---
title: "Quizzes: Question Types and Categories 4.1"
canonical: "https://helpcentre.macewan.ca/space/ETS/1912864832/Quizzes%3A%20Question%20Types%20and%20Categories%204.1"
format: markdown
---
**AUDIENCE: ****FACULTY**** | ****STAFF**
Before adding questions, read the **creating a new category **section, and the following **question naming **conventions are created: numbered, with a leading zero for single digit numbers, and the question to the appropriate text boxes. Ignore the **Default mark**; see [Setting Point Values](https://macewan.atlassian.net/wiki/spaces/ETS/pages/1850867887) at the end of the quiz creation process. If desired, provide **General feedback** for the question. **Tags** will allow the tagging of questions thematically.
## Multiple Choice
1. Add a **Question name** and choose a **Category** for the question.
2. Designate **One or multiple answers** as being correct. In the answer settings, partial credit can be given for certain answer choices if desired.
3. Can choose to **Shuffle the choices** for the question randomly.
4. Decide how (or if) to **Number the choices**. Recommend leaving as default to ensure consistency.
5. If wanting to **Show standard instructions**, “Select one” or “Select one or more” will be displayed for this question, depending on how many correct answers there are.
6. Enter the correct answer and the distractors.
7. Designate the point value of each answer choice. Assigning point values is how to designate the correct answer(s). A variety of point values are available to allow for answers that are partially correct but not optimal (partial credit). Partial credit for several correct answers is also possible.
Example:
Which of these words are colours? Choose the best three answers.
a) red
b) giraffe
c) blue
d) happy
e) yellow
In this case, answers a, c, and e would each be worth 33.33%. If all three of these answers are selected, the student earns full credit for this question. If, for example, only a and c are selected, the student earns only 66% for this question.
> ℹ️ **Note** that by scrolling down the drop-down menu, it is possible to choose options that penalize incorrect answers.
8. It is possible, but not necessary, to provide specific feedback for each answer choice.
9. To provide more answer options, click **BLANKS FOR 3 MORE CHOICES**. Any answer choice boxes that are not used will not appear in the actual quiz.
10. The **Combined feedback** section provides more options for general feedback.
11. The **Multiple tries** section provides various options around providing hints, allowing more than one attempt at a question, and penalizing repeated wrong answers.
12. There is an option to **Preview** the question near the bottom of the page. (Recommended)
13. When done,click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
14. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## True/False
Example True/False question:
1. Add a **Question name** and choose a **Category** for the question.
2. Designate the answer for the question as **True** or **False**.
3. No options in the **Multiple tries** section are shown in this tutorial. To explore this functionality, go to the quiz’s **Edit settings** page and, under the **Question behaviour** section, change the **How questions behave** option to **Interactive with multiple tries** or **Adaptive** **mode**.
4. Previewing questions is always a good idea. There is an option to **Preview** the question near the bottom of the page.
5. When done,** **click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
6. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## Matching
Example of a matching question:
1. Add a **Question name** and choose a **Category** for the question.
2. Enter the information in the **Answers** sections. The question (or statement) goes in the **Question** text box in each section, and the matching value goes in the **Answer** text.
3. Repeat for all pairs of matched values. To provide more sets of matched information, click **BLANKS FOR 3 MORE QUESTIONS**. Any answer choice boxes that are not used will not appear in the actual quiz.
4. The **Combined feedback** section provides the option to provide feedback for correct and partially correct answers, as well as an option to **Show the number of correct responses once the question has finished**.
5. The **Multiple tries** section provides various options around providing hints, allowing more than one attempt at a question, and penalizing repeated wrong answers.
6. Previewing questions is always a good idea. There is an option to **Preview** the question near the bottom of the page.
7. When done,** **click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
8. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## Short Answer
Example Short Answer questions:
1. Add a **Question name** and choose a **Category** for the question. Note: Indicate a blank by typing five or more underscores. (Result is shown in the top image on this page.) Otherwise, an answer text box will be generated under the question.
