Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Table of Contents
Lesson 1: Overview ................................................................................................................. 4
Discussion – why you should learn this material ..................................................................... 4
Lesson 2: Quality Matters Rubric – Assessment & Measurement ....................................... 6
Discussion – a brief introduction to the Quality Matters Assessment & Measurement ............ 6
Lesson 3: Create Quizzes ........................................................................................................ 8
Discussion - create a quiz in two steps ................................................................................... 8
Why Use the Question Library? .......................................................................................... 8
Question Library Sections ................................................................................................... 8
Create a Section in the Question Library ............................................................................10
Discussion - what kinds of questions can Springboard create? .............................................12
Question Types ..................................................................................................................12
Create a True/False Question ............................................................................................14
Create a Multiple Choice Question .....................................................................................16
Create a Short Answer Question........................................................................................20
Best use: ........................................................................................................................20
Create a Fill-in-the-Blanks Question...................................................................................25
Best use: ........................................................................................................................25
Create a Matching Question...............................................................................................28
Best use: ........................................................................................................................28
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Text Information Item .........................................................................................................32
Create the Quiz .....................................................................................................................33
Lesson 4: Create Quiz Reports ..............................................................................................48
Discussion - what kind of reports are available? ....................................................................48
User Stats ..........................................................................................................................52
Question Stats ...................................................................................................................52
Question Details.................................................................................................................52
Lesson 5: Perform Manual Quiz Grading ..............................................................................54
Discussion – understand when to grade by User, Attempt, or Question.................................54
Appendix: Locate Help Resources ........................................................................................58
Index .....................................................................................................................................60
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Job Aids
Did you know?: Add and delete Multiple Choice question responses ................................19
Did you know?: Using Regular Expressions ........................................................................23
Did you know?: Fill in the blank options ...............................................................................27
Did you know?: Create a Random Quiz.................................................................................44
Did you know?: Analyzing Quiz Data Using Excel ...............................................................52
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Springboard Evaluation and Assessment:
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 The University of Akron 
Lesson 1: Overview
Discussion – why you should learn this material
Springboard contains on-line assessment features you can use to create quizzes. Online
quizzes are every bit as challenging to your students as you want. This course will show you
how-to create simple True/False questions through case based questions. Inside, you will find
resources that streamline using questions from test banks. Using quiz reports, learn how-to
create reports that provide insight into student performance or question performance.
This course focuses upon developing a database of quiz questions, creating and releasing a
quiz to students, and developing useful reports against the quizzes.
You will learn how-to:

Develop Springboard quizzes that use a wide variety of question types

Add a random question section to an existing quiz

Manually grade questions in need of override or have written responses that
need evaluation.

Develop quiz reports that output to a spreadsheet file or an HTML page.
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Springboard Evaluation and Assessment:
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 The University of Akron 
Lesson 2: Quality Matters Rubric – Assessment &
Measurement
Discussion – a brief introduction to the Quality Matters
Assessment & Measurement
Quality Matters is a framework of 8 General Standards used for evaluating and developing
courses.
In an effort to promote the standard, we provide some Quality Matters guidance with references
to these standards made at the beginning of relevant lessons. It is important to note the Quality
Matters Rubric comprises 8 detailed standards. Lesson references presented here are less
detailed and not a substitute for actual Quality Matters training.
If you find these references useful, you are strongly encouraged to pursue additional study. For
seminars offered by The University of Akron, contact Dr. Jonnie Phipps, University of Akron
Quality Matters Institution Representative, at [email protected], the Manager of Design and
Development Services, Wendy Lampner, at [email protected], or visit
www.QualityMatters.org.
When creating content in Springboard, consider these guidelines adapted from the Quality
Matters framework. They are not the verbatim standards.
1. What gets measured is what you promised you would teach.
2. What gets graded is clearly stated in course documents.
3. How what gets graded is also clearly stated.
4. Provide students more than one opportunity to do well, measuring only what you
said would be, and order assessments easiest to more difficult.
5. Provide students self-check opportunities
There is much more to the Quality Matters rubric. For example, General Standards 2 – 6 are
aligned with each other, meaning that learning objectives (#2) are assessed (#3) based on
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content learned (#4) from learner interaction (#5) through and supported by course technology
(#6). All of these rubrics are described and woven together in the course documents.
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Lesson 3: Create Quizzes
Discussion - create a quiz in two steps
Follow these two steps to create a quiz:
1. Create quiz questions in the Quiz Library
2. Create and release the quiz
There are two methods used to
create quiz questions, using the
Question Library or importing
questions from a text file, using a
tool such as Respondus. You can
download Respondus for free at:
My Akron > Help Center > Home Use Software Downloads > Go to Managed Software > Respondus
Respondus tutorials are available from the Springboard login page. Follow this path:
www.springboard.uakron.edu > Instructor Resources > More… > Respondus
Why Use the Question Library?
So, what is the Question Library? The Question Library serves as a central repository of
questions readily available to all quizzes. For many users, the most important function of the
quiz Library is that it is necessary to create a Random Quiz (pg. 44). Springboard supports
otherwise, but our recommendation is to place quiz questions in the Question Library.
Question Library Sections
It is useful to organize questions into sections within the Question Library. For example, you
could organize sections by topic. Additionally, when importing questions, you save time by
importing questions into an existing section.
Remember, if you have any questions, or need assistance with quizzes, please contact support
at: [email protected], extension 6888 or [email protected].
Lesson 2 explains how to:
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
Create quiz questions of the most common question types

