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I . Session 1658

EXAM AND QUIZ QUESTIONS WITH MULTIMEDIA RESPONSES

William H. Hubbard, Robert D. Murphy Purdue University

Abstract How to make Multimedia Questions and Answers

The next logical step to developing multimedia course Using the CBT version of Asymetrix ToolbookO’, materials is the use of immediate response grading of quizzes multimedia questions may use the same true / false, multiple and exams. True - false, multiple choice and till in the blank choice or fill in the blank type questions that have been in the type questions are adapted for use in multimedia authoring to test bank for years. Answers may be weighted to provide the provide visual and aural gratification. Scoring of the results partial credit that students love to derive from instructors. If provides the class room instructor with direct feedback. one answer is equivalent to another, equal weight is provided for each answer. If some answers are preferred to others, the Introduction author has the option of different weighting. Best of all, immediate response is given to answering each question. A part Electronic books provide the reader with the ability to of each response may include both visual and aural stimuli to jump in anywhere and hotword around. At one time traditional encourage the student to continue to do well and achieve at a text book authors assumed people would begin reading and higher level. studying material with the first chapter and end with the last. With multimedia, this is no longer the required sequence. In Constructing the Question actuality, no one really reads a book that way either. A word or a concept often comes up that requires the dictionary, glossary Nothing different is required in constructing a multimedia or index. Hopping around from place to place has always been question. The same tried and true questions you have found part of the normal reading process. With electronic books, the beneficial in the past are still valid. Toolbook permits all the authoring process provided hotwords and formalized the way usual true - false, multiple choice or fill in the blank type we really read. Authors of electronic books provide the questions. The following illustration is taken from Multimedia emphasized word transfer links. These hotwords are found as Electronics* summary questions on inverting voltage feedback. part of normal text but are given special emphasis with a Notice the MORE button of Figure 1 entices the student to change of color or font. These words are used to speed the review material before answering the quiz question or after an reading process. Both remedial and advanced thought transfers incorrect answer. are provided. This permits the learning of the basic idea without the author being either too wordy or too deep. With the electronic book concept, learning begins on a topic of interest to the student. He or she can begin reading any topic within any chapter and click around with the mouse controller to obtain remedial or advanced material. Once the course materials are in multimedia format, multimedia quiz and exam questions can give the student and faculty instant gratification of successful learning and recommendations of evaluation. Have you ever heard a student respond that they had no idea how they did on a quiz or exam they just finished taking? If you feel they should be able to leave the testing arena with definite answers and positive attitude plans, you are ready for multimedia testing. With multimedia testing, the accuracy of each answer is immediately revealed and scored. Multimedia feedback can be used to provide additional encouragement or regret with suggested Figure 1. Multimedia Quiz Buttons -

additional learning activities. In addition, the student is given the option of answering the question again if desired. In this case selecting the first bright yellow quiz button in Figure 1, calls up the first multiple choice question in Figure 2.

$i!lii’ ) 1996 ASEE Annual Conference Proceedings ‘.,,

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Hubbard, W. H., & Murphy, R. D. (1996, June), Exam And Quiz Questions With Multimedia Responses Paper presented at 1996 Annual Conference, Washington, District of Columbia. 10.18260/1-2--6045