2. Indicate whether or not the correct answer is case sensitive.
3. In the **Answers** section(s), type the correct answer(s) exactly. Remember to also choose the grade for each answer in the drop-down menu.
a. May need to enter singular and plural forms of words, spelling variations, or synonyms, if considered them to be acceptable answers. Each variation must be entered separately in its own answer text box. Marginally acceptable answers can be assigned a point value of less than 100%.
b. To add a wildcard, use an asterisk. If entered U*S*A* as the correct answer, both USA, and U.S.A. would be accepted as correct.
c. When the question is being graded, the computer will look at the first answer provided, then the second answer provided, and so on. As soon as *any* points are awarded, the computer stops checking for any other answers. For this reason, it is important that the best answer(s) (i.e., the answers with the highest point value) be placed before answers with lower point values.
d. When all of the answers are entered that are worth points, move to a final answer box and add an asterisk (*) as the “correct” answer. Make this answer worth zero points. This ensures to catch all other answers, and assign them a grade of zero.
4. **Multiple tries** section provides various options around providing hints, allowing more than one attempt at a question, and penalizing repeated wrong answers.
5. **Preview** the question near the bottom of the page.
6. When done, click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
7. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## Numerical
Example Numerical question:
1. Add a **Question name** and choose a **Category** for the question.
2. In the answer box, enter the correct answer, the **Error** tolerance (e.g., a value of 2 will award points for answers up to 2 above or below the actual answer) and the **Grade** to be awarded for each answer.
3. To provide more answers, click **BLANKS FOR 3 MORE QUESTIONS**. Any answer choice boxes that are not used will not appear in the actual quiz.
4. The **Unit handling** and **Units** sections provide options as to how to handle various units of measurement. For example, these options can be used to ensure that both 5500W and 5.5 kW are both marked correct, so no need to enter two separate answers.
5. The **Multiple tries** section provides various options around providing hints, allowing more than one attempt at a question, and penalizing repeated wrong answers.
6. Previewing questions is always a good idea. There is an option to **Preview** the question near the bottom of the page.
7. When done,** **click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
8. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## Essay
> ℹ️ **NOTE**: Essay questions in a mêskanâs quiz do not allow for the use of Rubrics or Marking Guides. If wanting to use either of these tools, consider using the Assignments activity and limiting the time available for students to respond to what would normally be allowed during an exam.
Example Essay question with HTML editor and file picker options selected:
1. Add a **Question name** and choose a **Category** for the question.
2. The** Response options **section** **allows students to decide how students will submit their work. Can choose how they will enter text (HTML editor, with or without file picker, or plain text editor). Choosing **HTML editor with file** **picker** gives students extra options to insert, edit, or record audio or video files. Kaltura videos may be embedded with or without the file picker selected. The **Plain text** option gives students a basic text box with no formatting or editing tools.
Options are also available to allow or disallow file uploads, and, if uploads are permitted, to specify accepted file types.
3. The **Response template** gives the ability to share “starter” information with students. In the example below, when students open the question, a table with some facts about two Canadian provinces is displayed. It is possible for students to provide their answers by typing in the table. Note that it is also possible for students to alter the information provided in the table.
Another possible use for a **Response template** is sentence starters. “The three things I love most about studying at MacEwan are…” Students could then complete the statement with their own ideas. Images and Kaltura videos can also be embedded in the **Response template**.
4. The **Grader information** text box is a way for the instructor to communicate with additional markers in the course, in case additional instructions or information is necessary. (“Due to a disturbance, the time allotted for writing the essay was shortened by 30 minutes. Please grade accordingly.”)
5. **Preview** the question near the bottom of the page.
6. When done,** **click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
7. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## Calculated Questions – Questions with Variables
These question types are quite complex and require specialized knowledge to use.
### **Calculated **
The purpose of Calculated questions is to create multiple versions of a question with different numerical values. As such, each question must have at least one variable (“wildcard”). If the question does not need or can’t use a variable, use the **Numerical **question type instead.
