Questionnaires in Moodle

Transcription

1 Questionnaires in Moodle I. Setting Up the Shell... 1 II. Creating Questions... 2 III. Previewing a Questionnaire... 5 IV. Updating Questions... 5 V. Viewing Responses... 6 VI. Viewing Nonrespondents... 7 VII. Advanced Features... 8 Questionnaires offer great flexibility in surveying your students. You can pose questions in a variety of ways and receive feedback that is anonymous or tied to students' names. Once students have completed your questionnaire, you can see an overview of the results and individual responses, then download the data as a spreadsheet for further analysis. Creating a questionnaire is a two-step process: 1) setting up the questionnaire shell, and 2) creating questions. I. Setting Up the Shell 1. Turn editing on in your course, then click on Add an activity or resource. and select Questionnaire. 2. Provide a Name for your questionnaire (Figure 1). 3. Enter an introduction and instructions in the Description field. We recommend including "Click on Answer the questions to take this survey" in this field. Options The options available in the set-up page tagged in green in Figure 2 are similar to their counterparts in other activities and resources, so we won't cover them here. The areas marked Figure 2: Questionnaire Options with red tags are unique to questionnaires; these options will be described below. Figure 1: Name & Describe Questionnaire Response options (Figure 3) Type. Using the drop-down menu, indicate how many times a student may respond: once, daily, weekly, monthly, or an unlimited number of times (many). Figure 3: Response Options Page 1 of 8 Southern Oregon University Center for Instructional Support Rev. 3/3/2014

2 Respondent Type. Your students' names can be displayed with their responses by choosing "fullname." To hide their identities, choose "anonymous." Note: Once students have responded, you cannot change this option. Students can view ALL responses. Students can view their own responses after submitting them. Select from the options below to indicate when students can see an aggregated report of the responses submitted by others. Note that the report will not reveal any student names. After answering the questionnaire. This allows students to see an aggregated report of all responses after submitting their survey. After the questionnaire is closed. For this setting to work correctly, you must set a closing date in the Timing options area. Tip: If you don't want students to see the results at any time, choose this option without setting a close date for the questionnaire. (Very sneaky, but it works!) Always. A report of all responses will be visible to students before and after submitting their survey. Save/Resume answers. Choose "Yes" to allow students to save their answers before submitting them. Students can leave the questionnaire unfinished and resume from the save point at a later time. Allow branching questions. If you'd like to ask a question based on a response to a prior question, choose "Yes" to allow branching questions. Auto numbering. Select your preference for numbering questions and pages in the questionnaire. Submission grade. Use the pull-down menu to assign points for completion of the questionnaire, if desired. Content Options (Figure 4) You can create a questionnaire one of two ways: Create new. This option allows you to create a new questionnaire from scratch. Copy existing. This option copies an existing questionnaire's content into your questionnaire. You can copy a questionnaire that is already in your course or a "template." Tip: If you plan to conduct a proctored exam in your course, check out the related questionnaire template! It can make managing a proctored test much easier. Figure 4: Content Options Save To create questions for your survey or to view questions copied from an existing questionnaire, click on Save and display. II. Creating Questions When you choose to save and display your questionnaire, click on the Add questions link to create the content part of your questionnaire (Figure 5). To add or edit questions at a later time, click on the questionnaire's update icon or open the questionnaire link and click on Questions in the Questionnaire administration block on the left. Figure 5: Add Questions Page 2 of 8 Southern Oregon University Center for Instructional Support Rev. 3/3/2014

