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Speaker: OTAN-- Outreach and Technical Assistance Network.

Dana Thompson: And that's because New Quizzes is a third party external tool that Canvas is integrating into Canvas and will eventually become the default quiz engine. But right now, Classic Quiz and New Quiz are kind of coexisting. But that's why this looks very much like an assignment details page, because it is an external tool.

And then when we're ready to build, we're going to build the questions here. If you're used to Classic Quizzes, you'll know that you would have come up here to a tab up here and chosen quiz questions to then see the quiz questions. But in New Quizzes, we're actually going to go into the build screen. It's a whole different screen. And then we'll build ours from there. Any questions so far?

OK. So the reason why New Quizzes are becoming the new default quiz engine, it has more functionality than the Classic Quizzes did. The Classic Quizzes was great for formative assessments, your traditional multi-choice, select all that apply, fill in the blank. But with the New Quiz, you have all of those question types plus more.

And so one of them is this hotspot where you can upload a picture and then you can indicate an area of that picture that is the hotspot. And when the user clicks on the picture, if they clicked within that hotspot region, then they will get the question correct. If they click outside of that region, then it will mark the question as incorrect.

So it's really, really powerful, especially for our English learners. If you wanted to upload two versions of a word, one with the correct spelling and one with the incorrect spelling, put those in as an image and they can select them. That would be good as multiple choices also, but it's just providing more of that interactivity.

So you could upload a picture as your vocabulary word, and they can indicate what part of the human body is the arm, what are glasses by clicking on the image. And that's just an example. But that's a really great way to use images in your assessment types.

Categorization is another new one. And this is instead of in Classic Quizzes where they could rate things or choose things in the order of operations or whatever, this one they actually drag and drop. And so it's much more interactive. They're much more engaged with the question.

The screenshot shows one where they're indicating fruit or vegetable. And then you can also see that there's some possible answers, those distractors. And you can see there's some cute little images in there. The key with a lot of these is if you can't put in an image in your answers, use emojis.

So I'm going to show you how to do that. But this is a great way to do that drag and drop and categorization and really get your students to interact with that question rather than just guessing this one might be first, this one might be second.

Ordering is another one of those drag and drop options where you can have different categories, and you can have more than two. Here's an example of situations where it shows self-control or where it doesn't show self-control. And then the students see all of the answers in random and they drag and drop the situation into the correct category. So it's categorization very much like the previous one.

And then we have stimulus. And this is great, especially if you're doing like a reading passage or a history lesson or something where you want them to read or evaluate a map, or do those kinds of things where you have a stimulus, and then you can attach multiple questions to that stimulus. And that's really helpful. Instead of having to upload that stimulus every time for the next question, it really helps your students understand that this question is in regards to this stimulus.

So here is a PDF of a scenario about genus Facebook account getting hacked. And there are three questions attached to that story or that stimulus. And so the students will see that the whole time. Even if they're seeing one question at a time, that stimulus will never go away. These are not possible in Classic Quizzes, which is why New Quizzes can be so much more powerful.

So for example, here I have a new quiz. So you can see that I have my assignment name, even though it's a quiz. So because it's a quiz, I like to put the word "quiz" in the assignment name, since it does show up under the Assignments tab also. And then I also was able to put points. I can assign it to either assignments or my project-based assessments, summative, maybe I have formative.

But you can categorize that there, and then I can display it as a percentage in regards to the total whether it was complete or incomplete. And this is great when you're doing a survey type thing where you just want them to see a check mark that they did it, but there's no real this many writer, this many wrong. You can give it a letter grade.

Again, you can not count it towards the final grade. And then this submission type is what I'm not going to touch because it's already been done for me since it's a new quiz. So it's already filled in that external tool and gotten the external tool URL. I don't need to worry about that.

But then I also have my Assign To where I can assign it to everyone or just a certain group of students. So if I came in here, I could assign it to my advanced level students. So I have a section in this course that I set up, and I put all my advanced kids in one section, my beginner kids in another. And I say kids-- and I know they're adults, but sorry, it's a habit. All my intermediate students in that section.

So I can assign it just to a section of students, and they are the only ones who will see this quiz, and they are the only ones that will have it factored in their gradebook column. Or I could come down here and assign it to a specific student. So maybe a student who needs a little bit of review or more practice, or is coming in late, and you want to assess where they are in relation to where the rest of your students are.