Add quiz questions to a Quiz Library
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Create a Section in the Question Library
1. Create quiz questions in the Quiz Library
2. Create and release the quiz
Step-by-step
1. Click the
2. Then, click
Notes/Comments
tool.
.
3. We create a new section to hold the questions. Click
the New button, then click Section.
Sections are folders to organize
quiz questions. Common section
names include, ‘quiz 01’,
‘Introduction’, or ‘Level 3
difficulty’
4. Enter a name in the Section Name field.
Message: This message
displays to students at the
beginning of the section (if you
include the section) within the
quiz.
Private Comments: these
are strictly for your use and not
viewable by anyone else.
Add a File: adds an image to
the section. This image can be
displayed at the beginning of
the section or repeated before
each question, depending upon
the display option settings.
5. Optionally, check Display Options.
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Since these are organizational
options, unless you have many
sections, leave unchecked.
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Step-by-step
6. Click
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Notes/Comments
We have created a folder to
hold our questions. Next, we
create the questions for the
sample quiz.
.
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Discussion - what kinds of questions can Springboard create?
Question Types
Create quiz questions either within the Question Library or within a quiz. As mentioned earlier,
we recommended creating all questions within the Question Library, as this practice
facilitates creating random quizzes. That is the method we will demonstrate.
While Springboard supports many question types, each with its own set of options, the following
are common fields. Consider them for each question you create.

Title field - Optional field for all question types. If no title
is specified, the first 20 characters from the question text
will be entered as the title. The title is not visible to
students. Recommended: complete this field or the
question library screen will be verbose.

Points: The point value of this question to the student.
Recommended: set to the same across all questions of
the same quiz. For random quizzes, Springboard sets all
points to the same value.

Question Text: enter the quiz question in this field.

Question Feedback: To add feedback to a question,
enter the feedback in the Question Feedback area.
Feedback appears after the quiz is scored and only if set
to do so.

Hint: Enter text in the Question Hints field to display
hints. Hints are off by default and can be turned-on
anytime.

Image: To insert an image into the question click the
Add a File button beside the Image field.

Preview: Always preview quiz questions the first time
you make one. Preview displays the questions as it is
presented to the student.
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The following is a list of Springboard question types:

