CALipso Facto Quiz

 

This suite of three programs creates and runs CAL quizzes for undergraduate teaching

It is written in Delphi 5   The executable files will run from the web page or can be downloaded

and run from the hard disk.

 

The three programs that make quizzes are:

CFCreate - puts together quizzes made from images, questions, responses, feedback comments

     and scores. 

CFRun - runs quizzes made by CFCreate.

CFExe - a template that incorporates a quiz into one executable file for ease of distribution

    and security.   

 

This submission includes the above three programs together with five examples of

executable quizzes made by the CF suite.  These are:

 

A short quiz to be used to get a feel for attributes of a test

   ShortECG.exe 

 

Introduction to a Practical class

   ECGHtSnds.exe - for Preclinical, Physiol Sci and Human Sci students

 

Interactive handouts for lectures

   Exercise.exe - 1st year Physiol Sci and Human Sci students

   Altitude.exe - 2nd year Preclinical and 1st year Physiol Sci and Human Sci students

   CVControl.exe - 2nd year Preclinical and 1st year Physiol Sci students

 

Design of the quizzes

The CAL quizzes were originally written to prepare students and new demonstrators for practical

classes by introducing them to the main questions covered in class.  It has also been used to

introduce topics for tutorial discussion and to make lecture handouts interactive.  They are

intended to make students think about subjects that may not be covered directly in the reading. 

To sustain interest and reinforce the learning process it provides immediate, detailed feedback

comments on all answers selected.  This feature distinguishes it from most CAL formats where

'feedback' is limited to 'correct' or 'wrong'.

 

The general structure and marking scheme are comparable to those used in the Part A papers of

Oxford's 1st BM examinations.

 

Each quiz is composed of up to 50 screens each of which may contain:

         an image

         a trigger (usually a question)

         a choice of three responses to the trigger

         a feedback comment on each response

         a score (-1 to +2) for each response

         sounds that go with each score (this can be turned off)

         The above features are all optional - none is required

 

During the first attempt at the quiz the student can only move forward from one screen to the next. 

This permits sequences of screens in which later ones might give away the answers to earlier ones.

 

Within each screen the score does not change after one has selected as many responses as there are

correct ones,  e.g. if there are two valid responses and one invalid one the student's third choice

may be made, and the feedback comment read, without penalty (or credit). Feedback comments on

'incorrect' responses are often highly informative.

 

The cumulative score and position within the test are always displayed.  These give a sense of

progress and achievement.

 

Once all questions have been answered the score and % are displayed and sealed.  Now the student may

review their answers by moving either backwards or forwards through the screens to read feedback

comments.  The scores for responses that had been incorrectly clicked are highlighted in red.  Those

that had been correctly clicked are highlighted in green.

 

The design is flexible in that:

     it is not necessary to make use of any single component - image/question/response/feedback

        comment

     empty components do not appear on the screen

     there is a variable number of 'correct' answers within each screen

     the image can be used as a basis for the question or as part of the question

     there can be up to 50 separate screens

 

A feature that may be considered by some to be a shortcoming of the program is that the space allowed

for questions, responses and feedback comments is limited.  This limits the amount of reading a student

must do and therefore speeds up the test.

 

The programs are designed to be easy to use but each contains two sets of instructions (brief and more

extensive) that may be called by clicking 'help' on the main menu at the top of the screen.

 

Extra instructions needed for using the three programs that make quizzes are:

 

CFCreate -  In this program you start by clicking 'load single image' and then selecting a

    jpeg file.  A few examples can be downloaded by right-clicking on the following links:

    jpeg1, jpeg2, jpeg3,. jpeg4, jpeg5, jpeg6.

    The path in the centre of the screen must then be edited appropriately.  The questions and

    responses etc can then be entered and saved.

 

CFRun - This program needs the files created by CFCreate.

 

CFExe -  To make use of this one must possess Delphi 5 or later, and the source code, 

     which is available.

 

 

Copyright:  All images that are based on figures taken from the literature have been acknowleged. 

The status of these is currently being investigated, but I am reassured that, for the time being,

 I may use them.

An email on the subject from Charles Shaw is included below for clarification.

 

'You raised some queries a lttle while ago, as raised by Piers Nye. I'm sorry that it has taken so

long to get back to you: in part this was because I wanted to wait to see which way the wind was blowing

with UUK, but it's still been too long.

I hope that the general circular below clarifies the position for the time being. The issues that Piers

raises are clearly something of a grey area: my own view would be that where someone (such as Piers) is

acting in good faith to acknowledge original sources, I would not expect to see any changes in pracice

for the time being: let's wait to see what the future licence says for the longer term. Once that becomes

clear, I will be pursuing the question of advice or training sessions or whatever seems best in order to

communicate the requirements of the new licence.

Best wishes

Charles'

 

----- Forwarded by Charles Shaw/ASUC/Admin/OxfordUniversity on 15/05/07 14:49 -----

Charles Shaw/ASUC/Admin/OxfordUniversity

15/05/07 14:46