So you could just assign it to that one or group of students that way. But I'm going to assign it to everyone. And again, you have a due date. So I can come in here and change the due date to, say, Thursday. And then this is the time that they would have to submit it by to be marked on time, just like in assignments.

And then I can also have a second or third Assign To. So I know that my student page is actually out of town. And so I'm going to give her a due date of Monday. So she will see that on her to do list as Monday where everybody else will see Thursday.

And then I'm going to come in here to Build. Now when I go to Build, it's automatically going to and save these changes. But if I didn't need to build anything, I was just coming in to modify the due dates, I could click on Save here and then just go about my day. But I'm going to go ahead and click on Build.

And so here you have again your title and you have instructions. And I uploaded an image in my instructions. It's just a little icon. And then this is where I added my questions. So you can see here this says 1-2. And we're going to get to this in just a minute, but this is pulling questions from a question bank.

And if you have been using Classic Quizzes, you can bring in questions from your question bank into New Quizzes as well and have those-- so it's pulling two questions out of my question bank that has 10 questions in it. So it's going to be random.

Here's a multiple choice. Here's another multiple choice. Notice the little emoji in there. But this is one of those hotspots. And so you can see it's not a great example of a hotspot because there's no right or wrong answer when you're trying to tell me what raccoon you are today.

But say I wanted them to identify the snarky raccoon. So instead of which raccoon are you today, I would have which raccoon is sassy, which is my question right here. And I want them to choose number 3 because we're looking at expressions. So I drew a box around the third raccoon. And if they click on that third box anywhere in that little gray area, they're going to get it correct. If they click anywhere else there, it's going to mark them as incorrect. So that's the hotspot.

Here's another example of a hotspot. You can see here the question is, where is Utah? And Utah is this green one right here. And it's kind of a weird shape. And so when you create these hotspots, you have the ability to create a square, a circle or an oval, or what's called a polygon.

And so with the polygon, you click in each corner until you close the polygon. And then that's how I clicked in each one of these corners until I clicked back in the starting space. And then everything inside that polygon is the correct answer so that they can tell me where Utah is.

Fill in the blank if you've used Classic Quizzes before. This is a little bit different in that you put your instructions up here and whatever you want to be the blank, you're going to put in between these ticks. Now, if you take a look at-- and I'm going to zoom in on that a little bit so you can see it. I don't know if that's zoomed for you or not.

But if you take a look at your keyboard, it's not an apostrophe. It's not a-- yeah, it's not an apostrophe, which is by the Return key. It's actually going to be above the Tab key and to the left of the 1, the number key 1. It's called a tick, and then above that is the tilde.

So if you were to hold the Shift key, you would get the tilde. You don't hold the Shift key, it's just the tick. And then you type in what you want them to fill in the blank, and then you close it with the same tick. And that's going to create a field for them to type in.

So different than Classic Quizzes where you would write the sentence and have to put in a line space, and then the box, the field would be below. This actually puts it as part of the question. But then you have the ability to either allow them to have to put in the solid gold sound specifically, or I could specify other correct answers that should be marked correct.

So the mascot for the UCLA Bruin, and you can see I have this as my first fill in the blank. That's a great question. I've never tested it. How many fill in the blanks can you create? I would say probably as many that is accessible to your students. I don't know if there's a limit. I've never tried it.

Like in this one, I have two. And you've done a paragraph Cairn with dropping down. Yeah. But I wouldn't make too many because then I would probably put them in separate questions just for accessibility reasons. But yes, you can do more than one.

So here's my first one. And they can choose either Bruin, the Bruin, the Bruin bear, or a bear. And then for my second one, the name of the UCLA marching band-- Can you tell I was in it when I was in college? is the solid gold sound. Yeah. And again, they could put in the solid gold sound, or they could put in solid gold sound without the word "the." So I would accept either one of those. And so it will actually check those and mark them accordingly.

Here's one of the drag and drops. So when you put the steps in order for changing your password, when you put the questions in, when you're building the quiz, you put them in the correct order. And then Canvas will mix them up when the students see them and they drag and drop them into the right order.

So this is really great when you're doing a procedure, maybe your lab procedures or verb conjugation or whatever you're teaching. There's procedures that you want them to know, step 1, step 2, step 3. This is a great way for them to demonstrate that they know those steps.

Here's one of those drag and drops. So again, I create the two categories, and then I put the items in the categories. And then when the students play the quiz, it will mix it up and they have to put it in the correct category to match what I have here. And then, again, here's that situation where they're showing self-control or doesn't show self-control. And again, they're going to drag and drop the answers where they belong.

