Consider this scenario: you add open-ended questions (called “Essay” questions) to Moodle quizzes to add variety in question types. When you read student responses, however, you find they are problematic. Students missed answering certain parts of a question or wrote their responses in a difficult-to-comprehend format, leading to point deductions and lost time grading the questions.

These problems can be minimized by specifying a Response Template for essay questions in Moodle quizzes. I use a table format with cells for different parts of the response. Cells ensure that students provide clear and complete responses. A set format for responses streamlines grading.

Essay Questions in Moodle Quizzes

It is helpful to understand the nature of Essay questions in Moodle quizzes before discussing response templates. Importantly, essay questions are not just for essays. They are simply open-ended questions without a specific length or format for responses (unlike Short Answer questions, which have a strict format). Essay questions can be used to elicit responses of widely varying lengths. Responses can be anywhere from one word to multiple paragraphs depending on the nature of the question.

Although essay questions offer considerable flexibility, I have encountered difficulties when using them for questions with multiple parts requiring a longer answer. Students may fail to provide all of the requested information, mix up different parts of the question, or write one long, undifferentiated paragraph that is difficult to comprehend.

Enter the response template!

Using Moodle Response Templates 

How to Add a Response Template in an Essay Question

Response templates are easy to add into Moodle essay questions. As you create an essay question in a Moodle quiz, click on Response Template in the menu of options for the question and provide the template you have created that you want students to use for their responses.

I suggest using tables with cells that students fill in with their responses. Create the tables in Word or Google Docs and copy them into the Response Template cell when drafting the essay question. When students view the essay question in the quiz, the response template will appear in the response cell for them to fill in.

Pro Tip! Students need to see the entire response template when they view the essay question in the quiz. Under Response Options, select an Input Box size (5 lines to 40 lines) that will show the entire response template.

If you need help with response templates in Moodle Quizzes, reach out to e-LIS with a help request or schedule a one-on-one appointment with an e-LIS Instructional Designer.

Creating Effective Response Templates

Response templates for essay questions should: 1. enable students to provide clear, complete, and coherent answers to open-ended questions and 2. specify a unified format for student answers that is efficient for the instructor to read. Follow these tips for creating effective response templates:

• Basic set-up – I use response templates for essay questions that have two or more parts. After drafting this type of essay question, I review how many parts the question has and in what order. For clarity, I create a response template that mirrors this information exactly, using the same key phrases in the response template as in the question and placing them in the same order as in the question.
• Examples – Let’s say an essay question has the following three parts, state the definition of codeswitching, describe an example of codeswitching provided by the author, and describe your own example of codeswitching. In the response template, I might say definition, author’s example, and your example, in that order. I also include a descriptive header in the response template, such as Understanding Codeswitching. Within each sub-question, I specify how long each part of the response should be so that students provide the level of detail I am looking for.

Response templates can also be used for solving a problem in a series of steps that need to be shown and that should be in a particular order. For example, in a phonology contrastive distribution problem, I might ask students to identify the sounds being compared, list the minimal pairs in the data (if any), state the distribution of the sounds, etc. Each step of the problem represents one item in the response template.

• An efficient format – In my experience, the best format for response templates is a two-column table with a row of cells for each sub-question. (A header is also needed to link the response table with the question.) Numbered prompts go in the cells of the left-hand column (e.g. definition, author’s example, your example or sounds, minimal pairs (if any), distribution). Student answers are written in the corresponding cells in the right-hand column. This format clearly shows whether the student answered all parts of the question and organizes student responses into chunks that are easy for the instructor to read and understand.

Conclusion 

Response templates are an invaluable tool for both students and instructors. They are helpful for encouraging students to organize their thinking for open-ended (Essay) questions in Moodle quizzes, eliciting complete and coherent student responses, and speeding up grading. Use them whenever an open-ended question requires multiple parts that need to be structured in a particular way.

Related Teaching Tips

Essays Your Students Want to Write proposes strategies for structuring assignments with questions that engage students in critical thinking and reflection.
Stepping in as a Student talks about establishing your teaching presence by taking the role of a student and posting some of the same written work students are doing.
“Two Buckets” Assessment Activities discusses the use of a bonus question to ascertain additional information a student might have known on an exam. If the exam is administered in Moodle, a response template could be used for the student’s response, facilitating efficient review by the instructor.

