Tables explaining Testing Options in Blackboard 6.2

by Sally Kuhlenschmidt, Western Kentucky University

• Background
• Tables
• Using the Assessment Tool for Learning Activities other than Testing.

Background

The Assessment Tools in Blackboard provide many options-- almost too many. It can be a challenge to understand how they interact and if you are getting the effect you want when you combine several. And then to understand the implications of that for your teaching and your students.

In an effort to help you explore various options in the process of creating your tests, I've created a set of tables to show the interactions and the teaching implications of each choice. They are taking similar information and rearranging it in different ways. If one table doesn't make sense, try one of the others with a different layout. You may also need to tape the tables together as they are larger than one page.

I welcome feedback to improve the tables or add comments on teaching issues/implications.

Administration Reminders

• If you want the students to be able to format answers (e.g., for an essay), then they must use Internet Explorer.
• In Internet Explorer, on Matching or Ordering options scrolling can alter answers. Mozilla doesn't have this issue.
• In Internet Explorer, if in a text box (e.g., essay) and your cursor is inside the box, the cursor "catches" in the box and won't let you scroll down the page. The screen looks like it is bouncing. Mozilla doesn't have this issue.
• If you want the WKU Testing Center to use SecureExam software (a security tool that locks the system down and automatically generates a password), make an appointment (15-20 minutes) with the Testing Center (5-5122) for a short lesson and to get the applet. You must have a menu item "Tests and Quizzes".

Tables for Blackboard 6.2

• Table 1: Assessment Creation Options
  Examines 4 options for test creation (not using Assessment Tools, Test Manager, Pool Manager, Random Block) and looks at each choice you make in the Assessment Creation Options (Notes; Security; Force Completion; Allow Multiple Attempts; Set Timer; Modify Test Once Available; Display until; Grading; Implications for Gradebook; Long Term Use of Method). Has Example of Random Block vs Randomize Items.
  
• Table 2: Assessment Administration Options (Presentation Mode x Availability Options)
  Examines Administration Options (Security/Testing Issues; Multiple Attempts; Force Completion; Set Timer; Display) that vary for Test Presentation Modes (All at Once, One at a Time with and without Backtracking; Randomize Questions; Student Save vs Submit; Implications for Gradebook).
  
• Table 3: Multiple Attempts vs. Force Completion (Simple version).
  Shows interaction of on vs off for these two choices. Also shows effect of Timer for Force Completion.
  
• Table 4: Force Completion vs. Multiple Attempts vs. Randomization/Random Blocks
  Each of these options is crossed with the other options in their On and Off states.
  
• Table 5: Teaching Implications of Feedback Mode Choices
  Looks at each of the feedback options (Score Only, Results, Show Correct Answers, Detailed Results) and comments on implications for teaching.
  
• Table 6: Assessment Display Options (Display After/Until Dates vs Make Link Available)
  Compares what happens under all combinations of Display vs Make Link Available.

Using the Assessment Tool for Learning Activities other than Testing.

Assignments via Test Manager

The Assignment tool has a 3500 character limit and only “1” question is allowed.
If you create a test, you can break a homework assignment into multiple questions each with that 3500 character limit. Plus you can easily see all answers in one screen.

Possible Decision-making Activity?

Start with a clear and specific learning task that is difficult for students, such as how to compute a particular math problem, or how to diagnose a disorder. (Keep it simple as you practice doing this).

Create a series of test questions that walk the student through the problem-solving/decision process. Feedback can say what happens with their choice on each question.

Set up the test as One at a Time questions, but permit back-tracking as each new question may cause a student to rethink a prior question. Allow multiple attempts.

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