3 Common Options As you create questions, you will always have these options to consider: Question Name. You have the choice of entering a name for each question. This name will be included when you export responses, but will not be displayed anywhere else. Response Required. If you select "Yes," respondents will not be able to submit the questionnaire until this question has been answered. Common Question Types To create a question, select the type of question you wish to add from the drop-down list and click on the Add selected question type button (Figure 6). Your choices include formatting options (i.e., page breaks and labels) as well as question types. Questions, labels and page breaks can be moved around as you create your survey. Screenshots and descriptions of the most common question types are provided below. Descriptions of less frequently used question types follow. ---Page Break---. Use this item to insert a page break in a lengthy questionnaire. Note that if a page contains questions with required responses, students may not navigate to the next page until those responses have been given. Check Boxes. Check boxes allow the user to select multiple answers from a list of options. Unlike other question types, you can require a minimum or maximum number of responses for these questions. Enter the question in the Question Text field, then type each possible response in the Possible answers field (Figure 7). Enter each response in a separate line. To create an "Other" option, see the Advanced Features section below. Save changes. Essay Box. This question type displays a text box where students can enter their replies (Figure 8). You may specify the width of the box (Textarea columns) and/or its height (Textarea rows), but you do not have to do so. The default setting will display in a standard size that students can stretch if necessary. Also note that web editing tools will not appear if you specify a width or height. Enter your question in the Question Text box and Save changes. Figure 6: Question Types Figure 7: Add a Check Box Question Figure 8: Essay Question Page 3 of 8 Southern Oregon University Center for Instructional Support Rev. 3/3/2014

4 Label. Inserting a label allows you to introduce the questionnaire itself or a series of questions (Figure 9). You can use labels to instruct students how to complete the questionnaire and to thank them for their responses. Enter your text in the Question Text box, then Save changes. Radio Buttons. To solicit a single answer from among a batch of options, choose radio buttons (Figure 10). The possible answers may be listed vertically or horizontally. Enter your question in the Question Text field. Type each possible response on a separate line in the Possible answers box. To create an "Other" option, see the Advanced Features section below. Save changes. Rate (scale 1..5). Rate scale questions can be used for Likert scale and ranking questions (Figure 11). You can use this question type for a single item or create a matrix of items for students to evaluate. You are not limited to a 5-point scale. To have your students rate a series of items, enter your question in the Question Text box, then type each item on a separate line in the Possible answers text box. Choose the Type of rate scale you wish to use. If you want your students to rank or order a series of items, use a No duplicates type of rate scale question. This option will not allow them to enter more than one response in any given column. For a description of the other rate types, see the related section at the end of this guide. Uncommon Question Types Date. Select this question type if you want your students to respond with a specific date. Indicate in your question that they should respond in mm/dd/yyyy format. Figure 9: Add a Label Figure 10: Add a Radio Button Question Dropdown Box. Use this type of question to have your students select one answer from a long list of choices appearing in a drop-down menu. The advantage to using this question type over radio buttons is that you can save screen space where you have a lengthy list of choices. Figure 11: Add a Rating Scale Question Numeric. Use this question type if you expect the response to be a number. By using the "Max. digits" allowed Page 4 of 8 Southern Oregon University Center for Instructional Support Rev. 3/3/2014

5 and "Nb of decimal digits" parameters, you can specify the number's length and the number of decimal places required. Text Box. For short answers, a Text Box offers an alternative to an Essay. As you create a question of this type, update the Input Box length and the Maximum text length if you expect responses to be longer than the default values provided (20 and 25 characters, respectively). Yes/No. No surprises here! Enter a question and save your changes. III. Previewing a Questionnaire Figure 12: Preview Link Click on Preview in the Questionnaire administration block on the left (Figure 12). Figure 13 illustrates each of the common question types. IV. Updating Questions Click on Questions in the Questionnaire administration block to edit or rearrange your questions (Figure 12). Each question will appear on the page with a set of editing icons and a descriptor to indicate the kind of question it is. The icons are: Move Edit Delete Response is not required (toggle) Response is required (toggle) Note that the move icon does not work as a drag-and-drop tool. Click on the move icon, wait for placement boxes to appear and then click on the box in the position where you want the question to be displayed. Figure 13: Preview Questionnaire Figure 14: View & Edit Questions Page 5 of 8 Southern Oregon University Center for Instructional Support Rev. 3/3/2014