True or False

Fill in the Blanks

Multiple Choice

Matching

Multi Select

Ordering

Long Answer

Arithmetic

Short Answer

Significant Figures

Multi Short
Answer

Likert

Text information

Image information
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Create a True/False Question
 Best use:
o Bloom level: low
o Check for fact recall or accuracy of a
statement
o Need large number to determine
whether student truly knows material
o Students can respond to more
questions of this type
http://en.wikipedia.org/wiki/File:Blooms
CognitiveDomain.svg
 Tips:
o Avoid double negatives
o Avoid long or complicated sentences
o Avoid or use sparingly: never, only, always, could, will, or few
o Avoid using questions directly from course materials
Step-by-step
1. Click the
Notes/Comments
tool.
2. Then, click
.
3. Click the link of the section in which to create new
questions.
New questions are then stored
in this section.
4. Click New and choose True or False (T/F).
(T/F), instead of True or False,
appears in the question review
screen.
5. Complete the Title field.
The Title field functions as a
question summary in the
Question Library.
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Step-by-step
Notes/Comments
6. Complete the Question Text field.
Enter the quiz text here.
7. Enter 100% next to the correct response.
Be sure to enter a percentage
and not the point value.
8. Preview the question and Save.
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Create a Multiple Choice Question
 Best use:
o Bloom level: application, synthesis,
analysis, and evaluation levels
o Test for best answer or against
incomplete statements
o Reduces guessing
o Can test wide range of material
 Tips:
o Test one concept per question
http://en.wikipedia.org/wiki/File:Blooms
CognitiveDomain.svg
o Use simple questions
o Avoid accidental clues in the question stem, such as length or grammar
o Avoid double negatives
o Include at least 3 and no more than 5 choices.
o Use care to avoid wordiness
o Use letters for alternatives, not numbers
o Use care to randomly place correct answers
o List alternatives in some logical order, such as chronological or
alphabetical
o Use care to develop plausible distractors or alternative responses
o Use care to ensure each multiple choice question is independent of the
others
Step-by-step
1. Click the
2. Then, click
Notes/Comments
tool.
.
3. Click the link of the section in which to create new
questions.
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New questions are then stored
in this section.
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Step-by-step
Notes/Comments
4. Click New Multiple Choice (MC)
MC appears in the Question
Library summary area.
5. Complete the Title field.
6. Change the Points value, if necessary.
7. Enter the Question Text.
8. Use the dropdown control to set an Enumeration
Option.
Recommended: use a letter
style over a numeric style.
9. If desired, check the randomize option.
Multiple Choice questions offer
a Randomize Option,
which will display the response
choices for each student in a
random order. If randomize is
used, then do not include as a
response, ‘all of the above’ or
‘none of the above’.
10. Construct the responses in the Value fields. Enter
100 in the Weight field of the correct response.
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Note that each Value has a
corresponding Weight, or
percentage, of points the
question is worth.
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Step-by-step
Notes/Comments
11. Preview the question and Save.
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Did you know?: Add and delete Multiple Choice question responses
You can easily add new response blanks or delete un-needed blanks.
Click the
blanks.
adds two response
Click the
to remove un-needed
response blanks.
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Create a Short Answer Question
Best use:
o Bloom level: application, synthesis,
analysis, and evaluation levels
o Reduces guessing considerably
o Student must recall, instead of
recognize, correct answer.
 Tips:
o As some recall is used, may still
overemphasize memorization
http://en.wikipedia.org/wiki/File:Blooms
CognitiveDomain.svg
o Construct the question such that only
one correct response is possible
o Avoid using questions with blanks. Instead, ask a complete question:
 “What city is the capital of California?”
 “_____is the capital of California.”
o Is scored manually, by the instructor, not by Springboard
o Decide in advance if spelling errors count against the response
Step-by-step
1. Click the
2. Then, click
Notes/Comments
tool.
.
3. Click the link of the section in which to create new
questions.
New questions are then stored
in this section.
4. Click New and choose Short Answer (SA).
(SA), instead of Short Answer,
appears in the question review
screen.
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Step-by-step
Notes/Comments
The Title field functions as a
5. Complete the Title field.
question summary in the
Question Library.
6. If desired, enter a Points value.
7. Enter the Question Text.
8. Click
to add more answer fields.
9. Use Rows and Columns to set the Answer field size.
Rows and Columns creates the
box in which a student enters
the response.
10. Enter the correct answer and its point contribution.
Questions may use more than
one answer blank.
Choose either Case
Insensitive or Case
Sensitive for Evaluation.
Regular Expressions is powerful
pattern matching tool. If
familiar, enter the expression.
See Did you Know?, page 23 for
more.
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Step-by-step
Notes/Comments
11. Preview the question and Save.
Note the spellcheck button,
.
Note the size of the response
box, set by the rows columns
control.
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Did you know?: Using Regular Expressions
For questions where more than answer is possible, Regular Expressions offer flexibility. Springboard can grade
these responses if the question is setup using a regular expression to compare possible answers with a pattern you
establish. In this Did you Know? Learn how to setup and use regular expressions in Springboard.
In this example, Gold or gold and Blue
or blue are correct. Other than manual
grading, a Regular Expression is the
only way to accommodate this
situation.
Before entering the expression, let us
first examine it.
[g|G]old
[g|G]old is the expression, the
brackets mark ends of the variable
part of the expression. The vertical