And then here's that stimulus. So again, I have the stimulus document, which is this PDF that I uploaded. You can type text in. You can paste in an image. You can even link out to something that's out on the internet, and then they would come back. And questions 11, 12, and 13 are attached to the stimulus.

So that one is kind of confusing. So let me just show those steps real quick. I'm going to come down here and add a completely brand new question all the way down here. And I'm going to choose-- and I think I can't see because my window is not all the way expanded or zoom it. OK, there we go. So I'm going to choose the stimulus option right here. I don't like that it's doing that.

So the first thing I'm going to do is add the stimulus. So I'm going to give it a title, type in some instructions. And then this is where I would add that content. So I could copy and paste a whole paragraph or a couple of paragraphs, or I could upload. So I can come over here to the three dots to see more. And I can upload a document from my computer, I can upload an image. I can even come over here to the plug in and paste a YouTube video.

So if I had a YouTube video that I wanted them to watch and then answer questions to, that would be a great example of stimulus. And then I could also do math equations, or I could even do an embed tool here where I embed a simulation, or I embed another video or that kind of thing.

So I'm just going to show real quick how to upload a document as my stimulus. So now I'm going to click on Upload file. And I don't know if I have-- OK, here's how language is shaped the way we think. So I'm going to open up this PDF, and I'm going to submit it. And so you can see-- did it submit? I think it did. It's just very-- because I'm on a Mac.

So I'm going to come up here and I'm going to add-- oh, come on-- how language-- and I know I spelled that language shapes our thoughts. And then I can give instructions. You can see here that it's linked to the PDF.

So just like I would in the regular-- I'm going to make this bigger so you can see it-- I can come in and actually come into the link options so that instead of linking to it, I'm going to have it preview inline by default. And then I'm going to click on Done.

And so once my stimulus is here-- and I want to choose that my questions are going to the right over here. You can also do it so the questions are below. And then you're going to click on Done. And so you'll see here-- and it might be too big to show here right now, but that-- oh, there it goes. It's uploading.

So here is my PDF that I created, that I've now made as my stimulus. And now that that is there, I can attach a question. So now I can come in and I can do a categorization, fill in the blank. When you're looking at your question types, the only ones that I caution you on using are essay and file upload.

And I say caution because that means that your students won't get their final grade for the quiz until you, the teacher, come in and grade it, because the computer cannot grade an essay question and the computer cannot grade a file upload.

So if the goal is for your students to get the answers and their score right away, then avoid those two options and choose any of the others, because any of the others can be computer-graded so that as soon as they hit Submit, they get their grade and any feedback that you provided as part of that question type. And they can get that immediate learning.

So say I wanted to do ordering. I would choose that. The question title is for you, for when it goes into the question bank. You don't have to have anything in there, but you do have to have a question stem, which is what the students see.

So my question stem might be, what about language shapes our thoughts? And then I can come in here and I can have a top label. And this is great for that. Put in the right order. Start here. And then my bottom label would be end here. And then I would type in my answers in the order that I want it to end. So that's not a great question for ordering, but you get the gist.

And then I can come in here and say how many points it is, and then I can attach that question to my stimulus and then I can attach the next one. So it's really great for-- and this is here because my internet is wonky. But I'm going to cancel this and I'm going to trash this so that-- oh, it went in there twice. I think I put it in there twice.

But that's your stimulus and how you can add things to it. Again, I know that was fast, but it was kind of a refresher for those of you who have started using New Quizzes and hopefully an introduction for those of you who haven't used New Quizzes so that when you go out and grab those other resources from YouTube or Canvas website, it will make a little bit more sense.

But any questions or something that you have tried to do in New Quizzes that's not managing, but just creating that you would like me to cover before we go on to managing New Quizzes. And feel free to grab the mic or type in the chat.

I think while you're doing that, what I'm going to ask you to do is if you have Canvas open-- yes, we can do that. But go ahead. And I'm going to give you about two minutes to go into your Canvas and start creating a new quiz and play around with some of those question types-- and I'm here for questions, but we'll take about two or three minutes for you to do that. And while we're doing that, we'll try the new question banks.

So I'm going to click on the plus sign. So right now you can be working on your own or you could just be watching whatever you would like. So I'm going to choose fill in the blank. Again, that fill in the blank question title is for you for putting in the question bank. But if you're not going to put it in the question bank, you can leave that out.