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About the Author

Helena Riha, Ph.D. teaches Linguistics and International Studies. She has taught over 3,500 students in 17 different courses. Helena won the OU Online Teaching Excellence Award and the Excellence in Teaching Award. This is her eighteenth teaching tip. Outside of class, Helena maintains her streak in Wordle.

Helena Riha is the current guest editor for the Grizz Tips for Teaching Effectiveness series on the CETL Teaching Blog at Oakland University. Contribute to the Teaching Blog as a guest editor (OU community only).

Others may share and adapt under Creative Commons License CC BY-NC.

View all CETL Weekly Teaching Tips. 

You may already be aware of the C-DFWI rates for courses you teach. The C-DFWI rate is the percentage of enrolled students who withdrew, had an incomplete, or received a final grade of C-, D, or F for a course. OU aims to keep C-DFWI rates in check to improve academic outcomes for students and increase graduation rates.

The challenge for faculty is how to minimize C-DFWI rates without sacrificing quality in your courses. I use several strategies to reduce C-DFWI rates while maintaining high standards.

The Student Success and Equity Dashboard

Before discussing strategies for keeping C-DFWI rates in check, it helps to know where C-DFWI rates are tracked. Oakland University’s Student Success and Equity Dashboard aims to enable OU faculty and staff to “gain a better understanding of the backgrounds and academic patterns of OU students” and provides data “to inform discussions, plan initiatives, and support student success.” The main dashboard consists of three embedded dashboards, Faculty Dashboard, Oakland by the Numbers, and Equity Gaps Dashboard. The embedded dashboards provide research data and suggestions for applying the data and taking action. For more faculty guidance on using the dashboard, see CETL’s Data-Informed Decisions Using the Student Success and Equity Dashboard. 

The Faculty Dashboard has data to answer seven questions about OU students, one of which is “In Which Courses Do They Struggle?” The section for this question provides a C-DFWI Impact Chart showing (at the time of writing) Winter 2024 courses with the highest C-DFWI rates. The top three courses with the highest C-DFWI rates are named, and the reader can hover over the chart to see other courses and their C-DFWI rates. Data Tables containing a list of all courses that have enrollments of at least ten students are shown together with the Enrollment, C-DFWI Rate, and Impact score for each course. (These derived variables are defined in the Methods tab for the tables.) The tables can be sorted based on the Course Code, Course Title, Enrollment, C-DFWI%, or Impact.

I suggest you look up your courses in the Faculty Dashboard – the information you see may be surprising!

Strategies for Improving Your C-DFWI Rates 

1. Include a variety of graded items in the course

You may have memories of college courses in which your final grade depended primarily on the midterm and final exam. A poor grade on either meant nonsuccess in the course. To limit this type of course anxiety for my students, I assign a variety of coursework comprising a mix of high and low stakes graded items.

In each course I teach, I incorporate a selection of graded items from the following basic types: homework assignments, problem sets, exercises, quizzes, tests/exams, papers, research projects, video analyses, forum discussions, interviews, presentations, and surveys. For in-person courses, I also include attendance and participation. (See Quantifying Class Participation for a discussion of how I log class participation in the Moodle grade book.) Dividing course points over multiple types of graded work enables me to present the course material from different angles and gives students numerous chances to earn points in the course.

2. Assign multiple graded items spread throughout the course

Related to the first point, I assign multiple pieces of coursework weekly divided into both high and low stakes items. Although some students would prefer not to have a steady stream of work every week, I find that more coursework tends to improve students’ final grades. Students have many chances to practice course concepts and earn points in the course. Consistency is rewarded, as is an ongoing commitment to the course. 

How do I grade all this? I am a strong believer in using Moodle tools with automated grading to create certain types of assignments. A wide variety of assignments can be graded automatically in full or in part by Moodle. I take advantage of this to assign a wider variety of coursework than I could otherwise, using Moodle assignments as a supplement to manually graded items. (If you need ideas for how to expand your use of Moodle assignment tools, see the e-LIS Faculty and Staff Resources page or schedule a one-on-one appointment with an e-LIS Instructional Designer.)

3. Provide meaningful extra credit

Well-designed extra credit assignments improve student grades, boost morale, and give students a chance to engage further with the course material. Using Extra Credit Effectively offers a detailed discussion of the critical role extra credit plays in my courses.