line means ‘or’. In this expression, we
are instructing Springboard to accept
the words gold OR Gold.
How can we build a solution that
acceptsr gold or blue in any order?
In the Answer field, enter
[g|G]old|[b|B]lue, noting the square
brackets and vertical character (pipe).
Select regular Expression as
Evaluation option.
On the PC, the pipe character is
located on the same key as the
backslash.
[g|G]old|[b|B]lue
Always check your work using the
Check Answers button.
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Did you know?: Using Regular Expressions
Results. Here are four responses.
Note gold or blue can be first, run
together, or use a first letter capital.
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Create a Fill-in-the-Blanks Question
Best use:
o Bloom level: knowledge recall,
remembering.
o Tests fact recall.
 Tips:
o Avoid double negatives
o Avoid or use sparingly: never, only,
always, could, will, or few
o Avoid using questions directly from
course materials
http://en.wikipedia.org/wiki/File:Blooms
CognitiveDomain.svg
o Test for one central fact only per question
o Use Regular Expression to anticipate different answers or misspellings,
otherwise, needs manual grading.
Step-by-step
1. Click the
Notes/Comments
tool.
2. Then, click
.
3. Click the link of the section in which to create new
questions.
New questions are then stored
in this section.
4. Click New and choose Fill in the Blanks (FIB).
(FIB), instead of Fill in the
Blanks, appears in the question
review screen and quiz question
import screen.
5. Complete the Title field.
6. If desired, change the Points field.
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Step-by-step
Notes/Comments
7. Enter the Question Text.
8. Enter the correct Answer and answer Weight
percentage.
9. Preview and Save the question
Zippy image added with Add
Image button.
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Did you know?: Fill in the blank options
Use
if more than one response is acceptable.
Note any one of the three responses
is marked correct and not all three are
needed for a correct response.
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Create a Matching Question
Best use:
o Bloom level: knowledge recall,
remembering, and understanding
(comprehension)
o Tests fact recall
o Useful where there is need to quiz a
large number of facts
o Works well with definitions.
o Works well part-whole questions
http://en.wikipedia.org/wiki/File:Blooms
CognitiveDomain.svg
o Works well with problem/solution questions
o Works well with cause & effect questions
o Works well with symbol & meaning pairs
 Tips:
o Ensure each prompt has only one correct match
o Place all question/response pairs on same page
o Eliminate…elimination, list more responses than questions
o Avoid suggestion by listing responses in a logical order (chronological,
alphabetical…)
o Avoid using questions directly from course materials
o Do not use throw-away responses – all responses should be plausible
Step-by-step
1. Click the
2. Then, click
Notes/Comments
tool.
.
3. Click the link of the section in which to create new
questions.
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New questions are then stored
in this section.
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Step-by-step
Notes/Comments
4. Click New and choose Matching Question (MAT).
(MAT), instead of Matching,
appears in the question review
screen and quiz question import
screen.
5. Complete the Title field.
6. If desired, change the Points field.
7. Enter the Question Text.
8. Choose a Grading method.
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Progressively punishes guessing
in this order:
1. Equally weighted
2. Right minus wrong
3. All or nothing
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Step-by-step
Notes/Comments
9. Use
well as distractors.
Matches
10. Use
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and add correct choices as
There will be more choices than
items with to match.
Choices
to add items to match.
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Note that Springboard
automatically randomizes
Matches when the quiz is
presented to students.
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Step-by-step
Notes/Comments
11. Preview and Save.
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Text Information Item
Use a Text Information Item to present a
standalone case study question.
For example, a case study followed by a
number of questions regarding the case
study.
Using this approach, you do not need to
include the case study in each of the
questions.
Tips:
Because a Text Information Item is a question,
do not use it in a random quiz, as it may not be
positioned above the related questions.
Use the
tool to position Text
Information Items above the questions.
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Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Create the Quiz
Follow these three steps to create quizzes:
1. Create quiz questions in the Quiz Library
2. Create and release the quiz
Step-by-step
1. Click the
Notes/Comments
tool.
2. Then, click Manage Quizzes, then click New Quiz.
.
3. Properties tab: Click the Properties tab and enter a
quiz Name.
4. Use Category to organize Quizzes. Click
and create categories as needed.
Helpful if there are many
quizzes.
Note: these are not Gradebook
categories.
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Step-by-step
Notes/Comments
5. Use Grade Item to connect this quiz to the
Gradebook.
Use
create a Grade Item.
and
As the grade is automatically
posted when the student
completes the quiz, connecting
a quiz with its grade item saves
bookkeeping effort.
Manually graded quiz items
trigger a Gradebook update.
Discussed next, in Automatic
Grade.
6. Once connected to a Grade Item, Student View
Preview displays an ‘A’ for our one question quiz.
7. Enable Automatic Grade if the student will see their
quiz score immediately after submitting the quiz. Also
necessary if the quiz is connected to a Gradebook
item.
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The default view. Use the menu
to override.
Recommended: check the box.
If including manually graded
questions in a quiz, state as
much in the quiz instructions,
with an advisement the quiz
score will be updated when all
manual grading is completed.
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Step-by-step
Notes/Comments
8. Restrictions tab: click the Restrictions tab.
Properties automatically saved.