And then we have our question stem, which is where you're going to put something that they are going to fill in the blank. So what I'm going to do is just-- I don't know. Do I have anything that I can copy? Oh, I've got an acceptable use policy. Let's try that.

So I'm going to just type it all in. So the staff technology use policy protects our district and its employees by providing guidelines and regulations for the appropriate notices, legalese use of district, technology, information, and communication.

OK, so say I want my students to come in and fill in the blank on some of these things. So the first thing I want them to fill in the blank is I want them just to type in-- we're just going to put use policy. So this is what I want to be a blank. So what I'm going to do is come before the word "you" and type in a tick and of the word "policy" and type in the same tick.

Now you'll notice as soon as I did that, it had this answer type thing pop up. So I can now say it's open entry, meaning they're typing it in. Or I could make it so that it's a drop down or it's pulling it from a word bank. And then I can say it must contain use policy, or I can give specific correct answers in case it might be a little bit different or you don't want to necessarily count spelling. But you can do that text match there.

The other one that I want them to do is it protects our district. Oh, come back. So I'm going to put ticks around the word "district." So I'm going to come before D, put a tick after T. And you'll notice that now I have number two 2 here, district.

So maybe they are going to put-- because I'm going to put employees also. So maybe it could contain district. Or I can say, you know what, if they put employee first, that works for me too. So they could put in either of those. So you would just go through and go through that process.

So let's try employees. Did that work, employees? Yes. Did it? Yep, there it is right there. And then by providing guidelines and regulations. So each time I put these ticks in around something, it's going to make that a field that they have to fill in for the appropriate use of district technology, information, and communication. So now I have 1, 2, 3, 4, 5, 6, 7 things that they have to fill in the blank. And it took all seven. So hopefully that's enough.

But let's say I click on Done, and let's take a look at what that might look like on the student's end. So I'm going to come up to the very top and I'm going to preview. So here's the student's view.

Here's your typical multiple choice. So which one of the words below is a proper noun? So we're going to put Halloween. And this has been set up, which we're going to do in managing quizzes, so that they can only see one question at a time so they don't get distracted by other questions. So let's just go through these quickly.

So this is Bruin and this is solid gold sound. And then I'm going to click Next. Which raccoon is sassy? Well, I think this one's pretty sassy, but it's going to be marked wrong because I didn't mark the number 3.

Next, what's the steps? So again, I get to drag and drop. So the first thing that I'm going to do is log into Canvas. Then I'm going to click on the Account, click on Edit, type in my new password. Oh, before I click on Edit, I have to click on Settings. Submit is going to be last. And then I'm going to click Checkmark. And so those are the steps that I think I dragged and dropped.

And then here's the one that we just did. So you can see how it puts the field within the sentence itself, which is a little better than Classic Quizzes. But in looking at this, this may be confusing for some of our students because it is so much. So it's really busy, so just keep that in mind.

So we're going to do this staff technology AUP, which is not one that I said was correct, protects our district and its employees by providing protection. I have no idea. And--

Audience: There's a drop down to that makes it where they can choose. And that's so much better, because if they don't exactly do it the way you do it, then it just marks it wrong, as you mentioned.

Dana Thompson: Yeah, right. Yeah. Because I could have put communication but forgot the year or the end or whatever, and it would still say it's wrong even though I know that they said it was right. So that is a great point.

So now I'm going to click on Next. Oh, it did it out of order. So your feelings are hurt. So you write a letter. That's control. Throwing your book is no control. Waiting patiently is control, scream loudly not control. So they would just drag and drop these and have to think through it to categorize them.

OK, yes. You do put ticks around them. Let me show you how to do that. And Utah-- so that one I'm going to click correctly. Oh, my goodness. So popcorn-- no, corn is a vegetable. So you can see that the dragging and dropping is just a little bit more engaging than just clicking radio buttons.

Oh, my gosh, there's 14. Holy cow. [laughs] We're just going to go through. So even though there are three questions attached to this stimulus, you only see one at a time. But when I click Next, the stimulus will stay there. It just takes a minute to load. But the question is attached to it still.

So we're just going to click-- I don't know if those are right. I'm not even reading, but you can see that the stimulus is there. And then hopefully this is the last one. So now I can submit. And because they were all computer graded, I'm going to get immediate feedback.

