How to use SULIS Quizzes

1. How to use SULIS Quizzes Una Woods, School of Law AHSS Faculty Teaching Day 22 January 2010

2. Land Law 1 (160 students) • 4 on-line quizzes – worth 10% • Goals • Familiar with archaic terminology • Engage early on with abstract concepts • Early feedback • Promote continuous learning • Final exam – less daunting • Broader syllabus • Encourage completion (No credit -20%; 10% credit – 90%) AHSS Faculty Teaching Day 22 January 2010

3. Quiz content • 10 questions per quiz • Multiple choice and true/false mix • Mini problem style questions • Points allocated in accordance with difficulty AHSS Faculty Teaching Day 22 January 2010

4. Question 1 Single Correct 5 points Which one of the following types of co-ownership would you associate with the right of survivorship? • A. Coparceny • B. Joint Tenancy • C. Tenancy in Common AHSS Faculty Teaching Day 22 January 2010

5. Question 2 Single Correct 30 points Noreen has recently moved into an apartment she is renting from Joe. While moving some of the furniture she found a box of money in an old safe in the wall. Joe doesn't own the money and has never occupied the apartment. He claims he is entitled to the money as it was found in his property. Which answer do you think most accurately represents the law? • A. Noreen has a superior claim as possession of the land passes to her under the lease. Possession of the land carries with it possession of everything that is found in the land. • B. Joe, as the freehold owner, has the superior interest in the land and therefore his claim is superior to the tenant’s. • C. Noreen has the superior claim. Joe has a superior interest in the land but his superior claim to the find is dependent on prior possession. Joe has never occupied the premises and so will not be in a position to prove prior possession AHSS Faculty Teaching Day 22 January 2010

6. 2 weeks to complete each quiz • Option of timed assessments • Open book/unsupervised/consultation • Random selection from a pool of questions • Scramble questions • Scramble answers AHSS Faculty Teaching Day 22 January 2010

7. Creating the Quiz • Click on Tests and Quizzes on tools menu • Create new assessment; select type - quiz • Name assessment • Click on create • Create question by • Selecting question type (multiple choice etc) • Type question in text box • Type answer options (click correct answer button as appropriate • Save question and move to next one AHSS Faculty Teaching Day 22 January 2010

8. Settings • Released to…. • Assessment organisation • Linear access/random access • Date of release and retraction • Question display – separate web page • Feedback • Immediate • Feedback on submission • Feedback on a certain date • Grading – send grades to gradebook • Save and publish • Scores link • Statistics link AHSS Faculty Teaching Day 22 January 2010

9. Student Feedback • ‘I think the SULIS exams are a great idea and take the pressure off a little bit! They also make sure you continue studying throughout the semester so it’s not all on top of you at the end of term.’ • ‘Fortnightly SULIS quizzes - good idea. Helps me to review what I have learnt so far and go over any question/part I found I had difficulty in answering.’ • ‘One criticism is that I am aware of some of the class having the answers to the quizzes (from last year's students) so will obviously get 100% in each. It is a bit annoying that I got 90% in the first one after having researched the topic and would have got 100% if I just copied the answers like others.’ AHSS Faculty Teaching Day 22 January 2010

10. Feedback from Extern • ‘The quizzes are interesting. I understand that the quizzes are not taken under the usual, formal exam conditions. They are open book assessments which students complete in their own time. From the sample scripts that I have seen, it does not appear that the marks achieved in the quizzes unduly distorted the overall standard. The quiz marks did have a significant impact on the overall grade achieved by certain candidates, however. I acknowledge the value of the quizzes as a study aid and as a means of encouraging students to engage with the material. They also enable students to test their knowledge and understanding as the course progresses. In my view, the (unsupervised) quizzes, and their overall impact on grades, should be kept under review.’ AHSS Faculty Teaching Day 22 January 2010

11. ‘What you say about the rumour concerning the answers to the quizzes is worrying. I have reservations about the unsupervised quizzes - although I acknowledge their value as an educational tool.  I suggest that we discuss further when I visit UL in the summer.  It may be necessary to abandon an unsupervised exercise as part of the formal assessment to protect the integrity of the exam, or in the alternative to reduce the allocation of marks to 5% thereby diluting the impact of the quiz marks on overall grade.’ • Average quiz grade 73% • Generally raised the student’s overall grade by 2% • Had a more substantial impact (4-5%) on 11.5% of students grades. AHSS Faculty Teaching Day 22 January 2010