Online Testing – Generating Unique Tests per Student

Most online learning management systems have quiz creation tools with unique settings on them to insure unique test generations per student; consequently, online teachers can deliver unique instances of their tests or quizzes to their students so that cheating possibilities are limited.  These capabilities are allowing instructors to rethink the test taking time in more traditional settings also and many teachers in hybrid and on campus courses are beginning to set up quizzes and tests for remote test taking too.  If you are planning upon implementing this strategy in your course, make sure that you implement some of the most common settings of your quiz tool in your course management system.

One important feature setting is simply time.  Setting the timer for a student who takes your test is important.  By limiting the time a student may be involved with your test, you are forcing the student to be well prepared with the knowledge prior to taking your test.  Do not be lenient with this time as you can make exceptions for individual needs by allowing special access for an individual or letting another individual retake the test if needed.

Additionally most learning management systems allow you to randomize quiz question answers and quiz question order.  Because these systems just need you to specify a correct answer, you can manipulate the test engine to produce a random order of questions and a random order of question answers per question of an individualized student test.  For example, student A could have question 1 with answer B as correct, but student B would have that same question appear as question 9 with answer C as correct.  The power of computing gets harnessed when these settings are applied, and students will have to concentrate upon their own test and own test answers instead of their friend’s test.

Furthermore most course management system quiz tools are allowing you to take a set of questions from a pool of questions.  Which means that you are able to create unique sets of questions based upon many questions of the same value.  Many teachers are combining textbook questions with their own personalized questions and they are finding that they have too many questions for a test.  Consequently, if valued properly a teacher could have the computer select a set of questions from that pool of questions.  For example, two students could receive different questions or some partially different questions on a test instance that selects ten questions from a pool of twenty questions.

With all of the above solutions applied, you can begin to see how a test could be unique per student.  A student could have a unique set of questions in a unique order with unique answer orders that have to be completed in a limited amount of time.  Thus eliminating reasons for students to even try to collaborate on your exam because there are too many factors that would create false or antiproductive cheating scenarios.  For further information or more detailed examples please feel free to email me directly upon this topic.  I like the way computer science can be applied to test questions, tests, and test settings to create a unique environment that gets graded automatically.

Next time, I will discuss creating unique projects for your students to lower the chances of cheating.  It is all in the language that you use, the expectations that you created, and the objectives of the assignment.

LGTV 32LD550

This past week my LG TV just froze at the startup screen.  After doing a little research with LG, youtube, and other frustrated customers, I found that the motherboard/circuit board needed repair.  There were various repair shops that wanted my business, but the cost of fixing, the fear of being taken advantage of, and the doubt of extended life were high in my mind.  Consequently, I tried a few things on my own.

The first which seemed logical was to open up the TV and investigate the circuitry.  Now if you have never worked with hardware before then I would not recommend opening up a TV, but because I had some basic experience building a computer and teaching students how to build computers I figured I could at least open it up and look at it.  To my surprise and delight I found that the TV circuit board was in great shape with no signs of burnout.  Consequently, I decided to disconnect all the wires, push a little button that looked like a reset button, and then reconnect the TV.  Upon turning it on again, I realized that did not work.  Sad, angry, and confused, I pushed on.

I kept searching on the web for an answer.  Finally I found what I was looking for at ( ).  Zedic recommended that baking a board would resolder bad connections.  I thought it was crazy until I read all the responses and researched how other computer hardware gurus had done the same thing with their older motherboards.  It began to make sense as the connections could have cracked or had air pockets.  So as a last resort I reopened the TV, carefully removed the circuit board, wrapped it in tin foil (as not to destroy our oven), baked it following the directions at Zedic, let it cool, inserted it, and then to my surprise everything worked.  I mean it really worked.  I danced, created a rap song, and was able to use my tv again.

Now I don’t know how long it will last, but at least I did not pay an absurd fee to get it repaired and I am extending the value of my original TV which should last longer than four years.  So why am I writing about this on this website called Absolutely Learning?  Well this is exactly the type of learning that needs to happen in our schools.  We need to create problem solving opportunities.  While I am not a fan of LG TV right now for its product, I do think there is something that can be learned in this.  No this is not a good business model, but yes this is a good learning scenario for life.  Absolutely Learning lives on once again.