And I got 84%. And I can come in here and sign-- so even though solid gold sound was one that I said was OK, because it wasn't capitalized, it was marked wrong. So that's where that dropdown menu might be a little bit better depending on your students.

So you see here, it says that it was incorrect because this one was the correct one. I got all my steps for logging in correctly. I didn't get my staff AUP very good, did I? So you can see all of those, gives them immediate feedback. And then here's those stimulus questions showing all at once.

So let's exit and take a look at the dropdown for those fill in the blank questions. So instead of an open entry, you're going to do a drop down. And then you're going to have to choose some things, one right one that you mark as right, and then two other ones, at least two. You can put more than that. But that will make it so that it's a drop down question, and they just choose the correct answer out of the dropdown menu.

But formulating the actual question up here is exactly the same with the ticks. Does that help make sense? So if you're off playing on your own, if you wouldn't mind coming back, we're going to take a look at managing New Quizzes.

So you've created a new quiz. Students have taken the questions, and now you want to manage it. No, that's a great question. Let me go back and show you that. So if I wanted this to be drop down-- so the correct answer is use policy, non-use policy. And this one will just put agreement. And use policy is correct, so I'm going to choose it. But if non-use policy is correct, then you would just change the answer to that one.

One of the things I recommend because it's much easier when you're coming in on the fly having to change things, if you have it set down here under Options-- is it on this one? I probably have to make them all drop down.

There is a way where you can say don't shuffle the answers or do shuffle the answers. So if you have it set so that the answers are shuffled, then I always put the first one as the correct answer so that I don't have to think about it when I'm coming in and having to make a change, because the computer will shuffle those answers for the students when they take the quiz.

But if you don't have that setting set, then, yes, shuffle them yourself and put them out of order. And then just choose the correct one. And down here, it we'll give you that as an option if these were all dropdowns. And that takes me back to the top up here where we're managing these quizzes.

So you can set things up, which is nice, in New Quizzes by question type, or you can set things under Settings that are more global. So for example, if I come down here and I'm coming into this question type multiple choice, and I want this multiple choice to shuffle the choices, but the next multiple choice I don't want to shuffle the choices, I want to be able to cherry pick which ones are shuffled, then what you're going to do is choose this shuffle choices on the question itself.

But if you know that you're creating a quiz where you want every question to shuffle the choices, then you would come up here to Settings and set that as a quiz setting here. So I'm going to shuffle the answers on every answer-- shuffle questions and answers. So you have to think about that.

So shuffling the questions, it just takes that question and puts it in a different order each time the student takes the quiz. In addition, you can shuffle the answers. And if you want all of them shuffled, you would do it here. I just wanted certain ones to be shuffled.

So I'm going to come back to my build. And for example, I want this one to be shuffled, but maybe I don't want this one to be shuffled. And so you have the ability to set that more granularly. And yes, you do this at the beginning before students have taken the test.

If I come into this one and it says this, it's because I have put this question in and saved it to a bank. So now if I want to make changes because some students have already submitted answers, then I need to know that that's only going to make those changes for the students moving forward. Those changes will not go backwards and reflect on the students that have already taken the test.

So you want to be careful about that. If you have-- which is a good answer to your question, Diana. If you do make changes after students have taken it, just be very mindful what kind of changes you're making, because it won't apply to the students who have already submitted their test.

So let me come here. One of the things that you might consider when you are creating your questions, and you want either question types shuffled, or you want the whole quiz questions to be shuffled. If there are some where you don't want them to shuffle-- so if I had an answer here that says none of the above, so I just added another question or another answer. And if I have it set so that it's shuffling choices, then there's a chance that my students will see the answer none of the above at the top, which makes no sense because there's nothing above it.

So what I can do is come over here and lock in that position, and it will only shuffle the noun, adjective, and adverb choices. The none of the above will stay at the very bottom, no matter what. That is not possible on Classic Quizzes. So that's another upgrade, if you will. So that's that distractor. So if it's a question that you have the ability to lock something in place, you'll see that lock over here on the side.

The other thing that I like to do is provide specific feedback comments. And so this one says, what part of the speech is the word "red" in a sentence? Roses are red. And you can see that for the noun it shows that the speech bubble has been selected.

And when I click on that, this is the feedback that the student will see as soon as they hit Submit and they see that they have a wrong answer. But here's why it's a wrong answer. And that immediate feedback helps them to learn that content and internalize it faster and longer.

