the student’s name and then select Delete from the drop-down menu below the attempts list.
Note
If you decide to add additional questions to the quiz, you will need to delete all attempts before being allowed to do so.
There is a choice of three formats for downloading the table of results: Open Document Spreadsheet, Excel, or text.
If you want to see the marks for each question, check the “Show mark details” box, then click the Go button.
Above the attempts list, there are four links. The first link, Overview, shows the list of completed attempts you saw when you first clicked on the completed quiz link.
The next link, Regrade, is for recalculating quiz grades if you have changed the possible number of points for the quiz or a question.
Tip
If your students come up with a correct answer to a short-answer question that you had not previously thought of, you can edit the short-answer question, then regrade the quiz.
The third link, “Manual grading,” is for grading essay questions. In addition to giving each essay question attempt a grade, you can also provide feedback by writing a comment.
The fourth link is “Item analysis,” as shown in Figure 6-16. This is a great tool for evaluating the reliability of your questions. You can see the three most common answers to each question, the percentage of students who got each question correct, the standard deviation, the discrimination index, and the discrimination coefficient. The discrimination index correlates students’ overall performance on the quiz to their performance on each item; stronger students should have a better chance of getting each individual question correct, and weaker students should have a lower chance of getting each item correct. If the distribution of correct and incorrect responses is flat (everyone has an equal chance of being correct), then everyone is guessing. If everyone is getting it right (or wrong), then the question is too easy (or too hard). The higher the discrimination index, the better the question is at providing useful data about student performance.
Below the item analysis table are various analysis options, such as restricting the analysis to students’ first attempts. Low scores, perhaps for trial attempts, may be rejected by setting a low limit for the score of the attempts to analyze.
Again, there is a choice of formats for downloading the item analysis table for further analysis.