9. Set quiz availability to Active or Inactive.
Set active/inactive
time restrictions
add users to special
access.
The quiz must be Active for
students to see it. Make a quiz
Inactive until ready to release
It to students.
You can make a quiz Active
within a date range. In effect, a
timer.
10. Once a status is Active, use Dates as a timer. Set a
future start/end date and Springboard will release the
quiz for you.
Enable the
checkbox to activate an Alert
when students log in.
What the student sees:
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Step-by-step
Notes/Comments
11. Optionally, use password or IP restrictions. Use email
or another means to supply students with the
password.
IP restricted quizzes are
proctored by UA Computer
Based Testing. Contact them to
arrange for testing.
http://www.uakron.edu/it/instr
uctional_services/cbae/
12. All quizzes have a Time Limit. How strictly it is
enforced is set by the instructor.
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Recommended: use the
defaults. See pg. 37.
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Step-by-step
Notes/Comments
13. The Springboard default is no penalty for users who
run over the time Limit. Allow normal submission is
the default..
There are three methods to enforce the Time Limit:
1)unrestricted, 2) late with a grade of 0 (zero), and
3)submit only saved work.
Recommended: use the default,
Allow normal submission.


Options 2 and 3 have
consequences that affect the
student’s grade.

 When
is selected, there
are no time restrictions.
 When
is
selected, the quiz clock expires after:
Time Limit + Grace Period + Late Limit minutes. For our
example, 126 minutes. Once time has expired, the
submission is automatically written as a 0 (Zero). The
instructor must decide whether to manually override
the grade.
Instructors are usually not
present when students submit
their quiz. Be sure students
understand a late penalty is in
effect or be ready to answer
questions.
 When
is selected, the quiz
clock expires after: Time Limit + Grace Period. For our
example, 126 minutes. Once time has expired,
Springboard prompts the user to submit the quiz and
no other work is possible. Only saved work is
submitted and any unsaved work is lost.
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Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Step-by-step
Notes/Comments
14. Click Add Users to Special Access. You can assign
special access on an individual basis. Enable the
checkbox next to the student and use the Date
Availability section to adjust quiz availability.
Advanced Availability is for
students the Office of
Accessibility presents as
needing extra time to complete
the quiz.
Contact the UA Office of
Accessibility here:
http://www.uakron.edu/access
w
Click
hen finished.
15. Attempts tab: Click the Attempts tab.
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Restrictions tab data is
automatically saved.
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Step-by-step
Notes/Comments
16. Set attempts and grade calculation.
Recommended: 1 attempt
allowed, keep highest attempt
scored.
17. Submission Views tab: Click the Submission
Views tab.
Attempts tab changes are
automatically saved.
The defaults present the quiz immediately, do not
show questions, and present no class performance
statistics.
Recommended: keep default.
Submission view = student view
Submission View controls
how much quiz data is returned
to the student when the quiz is
submitted.
18. To change these settings, click
. Edit the
quiz completion Message, add Statistics, and
change View Details.
19. Click
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Step-by-step
Notes/Comments
20. Layout/Questions tab: Click the Layout/Questions
tab.
Until this step, there are no
questions in the quiz.
There are two types of quizzes,
with preset questions and with
random questions. We will
demonstrate the random quiz
in the Did you know? following
this lesson.
21. Click Add/Edit Questions
22. Click Import.
The questions exist, so we click
Import.
23. Springboard has flexible import capabilities. Use
these settings for the three dropdowns.
You can also import from a
publisher’s test bank or the UA
Learning Object repository.
When importing test bank
questions ensure they are in
either Blackboard 6 (or later) or
Desire2Learn format. Call
x6888 (off campus:
330.972.6888) if you need
support.
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Step-by-step
Notes/Comments
24. Finally, check the questions to import and click Save,
Use the hierarchy
to select all
Quiz 1 questions.
In this abbreviated list, we have
useful tools to inform us as to
which questions we are
choosing.
Noted several times during
question development, the
Question Name field
, serves as a
summary.
The
tells us we are importing
a question, whereas informs
we are importing a text
information item .
indicates a True or
False question.
Some questions include a
preview button
.