So they might have said, yes, this is a noun, and they're going to immediately know "not quite" is an adjective that describes the noun "roses." So they can make that connection in their learning, rather than having to wait for the feedback to be later when it no longer really is in their brain.

So you can do specific feedback on each item. Or down at the bottom of the question, you can do general feedback down here by the points where you can put it in-- if the answer is wrong, so if they chose one of the three wrong answers, they would see this feedback. If they chose the correct answer, it would be this feedback.

So a little bit more general, but you still have the option. And then there's feedback, regardless of whether their choice was right or wrong. So that feedback is really, really helpful for students when they're learning, especially in the formative assessments. Any questions so far?

OK, let's take a look at this aligned outcomes. You can see this one says aligned outcomes, and it has a 1 next to it. So when I expand that, this is connected to the CCR Language Anchor 1 Standard. So Diana, I see you have a hand up. So go ahead and grab the mic.

Audience: Yeah, sorry. I couldn't find my controls here when you asked for questions.

Dana Thompson: That's OK.

Audience: I typically don't build a question bank. I typically build like the quiz for each unit. So can you let us know what's the advantage and how-- when you build a question bank, how can I organize that? Because in my brain, I'm thinking per unit or per module or whatever it is that I'm calling my Canvas. But what is the advantage of just having questions in a question bank, and how can I organize those?

Dana Thompson: That's a great question. And so remind me to come back to outcomes, because we're going to come up here to the top and take a look at our item banks. And so when I click on Item Banks, you can see here that I have an expressive language spelling and capitalization item bank. And it has five questions in it. Here's a geometry bank, and it has 13 questions. Here's a water cycle review exit ticket, and it has 11 questions.

So these are quizzes that I've created, and I've saved my questions to the item bank. So for example, I've created this quiz-- let me come out of here-- and I have this question. Let's come back up here to this question here. I can add this to my item bank. I can add this to a bank.

The nice thing about New Quizzes is that I can say Add to Bank. And then it's going to ask me, do you want to add it to an existing bank that I've already created, maybe in a previous unit? And so maybe you've got vocabulary as a question bank and you've got vocabulary questions from unit 1 and vocabulary questions from unit 2.

So you can add it to an existing bank and just build that bank bigger so that as you're going through the semester, instead of having to recreate your final exam from scratch, you can pull in some of those questions that you've asked on previous chapter quizzes or unit quizzes to create that final exam instead of doing it all over.

Or I can create a new item bank and give it a title if you want to keep it specific to that unit. So maybe you do have a unit 1 bank, a unit 2 bank. But then, again, at the end when you have a final exam, you can pull a few questions from unit 1 and a few questions from unit 2 and not have to recreate those questions.

Sometimes it's good to recreate the questions with a twist. But if you take a look at this one right here, 1-2, this is pulling-- there were five questions in that question bank. It's pulling two questions at random.

So if I'm sitting in a computer lab and I'm student A, I'm going to see question 1 and 2, where student B might see questions 3 and 4, and student C behind me might see question 5 and 1. So it randomizes it. And then if I'm allowed to take the quiz again, this one will give me different questions for that group because it's randomized and it's only pulling two out of the five.

So if I wanted to add a question from a question bank, instead of choosing one of these, because I've already created the questions on another quiz, I can click on the item bank and I can say I'm going to use questions from the expressive language, spelling and capitalization. And I can either use all of them or I can choose random ones.

So if I click on all or random, you can see down here that I now have a new one here that says pulled all questions from the item bank. And so then I can come out of my item bank, come into that question, and instead of pulling all five of them, I'm going to randomly select one or two, and then I can say how many points per question.

So it gives us a little bit of that-- not variety, but unpredictability. They can't just memorize questions or answers. And then if you are allowing them to practice by taking it more than once, they're not going to get the same ones and just memorize and regurgitate. They're actually going to have to think through the questions because they're being pulled randomly.

So whether you're creating your questions from each unit and adding to a bank, or if you just create a bank from scratch and instead of creating-- you would create your quiz first with all of your questions, put them all in the bank. And then the quiz that you give your students, you will randomly pull the ones from the bank if you want to do it that way. Does that help?

Audience: Yes, it does. Thank you.

Dana Thompson: So the item banks is right here. Classic Quizzes-- You would go into the quizzes link and then choose the item bank button at the top next to the plus quiz button. With New Quizzes, you get to the item banks by actually going into a quiz and clicking on Item Banks here.