Pro Tip: Remind students of extra credit opportunities! Students may feel they are too busy to complete extra credit, or they may not think extra credit assignments are worth the effort based on their experience in other courses. I always explain explicitly how students will benefit from submitting the extra credit work in my courses.

4. Use Faculty Feedback and other methods to nudge students

In my experience, it is important to communicate directly with students who are falling behind or struggling in the course and suggest a course of action to improve their performance. I monitor attendance and grades in my Moodle grade book regularly from the start of the course to identify students who need to be contacted.

I use Faculty Feedback as early in the course as possible, and I follow up with personalized email messages that contain more detailed comments. (See Getting the Most Out of Faculty Feedback for how I maximize the effectiveness of this communication tool.) As the course progresses, I reach out to students who need a nudge whenever I see a negative pattern starting to develop with regard to course performance.

5. Provide clear expectations, a schedule, and deadlines for make-up work

I emphasize the importance of deadlines in my courses and stick to them, but there are times when students have a legitimate reason for missing the deadlines for graded work. In such cases, I email a clear plan for how to make up the work and when each make-up assignment is due. I also explain my expectations for how the student should complete make-up work alongside current coursework so as not to fall further behind.

The more detailed my instructions and schedule for make-up work, the more easily students can stay on track. By providing a plan, I help students avoid feeling overwhelmed and giving up on making up missed work, which tends to have a significant negative impact on their final grade.

Conclusion 

These strategies allow me to maintain high standards for student learning while also providing a reasonable path to student success in my courses. When designing my courses, I anticipate potential stumbling blocks students may face in their course performance and actively employ strategies to help students avoid these problems. I also provide effective methods of resolving problems when they do occur. Proactive course design and communication help me identify students who are at risk of dropping the course or performing poorly and encourage approaches that enable students to achieve a satisfactory final grade.

Related Teaching Tips 

• Early Feedback Leads to Student Success introduces changes made to the Faculty Feedback system in 2023.
• End Your Semester Using Moodle Grading Features describes Moodle features recommended by e-LIS to save time by automating certain aspects of your grading routine.
• Quick and Easy Formative Assessments with H5P discusses H5P, a tool that enables instructors to create innovative formative assessments using “interactive videos, clickable pictures, engaging quizzes and dozens more” in Moodle. H5P provides multiple options for creating low-stakes online assignments that supplement other coursework.

Save and adapt a Google Doc version of this teaching tip.

About the Author

Helena Riha, Ph.D. teaches Linguistics and International Studies. She has taught over 3,500 students in 17 different courses. Helena won the OU Online Teaching Excellence Award and the Excellence in Teaching Award. This is her seventeenth teaching tip. Outside of class, Helena maintains her streak in Wordle.

Helena Riha is the current guest editor for the Grizz Tips for Teaching Effectiveness series on the CETL Teaching Blog at Oakland University. Contribute to the Teaching Blog as a guest editor (OU community only). Photo via Canva.com.

Others may share and adapt under Creative Commons License CC BY-NC.

View all CETL Weekly Teaching Tips.

A routine part of beginning a course in the new semester is asking students to fill out a student questionnaire. This is often simply a formality to obtain students’ contact information and the answers to a few general questions. Student questionnaires can be more effectively designed than this, however. Carefully thought-out questions provide a wealth of information that the instructor can use to build rapport with students and shape the teaching and content of the course.

Creating a Thoughtful Student Questionnaire 

1. Reflect on what you want to know that would help you teach better

Consider what you want to know about your students that would improve how you teach your course. This first step is critical for designing a student questionnaire that can be genuinely helpful in structuring your course interactions and teaching. Sensitive topics obviously need to be avoided, but a wide range of questions can nonetheless be asked. I provide examples of the types of questions I ask in section 3 below.

2. Familiarize yourself with Moodle Surveys

I suggest using a Moodle Survey to create student questionnaires rather than giving students a handout to fill in. The survey conveniently stores the collected information in a digital form that is easy to reference, and the analysis section provides a summary of the data collected to help you detect patterns.

Using a Moodle Survey also makes the student questionnaire more manageable for you to read and analyze in larger classes. I assign a student questionnaire in all of my courses, including Gen Eds that have over 70 students. 