[https://docs.moodle.org/401/en/Calculated_question_type](https://docs.moodle.org/401/en/Calculated_question_type)
### **Calculated multichoice**
Calculated multichoice questions are similar to Calculated questions, but Calculated multichoice allows for text and the formula to be included in the answer choice.
[https://docs.moodle.org/401/en/Calculated_multichoice_question_type](https://docs.moodle.org/401/en/Calculated_multichoice_question_type)
### **Simple calculated **
These questions show an answer that is the result of a formula which contains variables.
[https://docs.moodle.org/401/en/Simple_calculated_question_type](https://docs.moodle.org/401/en/Simple_calculated_question_type)
All three of the above questions follow the same basic steps.
1. Choose a category for the question.
2. Indicate if it will be using **Shared wild cards **from previously written quizzes.
3. Add the question name and the question to the appropriate text boxes.
4. Ignore **Default mark**; at the end of the quiz creation process, see [Setting Point Values](https://macewan.atlassian.net/wiki/spaces/ETS/pages/1850867887).
5. Provide **General Feedback**, if desired.
6. In the answer box, enter the formula, the grade to award for the question, the **Error Tolerance** (e.g., a value of 2 will award points for answers up to 2 above or below the actual answer) and the number of decimal places.
7. To provide more answers, click **BLANKS FOR 1 MORE ANSWERS**. Any answer choice boxes that are not used will not appear in the actual quiz.
8. The **Unit handling** and **Units** sections provide options as to how to handle various units of measurement. For example, these options can be used to ensure that both 5500W and 5.5 kW are both marked correct, so don’t need to enter two separate answers.
9. The **Multiple tries** section provides various options around providing hints, allowing more than one attempt at a question, and penalizing repeated wrong answers.
10. There is an option to **Preview** the question near the bottom of the page.
11. When done,** **click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
12. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## Drag and Drop into Text > Macro (anchor)
**Drag and drop into text** questions are similar to **[Select missing words questions](#missing-words)**, but **Select missing words questions** are answered with drop-down menus, whereas **Drag and drop into text** questions must be answered by, well, dragging and dropping, as shown below.
Example Drag and drop into text question:
1. Add a **Question name** and choose a **Category** for the question.
2. To create the question text, type the sentence or paragraph into the text box, substituting double square brackets and sequential numbers for the missing words.
3. In the** Choices **section, type the answers that correspond to the numbers inserted in the question text.
If the **Shuffle** option is selected, the order of the draggable objects will be randomized when students are shown the question.
If the **Unlimited** options are selected, it becomes possible for students to reuse the same answer option in several different blanks.
If the **Group** letters are set to different letters, the answer options will be shaded to match the blanks. This helps students by reducing the overall number of choices available for each blank.
In this instance, blanks and the answer choices are either white or shaded. The first three answers are in Group A, and the last three are in Group B. (See image on previous page.) This reduces the number of possible answers for each question, thereby making the question less challenging for students.
4. **Combined feedback** section provides more options for general feedback.
5. The **Multiple tries** section provides various options around providing hints, allowing more than one attempt at a question, and penalizing repeated wrong answers.
6. Previewing questions is always a good idea. There is an option to **Preview** the question near the bottom of the page.
7. When done,** **click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
8. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## Drag and Drop Markers
Example Drag and drop markers question:
Drop zones, as configured for this activity:
1. Add a **Question name** and choose a **Category** for the question.
2. In the **Question Text** section, enter the instructions for the task.
3. Ignore **Default mark**; at the end of the quiz creation process, see [Setting Point Values](https://macewan.atlassian.net/wiki/spaces/ETS/pages/1850867887).
4. If desired, provide **General feedback** for the question.
5. In the **Preview** section, upload the background image. Can either drag and drop an image file into the upload box (the box with the downward pointing blue arrow) or click the **Choose a file…** tab and use the file uploader. Accepted file types are listed below the upload box.
Click on the **REFRESH PREVIEW** button every time changes are made to ensure seeing the most current version of the exercise.