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Springboard Evaluation and Assessment:
Quizzes
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Step-by-step
Notes/Comments
25. From the question review screen use
, or
to manage questions.
,
Here, we clicked
and moved the question
‘Text Item’ to the first position.
For our example, the Text Item
Information question should be
in first position.
26. Click Done when to move to the Quiz review screen.
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 The University of Akron 
Step-by-step
Notes/Comments
27. Optional: Indicate the number of questions per page.
The Springboard default is all
questions are presented on one
long page.
Paging: prevents students
from revisiting a question. This
feature is useful when later
questions include information
(formulae, facts, etc...) that
would help on earlier questions.
Paging: adds a level of
difficulty to a quiz and may
unnecessarily prevent a student
from reviewing and correcting
their questions.
Recommended: only use
Paging to restrict forward
and backward movement
through a quiz. Not to organize
a quiz.
28. Click save or Save and Close.
29. Your quiz is now visible to students.
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Yeah!
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Did you know?: Create a Random Quiz
A Random quiz pulls questions from specially created quiz
sections. For example, a random quiz can pull 10 different
questions for each student from a pool of 50. The idea is to
present a different version of the quiz to each student.
Most instructors prefer random quizzes to fixed question
quizzes. However, since some need both and it is simpler to
start from a fixed question quiz, we built a fixed question quiz
in the prior lesson.
1. Click the
tool.
This is an existing quiz, with quiz
questions. We will remove these
questions.
2. Click the Quiz title to add random questions.
However, we are not deleting
the actual questions. If you
constructed your quiz as
demonstrated in earlier lessons,
then questions are checked-out
(copied) from the Question
Library.
Therefore, we can delete the
copied questions, which does
not affect Quiz Library
questions.
3. Click the Layout/Questions tab, and then click
Add/Edit Questions.
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Did you know?: Create a Random Quiz
4. Select quiz questions to deliver randomly and click
Delete.
5. Confirm the deletion.
6. Add a new Random section. Click New then click
Random Section.
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Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Did you know?: Create a Random Quiz
7. Enter a section Name and click Save.
Random sections are purple.
8. Click the name of the Random section.
This opens the Random section
9. Click Import.
10. Select Collection Root as the Source Section.
11. Select the questions you want delivered randomly
and click Save.
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Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Did you know?: Create a Random Quiz
12. Enter the number of questions to use from the pool
and click Save.
Recommended: Questions
per attempt: enter a number
lower than the total number of
questions in the pool.
Otherwise, there are no
questions remaining to
randomize.
Points each: In random
sections, all questions have the
same point value, regardless of
the value assigned to the
question when created.
13. Click Done on the next screen.
14. Finished quiz layout.
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Note not all quiz questions are
random. Here, we have one
random section and one fixed
question. This quiz will use 2 of
3 random questions and always
use the fixed question for a total
of 3 questions per quiz.
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Quizzes
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Lesson 4: Create Quiz Reports
Discussion - what kind of reports are available?
The following report types are available:
Question Statistics – An overall report that shows the class average, score distribution, and
the percentage of correct responses for each question.
Question Details – Shows the breakdown of all the responses received for each question and
the average grade received on each question.
User Statistics –Provides class average and score distribution information, useful for checking
overall class performance.
Attempt Details – Allows you to view each user’s actual quiz.
User Attempts – Reports on the student’s attempts.
WARNING: Reports can be set as visible to instructors AND students. Be certain confidential
student information is not presented in any report visible to students. If you would like
assistance creating a report, please contact the support desk, 330.972.6888.
In this lesson, learn how-to:
Create quiz reports that provide detail Question Statistics, Question Details, User statistics,
Attempt Details, and User Attempts.
In lesson 3, learn how-to:

Create quiz reports by User, Question, or Question Detail
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Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Step-by-step
1. Click the
Notes/Comments
Path: Quizzes > (Quiz name) >
Reports Setup > Add Report
tool.
2. Click the name of the quiz for which to create the
report.
We are taken to the Edit Quiz
screen.
3. Click the
tab.
You manage and Add reports
from this screen.
4. Click the
button.
5. Complete the report name.
Recommended: Use a
descriptive name. Doing so
makes the report purpose
readily identifiable from the
user screen.
6. Choose a Report Type.
Reports are available in two
broad categories, by question
and by user.
If desired, create a report for
each category.
7. Choose when to release the report.
8. Choose which roles can view the report.
Recommended: Teacher roles
only.
If Student role is checked, all
students can view the report.
Some categories, User Statistics
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Step-by-step
Notes/Comments
is one, present student names
in the report. Always, always,
Preview the report before
releasing and ensure no
confidential data is released.
9. Click
We are returned to the Edit
Quiz screen.
when finished.
10. Click the
button.
We are returned to the Manage
Quizzes screen.
Next, Preview the report.
11. Click the actions menu
and choose Reports.
12. Click the name of the report you wish to preview.
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We are taken to the Reports
List screen.
We are taken to the View
Report screen.
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Step-by-step
Notes/Comments
13. Choose a report type, either CSV or HTML.
CSV (Comma Separated Values)
downloads. You can open the
file in Excel, where you can do
additional analysis.
HTML opens immediately, onscreen.
14. Sample HTML screen:
You can print this from the
same screen or export the
report to Excel as a CSV
formatted file.
15. Sample Excel screen:
For an Excel treatment of the
data, see Did you know?, pg.
52.
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Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Did you know?: Analyzing Quiz Data Using Excel
While Springboard provides many different reports, you may have questions a report does not answer. You can
analyze exported quiz data using Excel.
You are able to export the following categories of quiz statistics:
Recommended: Create a
column to calculate the median
score on the quiz.
User Stats

Performance data by student

Fields: student ID, username, first name, last name, quiz score, total
points for the quiz, student score as a percentage, and class average.
Enter the following formula in
Excel: =median(X1:X5)
Where X1:X5 points to the
percentage column in the
spreadsheet
Question Stats

Contains data about the average score on questions by points and
percentage.

Fields: question title, text, bonus status, and difficulty level.
You can sort, query, hide, and
delete data to help your
analysis in addition to creating
charts and graphs to visually
represent trends.
Learn more:
Question Details

Contains detailed information about each question in the quiz.

Fields: question title, question text, bonus status, difficulty level, list of
all answers provided for each quiz attempt, how many users chose
each possible answer, total number of responses, and the average
score on the question.