If you are not familiar with Moodle surveys, an e-LIS instructional designer (ID) would be happy to help. For one-on-one assistance, schedule an appointment. 

Pro tip! When you create your Moodle survey, under “Questions and Submission Settings,” select “User’s name will be logged and shown with answers”; otherwise, participation will be anonymous. Also select “No” for “Show analysis page” to ensure that survey results are visible only to you rather than to survey participants as well.

3. Create your questions

The following are examples of the types of questions I ask in student questionnaires in my in-person and online courses. These questions are useful in both lower and upper division courses and in Gen Eds and courses for majors. 

• Naming preferences: The student questionnaire is a good place to track students’ naming preferences. If a student has a nickname or a preferred name or wants to specify their pronouns, they can do so in the questionnaire.
• Hometown: As a linguist, I want to know what dialect area students come from. When discussing dialect differences in class, I find it helpful to know where in Michigan students are from or what other state or country they are from. In my in-person courses, I also meet with students individually for a Chat with Your Professor. Prior to the meeting, I look up the student’s hometown online and read a few facts about it as background information for our Chat.
• Relevant prior courses: Asking about prior related courses is especially useful when I teach courses for majors. Answers to this question help me determine students’ level of familiarity with the field. I can modify course lectures based on this information and anticipate which students may need additional assistance during the course.
• How the student selected the course: I like to ask how students chose my course. Patterns in student responses to this question are critical for finding effective strategies to promote your courses.
• Course modality in future semesters: Sometimes I consider teaching an in-person course online or vice versa in upcoming semesters. Surveying students about this option helps me determine whether I should consider teaching the course in another modality in a future semester. (Note that current courses must be taught in the modality specified at registration.)
• Major and future direction: I ask students for their major, whether they plan to pursue a career in that area, and what they plan to do. This information helps me link course contents to areas that are relevant for students’ future careers.
• Where the student is based (asked in fully online courses): Some students take my fully online courses while residing in another state or country. I want to be aware of such cases, and I send course reminders if necessary to ensure the student stays engaged and meets course deadlines.
• Whether the student is familiar with Moodle: I ask this question in both in-person and online courses. Since I use Moodle actively in all my courses, students need to be familiar with it to do well. I direct students who are new to Moodle to the e-LIS Student Help Library.
• Whether the student is required to earn a certain minimum final grade: I emphasize to students that if they are required to earn a certain minimum final grade, it is their responsibility to earn it. They need to monitor their current grade in the Moodle grade book and achieve the final grade they want through consistent effort on the coursework. Stating this requirement clearly in the student questionnaire, on the syllabus, and elsewhere allows me to avoid negotiations regarding final grades at the end of the semester. 
• Something unique about oneself: I ask students to write a paragraph that describes something unique about themselves, such as their interests, talents, and experiences. Answers to this question vary widely and are always interesting to read! Some students describe a serious difficulty or illness they had in the past or are currently experiencing. Being informed about the issue lets me interact with the student appropriately.
• Wildcard question: Quite a few students take more than one of my courses, and I like to pose a different fun question in each course as a follow-up to the earlier “something unique about yourself” question. I have posed questions such as “describe a secret skill you have,” “describe something you really want to learn and why,” “describe an example of something you love and provide a link to illustrate it,” and so on. Students are asked to elaborate in at least one paragraph, and I also provide my own answer to the question at the end of the student questionnaire. Student responses are particularly relevant during each student’s Chat, and they also influence the types of examples I give in class to illustrate course concepts.
• Reminder to post a photo or image in the student’s Moodle profile: As a further effort to learn more about each student, I ask students to post a photo or some other image in their Moodle profile. Those who post a photo of themselves often include their pet or an important person in their life that they discuss during our Chat. This gives me more insights about the student’s interests and helps me link course themes to issues students care about.

Conclusion 

Creating a carefully planned beginning-of-the semester student questionnaire can benefit your teaching. It’s a great chance to ask questions that will help you get to know your students and that can inform your lectures and other course activities to improve student engagement and success. Administering your student questionnaire as a Moodle Survey will allow you to collect information easily and aggregate it where relevant to help improve your course planning and delivery.

