How to improve the quality of your quiz

Where a particular quiz appears in the search rankings depends on a combination of relevance to the search and quality. If you improve the quality, your quiz will rise up the search rankings.

1. Here is where to see the quality ranking. Note that although we show popularity, it does not affect ranking.

quality

2. Click the Edit button. You only see this button for your own quizzes. This takes you to the statistics/edit page.

Now scan down the list of questions. The quality of the quiz is simply an average of the qualities of the individual questions. You will get the quickest results by focusing on the lowest-quality questions. Here is where to see the quality metric:

quality 2

Now click Edit to edit the question. Here are some common errors that drag down quality:

  • The question is too hard or too easy for the audience. The optimum score varies with the question type, but typically look for 50-70%. Higher or lower will affect your quality score because the question is not able to distinguish clearly between students who have ‘got’ the material and students who have not. Look for the average score in the top row of each question.
  • The correct option (key) is really obvious. The single most common author error is to make the key significantly longer than the distractors. This can stem from a mistaken desire to turn the question into a teaching point.
  • There are no images. Images are not essential, but they do improve engagement and so they are reflected in the quality score.
  • Images are fuzzy. Find a higher-resolution version of the image you need.
  • One distractor is not pulling its weight. Typically, it is a ‘funny’ that is obviously wrong. Result: the summative value of the question is undermined.
  • The question is poorly-tagged.

When you have updated the question click done.

When you have updated all your questions, you must recompile the quiz…

recompile

…then wait 24 hours for it reappear in the listings, hopefully with a higher quality rating.

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