Helps to evaluate trends in student responses and identify unclear or
difficult questions.
Atomic Learning: My Akron >
faculty Staff tab > Atomic
Learning (middle column)
UA Library: uakron.edu >
Libraries > Books and Media
(catalog)
Search for Microsoft Excel
Tip: In Excel, create a column to calculate the average score for all
question attempts as a percentage:
Step 1: Divide the Average Score column by the Out Of column and
multiply by 100.
Step 2: Create a custom filter for the new Attempt Average column that
displays only rows where the attempt average is less than 51%**.
** Identifies questions with which students struggled.
Seminars: uakron.edu/seminars
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Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Lesson 5: Perform Manual Quiz Grading
Discussion – understand when to grade by User, Attempt, or
Question
Generally, Springboard can automatically grade your quizzes. You can even have grades
automatically post to the Gradebook. There are two instances when you need to manually grade
quiz questions: 1) to override a score 2) for questions that accept written responses.
In this lesson, learn how to:

Decide if manual grading is necessary

Manually grade a written response to a question

Manually override a grade
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Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Step-by-step
1. Click the
Notes/Comments
tool.
2. For your quiz, click the actions menu
Grade.
and choose
We are taken to the Grade
Quiz screen.
You can grade by User,
Attempt, or Question.
3. User tab: main advantage is filtering capability.
Also filter by Name or Group.
You can also export the grade
data.
4. Click
when finished grading users.
5. Attempts tab: Main advantage is the extensive filter
and export capabilities.
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Step-by-step
Notes/Comments
6. Questions tab: very useful for correcting individual
questions that affect all users.
7. Override the score for individual questions.
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Step-by-step
Notes/Comments
8. Or enter a different Final Score
9. Use the Graded (G) checkbox if the changes are
included contribute to overall grade for the quiz.
10. Click
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Springboard Evaluation and Assessment:
Quizzes
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Appendix: Locate Help Resources
1. Visit the Springboard Instructor Resource page
http://www.uakron.edu/it/instructional_services/dds/springboard/springboardresource.dot
2. Attend a hands-on training session. Software Training services conducts
instructor-led training sessions on using Springboard! (Desire2Learn). Register for a
training seminar at http://www.uakron.edu/seminars
3. Visit the Software Training web site to obtain copies Software Training Services’
training manuals, job aids, and videos:
http://www.uakron.edu/training/springboard.dot
4. Contact the ZipSupport Center
a. Phone: 330.972.6888
b. Email: [email protected]
5. Complete the Atomic Learning web-based tutorials
a. Log in to My Akron
b. Select the Faculty/Staff tab
c. Click the Atomic Learning link located under the Computer Software Help
heading
d. Search the product list
for “Desire2Learn”
6. Join the Desire2Learn
community
a. There is a wealth of resources available online on the Desire2Learn
community website.
b. Follow the guide below to register, as this is not available to the public.
i. Visit the D2L Community site: http://community.desire2learn.com
ii. Select the Enrollment link in the upper right corner.
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c. Be sure to enter your email address as @uakron.edu
d. You will receive a receipt of enrollment confirmation (usually within a day).
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Springboard Evaluation and Assessment:
Quizzes
 The University of Akron 
Index
A
Add and delete Multiple Choice question responses, 17
Analyzing Quiz Data Using Excel, 50
C
Create Quiz
Add Users to Special Access, 36
Attempts tab, 36
Create a Random Quiz, 42
Fill in the Blanks Question, 23
Late Submission, 35
Layout/Questions, 38
Matching Question, 26
Multiple Choice Question, 14
Properties tab, 31
Question Library, What is it?, 6
Question Types, 10
Restrictions tab, 33
Short Answer Question, 18
Step 2 create quiz, 31
Submission Views, 37
Text Information Item Text Information Item, 30
Time Limit, 34
True/False Question, 12
D
Did you know?
Add and delete Multiple Choice question responses, 17
fill in the blank options, 25
Using Regular Expressions, 21
F
Fill in the blank options, 25
Q
Quiz Library
create a section, 8
Quiz Reports
report types, 46
R
Resources
Online resources, 56
Respondus, 6
U
Using regular Expressions, 21
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