Related Teaching Tips 

• Knowing “Who’s In Class” Supports Inclusive Teaching discusses an optional, anonymous survey with various Yes/No questions and some open response questions. My Moodle questionnaire is shorter, not anonymous, and allows students to share more information about their unique selves.
• Beginning-of-Semester Moodle Productivity Tips describes additional steps faculty can take to start their courses effectively each semester.
• Clarity and Transparency with the Moodle Grade Book talks about how I structure my Moodle grade book and also discusses my expectation that students monitor the grade book regularly to know their current grade.

Save and adapt a Google Doc version of this teaching tip.

About the Author

Helena Riha, Ph.D. teaches Linguistics and International Studies. She has taught over 3,500 students in 17 different courses. Helena won the OU Online Teaching Excellence Award and the Excellence in Teaching Award. This is her sixteenth teaching tip. Outside of class, Helena enjoys supporting her middle schooler in Scouts BSA activities.

Helena Riha is the current guest editor for the Grizz Tips for Teaching Effectiveness series on the CETL Teaching Blog at Oakland University. Contribute to the Teaching Blog as a guest editor (OU community only).

Others may share and adapt under Creative Commons License CC BY-NC.

Low-stakes practice activities (also called formative assessments) are a great way to support student success by testing their knowledge and building their confidence before a major assessment. These activities can be an impactful way to “improve student confidence,” “help students revise and challenge their misconceptions” about the material, and “provide prompt and meaningful feedback” that keeps students motivated as they study (Ogange et al., 2018). One easy way to build impactful practice activities is with H5P, a free tool in Moodle that allows you to create all kinds of interactive content types to help your students learn and study better, such as question sets, interactive presentations, memory games, crossword puzzles, and more. 

Step 1: Identify Your Objectives and a Suitable H5P Content Type

When planning what kinds of activities would be most helpful to your students, consider your learning objectives. What specific tasks do you want your students to be able to do at the end of your assessment? Consider Bloom’s Taxonomy: Do you want students to remember knowledge, demonstrate understanding, apply the material to new situations, draw connections between ideas, evaluate an idea, or create new work (Armstrong, 2010)? 

Once you have your objectives identified, you can explore the available H5P content types and determine which would work best for your needs. For example, 

• if you wanted to students to write out the names of mental health diagnoses after reading their definition, you could use flashcards. 
• If you wanted students to explore the impact of different counseling treatments on a client's mental health, you could create a branching scenario where students make various treatment choices and see their outcomes. 
• If you wanted students to practice writing a treatment plan, you could use an essay question that automatically provides feedback based on keywords. 

Many of the content types can help assess a variety of learning levels depending on how you structure your questions, so don’t be afraid to experiment! Some commonly used content types are true/false, question sets, and interactive videos, but we encourage you to try out others. Some of our personal favorites include crossword puzzles, image hotspots, and fill in the blank activities.

Step 2: Create Your H5P Activity

Once you know what H5P content type you want to use and why, you can start making the activity. To get started, click the More tab at the top of your Moodle course page, then select Content Bank. From the content bank, you can click Add and start building any available content type. To learn more about this step, watch the e-LIS video tutorial on creating H5P content. You can also review the H5P.org tutorials for in-depth guidance on each content type.

When designing your activities, don’t forget to add automatic feedback so students can instantly identify their weaknesses when studying (see example in the Google Doc version of this blog) . There are multiple ways to incorporate feedback into your H5P activities. Some content types will just display if a student’s answer is right or wrong; others allow you to provide more complex feedback and sample solutions. It may take trial and error to get your feedback to display exactly how you want, so be sure to practice the activity yourself and see what results different settings produce. You can also schedule a 1 on 1 appointment with an instructional designer at e-LIS to help you build your H5P activities.

Step 3: Add the H5P Activity to Your Course Page

Once you’ve created your H5P activity, you can add it to your course page using the “add an activity or resource” button. To learn more about this step, you can watch the e-LIS video tutorial on adding H5P content to Moodle. When sharing these activities with your students, be sure to explain their intended use. If they are not graded, make sure they are clearly labeled as optional. You can also choose to review student attempts if you want to see where your students are at with their learning, or you can just leave them unmonitored but available for students to practice with.

Conclusion

If you want to maximize students’ success, consider where H5P formative assessments might have a place in your course. With H5P, you can create a wide variety of engaging, interactive study tools and activities for your students, so on test day, they can show up feeling confident and prepared. 