6 V. Viewing Responses To view students' responses, open the survey link. Click on the button labeled View All Responses shown here in Figure 15. (This button does not appear until at least one response has been submitted.) Note that the viewing options are also available through links in the Questionnaire administration block (Figure 16). Figure 16: View Options survey.) You'll see a graphical representation of all of the students' responses like the one shown in Figure 17. From this screen, you can view the results in ascending or descending order that is, the choice that received the least or most responses will appear first in the display. (The default order reflects the order in which the choices appear in the From this page, you can also delete all responses or download all responses as a.csv file that opens in Excel. Click on Download in text format and indicate if you want both codes and text in your.csv file (Figure 17). Click on Download to view/save the results on your computer (Figure 18). Figure 15: View Responses Figure 17: View Results Summary View Individual Responses If your questionnaire was set up to display students' full names (as opposed to being anonymous), you can view individual responses by clicking on the List of responses link (Figure 19). Click on a student's name (Figure 20) to see his/her responses and a time stamp reflecting when the survey was submitted (Figure 21, next page). Figure 18: Download Results Figure 19: View Individual Responses Figure 20: Select Student Response Page 6 of 8 Southern Oregon University Center for Instructional Support Rev. 3/3/2014

7 To navigate through the responses, click on the numbers tucked under the Print this Response and Delete this Response buttons at the top of the page or click on Next. Clicking on Print this Response will open a printer-friendly window for the current response. To return to the summary review of all responses, click on Summary at the top of the page. VI. Viewing Nonrespondents You can contact students who have not responded to a questionnaire by clicking on the Show nonrespondents tab (Figure 22). View by individual groups if you wish or by all students. Click on the Select all button or check boxes on the right to select individual students. Draft a reminder message and click on Send. Figure 21: Individual Response Read on for more advanced features. Figure 22: View Nonrespondents Page 7 of 8 Southern Oregon University Center for Instructional Support Rev. 3/3/2014

8 VII. Advanced Features "Other" Option To create an "other" fill-in-the-blank option for Check Box or Radio Button question types, enter!other as a possible answer. An!other response defaults to displaying the prompt Other:. You can customize this prompt by using the format:!other=prompt text where prompt text solicits a more specific response (!other=other interests displays "Other interests:," for instance). Additional notes for this feature: 1. The length of the fill-in-the-blank response text box is limited to 25 characters. 2. Insert only one fill-in-the-blank option per question to avoid data processing problems. Additional Rate (scale 1..5) Question Types An N/A Column type of rate scale allows students to indicate that they have no basis to make a response for this item. Figure 23 shows a Normal rate scale question for one item. When the question was drafted, the possible answers field was left blank. (If Moodle requires you to enter text in this field, you can enter numbers for each point (1, 2, 3, 4, etc.), each on its own line. To have your students indicate where they fall on a spectrum, choose an Osgood rate scale (Figure 24). This will create a range of elements for your students to consider (bad/good, hot/cold, etc.). (Read more about Osgood's semantic differentials.) For an Osgood scale, each range of choices is separated in the possible answer field by a pole character (bad good). Press Shift + \ (just above Enter) to type the pole character. Named Degrees Figure 25 is an example of creating a question where the scale numbers will be replaced with names. In the Possible answers field, enter the scale names as shown with each one introduced by its corresponding number (1=very proficient, 2=proficient, etc.). Note that there should be no spaces between the number, the equals sign, and the name. Immediately following the scale names, list the choices as you would normally. Figure 26 illustrates how this question looks after it's been saved. Figure 23: Normal Rate Scale with Single Item Figure 24: Osgood Rate Scale Figure 25: Named Degrees for a Rate Scale Question Figure 26: Rate Scale with Named Degrees Page 8 of 8 Southern Oregon University Center for Instructional Support Rev. 3/3/2014