I'm sure there's another way to get to it. I could click on it here. But this to me has been the most easiest way for me to understand this is New Quizzes bank. The other way is a Classic Quizzes bank and not getting those confused. So just come into an existing quiz or start a brand new quiz, and then click on Item Banks.

OK, so let's go back to outcomes. So if you are tracking your CTE pathway standards or your EL standards or your adult learner standards, the key with using outcomes-- because it can track how they're progressing towards that outcome or that standard in conjunction with other things that you've attached that standard to.

In assignments, you're using rubrics, which was a session that we had a couple of weeks ago. You're using rubrics to tie that outcome to their assignment. In quizzes, you're actually using the question. And the difference between Classic Quizzes, if you've used outcomes with Classic Quizzes, that outcome is applied to the entire quiz. So if they don't do well on the quiz, then that's going to reflect in their progress towards that outcome.

But say there's only one or two questions that apply to that outcome. And so they got those one or two questions correct. But because they did poorly on the entire quiz, that's not accurate data. So that's another benefit to New Quizzes is that you can tie individual questions to those outcomes.

So let's come back down here to our parts of speech. So I'm opening it up into the Edit View. And you can see that it's aligned to my language arts-- or my language anchors 1 standard. The key is these standards have to be pulled into your course prior to attaching them to the quiz.

You can't come in here and try and add an outcome if it's not in your course already. You can build your quiz and then go out and pull in your outcomes, and then come back and attach those to your questions. But it's extra clicks and extra steps. So pull your outcomes in first, then you'll be able to see them.

So if I come here-- and we're going to say that this is also part of that language arts standards. We're going to edit a copy just because it's a demo course, and it's not aligned to any outcomes. So again, we're going to make sure that our outcomes were in there first, which they are.

So now I'm going to browse and I'm going to add an outcome to this question. And it's going to come from our College and Career Readiness standards, because this is our culinary course and they're learning how to make-- they're learning how to be a barista.

So out of our six outcomes for College and Career Readiness standards, we want them to show command of standard English capitalization, punctuation, and spelling, or maybe understand figurative language, word relationships, and subtle differences in word meanings. Since they're a barista and they're working with clients, we're going to choose that one, and maybe determining the meaning of unknown and multiple meaning words and phrases using various strategies.

So we're going to pull these two outcomes that we're already pulled into the course and attach them by confirming my assignments. So now this one question is going to help determine the progress towards language anchor 4 and language anchor 5. And then I'll click on Done.

And once you're students start taking the assignment-- and remember, it will only apply-- so I added this after a couple of my students have already taken this quiz. Those standards, those outcomes will not be reflected in their progress. Only the students who take the test from here on out.

So you can add them individually to questions that way. I can also come up here to outcomes and I can attach outcomes to the entire test. So say this entire test. Again, you can see my different outcomes. Let's take a look. It's what in my webinar folder, apply language of knowledge. So that's the language anchor standard 3 and 4, which is also in my College and Career Readiness. It's in both places.

So I would need to make sure that I'm pulling the same one so that it's tracked to the same data. So I'm going to come into my College and Career, and this entire test is going to demonstrate mastery in the rules and say, learn and use a range of academic and domain-specific vocabulary. That's going to apply to the whole test, but that one question also addressed anchors 3 and 4. So you can pull them in that way. So this is aligning them to the quiz as a whole.

And then you would look at the results on the Learning Mastery Gradebook, which when you go into grades and swap over to the Learning Mastery Gradebook, once your students start taking the quiz and aligning those outcomes, then you'll see that reflected in the Learning Mastery Gradebook.

OK, so we've talked about item banks. We've talked about outcomes. We're going to go into more of our global settings for the quiz. And again, it's reminding me that students have already attempted this assessment. So be cautious.

And so just real quick, I can shuffle questions so that every time my student takes the exam, they get the questions in a different order. And if they're sitting next to someone, they're not going to see the same order of questions as they work through the test in the same physical location.

Again, you can shuffle your answers globally. So every question will shuffle its answers, and then you just go in and lock those positions that you don't want to shuffle. Or like I chose, there were some I didn't want shuffled at all because I want more granular control. So I just chose to leave them all. And then I just shuffled the ones I wanted shuffled.

This is where I chose one question at a time. This is good for some of those math quizzes where you want them to just see one at a time, instead of getting bogged down with what they have coming up. And I did not check this box. So once they hit Next, they can't go back and change their answer.