And as always, remember that you are not alone in your teaching! If you would like assistance using H5P in your course, reach out to the e-LIS Instructional Design Team at [email protected]. 

References and Resources

Resources:

• Creating and Editing H5P Content e-LIS Help Video
• Adding H5P Content to Moodle e-LIS Help Video
• Adding H5P to your Moodle Course e-LIS Help Document
• e-LIS Instructional Design Team Appointments
• e-LIS eSpace: How to Build Engaging H5P Content
• H5P.org Content Type Examples
• H5P.org Tutorials

References:

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. 

Ogange, B. O., Agak, J. O., Okelo, K. O., & Kiprotich, P. (2018). Student perceptions of the effectiveness of formative assessment in an online learning environment. Open Praxis, 10(1), 29–39. 

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About the Author

Danielle Nicholson (she/her) is an Instructional Designer at e-LIS. She helps faculty use technology to make their online teaching experience easier, more efficient, and more enjoyable. She also hosts workshops on tech tools like Gmail, Google Drive, and YouTube. In her free time, she enjoys reading and nature walks.

Image credit: Davis, J. (2016, October 29). 5 H5P Libraries To Use In Moodle For Adult Learners. eLearning Industry. https://elearningindustry.com/h5p-libraries-moodle-adult-learners 

Others may share and adapt under Creative Commons License CC BY-NC.

View all CETL Weekly Teaching Tips.

We have a new academic year ahead! A few essential starting points for course prep can reduce the roar that comes with a semester’s beginning. In this checklist we include timely syllabus updates, simplified course logistics and academic support to compensate for knowledge gaps, and forging forward with AI considerations.

Based on timely trends and needs, we offer a few items to prepare for the semester ahead. While this is not necessarily a comprehensive list, it can provide a structure for many of the planning items to consider. Make a copy of this checklist, and add additional notes and items specific to your needs.

• Remove as many logistical barriers, and focus on learning support. Having a significant portion of their high school education during COVID, incoming high school graduates will need extra support in compensating for knowledge gaps (Bransberger, 2024). To keep the focus on course concepts, or “cognitive rigor” instead of “logistical rigor” (Gannon, 2023), opt to simplify course design by keeping assignment types consistent. Also consider ways to integrate academic support services more regularly, such as the Academic Success Center and Writing Center.
• Make timely updates to the syllabus. Timely updates to the syllabus template on the OU Syllabus Guides page includes condensed policy language for student readability and usability, more on mental health, and defining tech policies including AI use.
• Define your AI policy and review assignments accordingly.  Consider how students might use large language model tools like ChatGPT in your courses (using them personally will help inform your teaching), evaluate how such use can help or hinder your learning outcomes, and revise policies and assignments accordingly. Consult with CETL or e-LIS to go through this process, or review AI in Teaching resources at your own pace.
• Set up your Moodle course. For faculty, all OU courses are available on Moodle one month before the first day of a semester. As a very first step, add course information in the general section such as course name, instructor and course format, and upload any important documents (like your syllabus). See the Moodle Help Library to explore more options, and get more e-LIS support through their Support Portal (live chat, phone, or online), workshops and one-on-one appointments.
• Check out your classrooms ahead of time. With the building landscape on campus always changing (including the re-opening of South Foundation Hall!) visit your classrooms to see what technology, programs, and furniture setup you’ll be working with, such as whether you have GrizzFlex technology for virtual engagement options or need to request materials like microphones or a camera.
• Get an early idea of who your students are. Asking students to fill out a simple form will help you move from hypothetical situations to working with the students you have. Knowing their technology/internet access, schedules, interests, experiences, and concerns will better help you anticipate barriers and opportunities. This Preparing for the Semester Google Form Template can serve as a model you can use and adapt. More tips to come on ways to gather early, relevant info from students.

References and Resources 

Bransberger, P. (2024, February 20). “Navigating Learning Loss and Changing Demographics in Education.” WICHE Insights. 

Gannon, K. (2023, May 22). Why calls for a ‘return to rigor’ are wrong. Chronicle of Higher Education.

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About the Author

Written and designed by Christina Moore, Center for Excellence in Teaching and Learning at Oakland University. Others may share and adapt under Creative Commons License CC BY-NC.

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