Essay preparation: Self-test for literature comprehension

Prior to Semester

1. Develop a reading list for the course

2. Ensure that the course guide in Bb describes the course expectations and assessments

3. Create a self-assessment test in Blackboard Learn. Refer to this short video on “How to create a Test in Blackboard Learn” (https://youtu.be/ef08mqN4rIY)

4. Access  the content area for the test in Bb

5. Create test:

   1. On the Control Panel, expand the Course Tools section and click Tests, Surveys, and Pools

   2. On the Tests, Surveys, and Pools page, click Tests

   3. On the Tests page, click Build Test on the action bar

   4. On the Test Information page, type a name, provide a description and instructions

   5. Add questions. You can add questions to tests and surveys in the same way, but you add no points to survey questions

   6. Set test options

   7. Click Submit

6. Prior to class, notify students of test location

7. Before students take a test, you can still add new questions. Click the plus sign before or after another question and choose a question type

8. On the Test Canvas, you can change a question's point value:

   1. Click a question's current point value

   2. In the Update Points pop-up box, edit the points

   3. Click Submit

9. Continue adding questions

10. Click OK. The test is added to the list on the Tests page and is ready to deploy in a course area

By default, when you create new questions with the Create Question drop-down list, they are added to the end of the test or survey. On the Test or Survey Canvas, reorder questions by pointing to a question to show the double-tipped arrow and then dragging it to its new location. Alternatively, use the keyboard accessible reordering tool ( ) on the action bar. Click a question and use the up and down arrows below the title box to adjust the order.

Changing question order only affects new test attempts, assuming the test is not set to display questions in random order. Attempts already submitted retain the order as originally viewed when the test was taken.

Different Question Types:

• Understanding information

Use the Bb true/false or multiple choice questions to assess the student’s understanding of the readings

• Scanning for information

Provide a reading with numerical data presented in different ways. For example they may be fractions, percent, numbers, written-out numbers etc. Use multiple choice questions to obtain meaning from the data. In class, you can place a time limit to answer the questions

• Understanding structure

Provide a reading with numbering of each paragraph. Use a matched pair question to obtain the intention of the paragraph. This tests the understanding of the paragraph structured and meaning in the paragraph

• Understanding new terms/concepts

Provide a short passage of text that includes a word or phrase that is specific to the area of study but which will be new to the student. Use a multiple choice question to get the student to select the meaning of the word or phrase based upon the context of the word or phrase in the passage of text. This helps to develop the skills of interpretation and deduction from text

A ‘critical thinking’ question:

Provide a short review of a book related to the course with numbered paragraphs. Ask the learner to indicate whether the author’s comment was either positive or negative (or both) for each paragraph.  For each example ask the student to indicate the language used that helped them decide. Base the grading of the question on whether the learner has judged the author’s intentions correctly for the paragraph. In the feedback for the question provide both the answer and the language that indicates the correct answer

In Class

11. Provide students with the relevant readings for the assessment

12. Communicate the expectations on how to use the reading(s) in their assessment

13. Ask students to take the self-test to test their comprehension