6. In the **Markers** section, enter the names of the markers (i.e., the labels or terms testing) that students want to place on the image that are uploaded. Can choose how many instances of each marker want to appear in the **Number** setting, on the right of the screen. If wanting markers to appear in different locations every time students load the question, check the box beside **Shuffle drag items each time question is attempted**, as shown below.
7. To provide more answer options, click **BLANKS FOR 3 MORE MARKERS**. Any answer choice boxes that are not used will not appear in the actual quiz.
8. Designating the drop zones where students must place the markers isn’t as tricky as it may appear at first, but there are a few tricks.
- First, choose the **Shape** of the drop zone. **Circles** and **Rectangles** are perfectly regular, so unless the drop zones are shaped like a basketball or Saskatchewan, it’s usually best to choose **Polygon** as the shape for the drop zone.
- After the shape is chosen, choose which **marker** this shape will be associated with.
- When the **Shape** is chosen from the drop zone, default values regarding the size and position of that shape are assigned to it. While it is possible to manipulate the numerical values of the **Coordinates** of the shape, it is much easier to use the mouse to move and resize the **Drop zones**. After the new drop zone is created, scroll up to the **Preview** section. Select one of the drop zones by clicking on it. When a red circle appears in a drop zone, it means that that drop zone has been selected, and it can be manipulated. To relocate the drop zone, hover over the circle, click, and then drag it. Grab the blue square(s) on the outside of the shape to manipulate the size and/or shape of the drop zone.
- To use a polygon as a drop zone, decide how many sides the polygon will have. The default number of sides for polygons is four. For each additional side wanting to create, add a new set of **Coordinates** by typing a semicolon, a numerical value, a comma, and another numerical value (e.g., **;42, 99**). Rather than trying to figure out which numbers to enter, simply choose a set of coordinates that are different from any of the coordinates already in use for that shape. Type the new coordinates, then scroll up to the **Preview** section. Use the mouse to change the size and position of the drop zone by grabbing the handles at the object’s corners.
9. The **Combined** **feedback** section provides options for general feedback, as well as the option to **Show the number of correct responses once the question has finished**.
10. The **Multiple tries** section provides various options around providing hints, allowing more than one attempt at a question, and penalizing repeated wrong answers.
11. Previewing questions is always a good idea, but particularly so with this question type. There is an option to **Preview** the question near the bottom of the page.
12. When done,** **click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
13. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## Drag and Drop onto Image
The difference between **Drag and drop onto image** and **Drag and drop markers** is that **Drag and drop onto image **questions show designated drop zones, whereas **Drag and drop into image** questions do not. Essentially, **Drag and drop onto image** questions are visual matching questions.
1. Add a **Question name** and choose a **Category** for the question.
2. In the **Question Text** section, enter the instructions for the task.
3. In the **Preview** section, upload the background image. Can either drag and drop into the upload box (the box with the downward pointing blue arrow) or click the **Choose a file…** tab and use the file uploader. Accepted file types are listed below the upload box.
Click on the **REFRESH PREVIEW** button every time to make a change to ensure seeing the most current version of the exercise.
4. At the top of the **Draggable items **section, find the **Draggable item 1** box.
a. To use Draggable text, choose **Draggable text** from the **Type** drop-down menu. At the bottom of the same section, type the term wanting the students to use to label the image.
b. If wanting to use draggable images, choose **Draggable image** from the **Type** drop-down menu. Upload draggable images the same way the background image is uploaded in step 7. May need to resize the images before uploading them, so they fit on the background image.
c. To provide a hint to the students, choosing **Groups** will colour code some of the draggable text and the drop zones. This limits the number of drop zones that students can match the draggable text or image with. The result is a less challenging question.
5. Repeat this process until entering all of the draggable text or images that will appear in this question.
6. In the **Drop zones** section, choose which **Draggable item** will be associated with which **Drop zone**.
Can safely ignore all of the other text boxes; they will populate automatically when arranging the draggable items on the background. When completed this step, scroll up to the **Preview** section and click **REFRESH PREVIEW**.
7. The Draggable text or images created will all be in the upper-left corner of the background image in the **Preview** section. One by one, drag them to their correct positions. The positional values in the **Drop zones** section will auto populate.
8. The **Combined** **feedback** section provides options for general feedback as well as the option to **Show the number of correct responses once the question has finished**.
9. The **Multiple tries** section provides various options around providing hints, allowing more than one attempt at a question, and penalizing repeated wrong answers.
10. Previewing questions is always a good idea, but particularly so with this question type. There is an option to **Preview** the question near the bottom of the page.
11. When done,** **click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
12. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## Embedded Answers (Cloze)
If used correctly, it is possible to create a single question with any or all of: matching, short answer (aka *fill in the blank* or *cloze*) and multiple-choice questions, but it is not easy to achieve the desired results. It is recommended not to use this question type: since these questions do not render well on smaller screens. Since all of these question types are available and are easier to create elsewhere, the Embedded answers (Cloze) question type will not be explored in this tutorial.
If interested in learning more about this question type, can read about it here:
[https://docs.moodle.org/401/en/Embedded_Answers_(Cloze)_question_type](https://docs.moodle.org/401/en/Embedded_Answers_(Cloze)_question_type)
(Image is from the above website)
## Random Short-Answer Matching Question
To use this question type, there must be a good number of short-answer questions in a particular question category because this question type pulls questions from existing short- answer questions in the question bank.
This question type takes advantage of the question categories that [have so diligently been creating](https://macewan.atlassian.net/wiki/spaces/ETS/pages/1850867887).
Example Random short-answer matching question:
## Select Missing Words Question > Macro (anchor)
**Select missing words questions** are similar to **[Drag and drop into text](#drop-into-text)** questions, but **Select missing words questions** are answered with drop-down menus, whereas **Drag and drop into text** questions must be answered by, well, dragging and dropping.
Example Missing words questions:
1. Add a **Question name** and choose a **Category** for the question.
2. To create the question text, type the sentence or paragraph into the text box, substituting double square brackets and sequential numbers for the missing words.
3. In the** Choices **section, type the answers that correspond to the numbers inserted in the question text.
If the **Shuffle** option is selected, the order of the dragable objects will be randomized when students are shown the question.
If the **Group** letters are set to different letters, the answer options available for that question will be limited to answer options with the same letters. This helps students by reducing the overall number of choices available for each blank. For example, for answers in Group A, only other Group A answers are available to be selected.
4. The **Combined feedback** section provides more options for general feedback.
5. The **Multiple tries** section provides various options around providing hints, allowing more than one attempt at a question, and penalizing repeated wrong answers.
6. Previewing questions is always a good idea. There is an option to **Preview** the question near the bottom of the page.
7. When done,** **click** SAVE CHANGES**. Then the next screen will show the Quiz editor, where display settings can be changed.
8. To change this question’s point value, click the pencil, enter the value, then Enter or Return.
## STACK | Online assessment tool
STACK is an open-source online assessment system for mathematics and STEM.
The STACK (**S**ystem for **T**eaching and **A**ssessment using a **C**omputer algebra **K**ernel) assessment tool is a system for creating mathematical and scientific questions with automatic grading.
For more information on how to use this question type see the [STACK online assessment tool resource](https://macewan.atlassian.net/wiki/spaces/ETS/pages/2562785282).
## Description “Questions”
Below all the other question types, and under its own OTHER heading, is the **Description** “question type.” This is not a question at all; it is a way of inserting text, graphics, or A/V material into a quiz without the need for that resource to be attached to a particular question. If, for example, students are able to read a table to answer several questions, but don’t want to insert the table into every question manually, can create a **Description** “question” and then add that “question” before each actual question that requires the table.
In the example below, a map of all of Canada has been added as a **Description** to give students the context of seeing the whole country, to help orient them to the more detailed map of Western Canada, which is the focus of the question.
> ℹ️ Note that the description appears as a separate item in the quiz navigation box, but it is denoted with an “i” rather than a number, as questions are. There are other ways to achieve similar results, but this option is an easy way to efficiently share supporting material.
> Macro (details)
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> | Related Issues | assessment | quiz | exam-setup |
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