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Configuration in the Course Editor

Role: Owner

Information on configuring the general tabs "Title and description", "Layout", "Visibility" and "Access" (or "Learning path" in learning path courses) can be found in the chapter "Configuration tabs of course elements".

Creation of the question

Task definition

First, add a task:

  • Title: Add a title to the task. This title will be used as the default question title (but can be changed later).
  • Description: Enter all the information that participants need to complete the task.
  • Start date: You can optionally enter a start date. The task will only be visible to the course participants after this date.
  • Submission deadline: Enter the deadline for submitting the task (creation of the question).
  • QTI question types: You can select one or more of the four QTI question types listed. Course participants can use one of the selected QTI question types for their question.

More information about the different "types of QTI questions" can be found in the corresponding chapter..

Peer Review of the question

The questions created by the course participants are then anonymously evaluated in a peer review by other course participants.

This step must be configured by the course owners.

Deadline

  • Peer Review deadline: Enter the deadline for submitting the peer review.

Review question

Enter review questions that participants will use as criteria for evaluating the questions under review.

The number of review questions can be freely defined. Participants evaluate questions on a Likert scale with five response categories ranging from "strongly disagree" to "strongly agree."

Tips for clear, focused and balanced review questions

  • Clear wording: Questions should be understandable, precise and specific to avoid misunderstandings. Use language that students are familiar with and make sure the question is unambiguous.

  • Focused: Questions must support the learning objectives and focus on relevant aspects of the task being assessed.

  • Balanced: Cover different dimensions of the assignment (e.g. content, structure, creativity) without overwhelming peers with too many questions.

Assignment of the peer reviews

  • Number of peer reviews: Specify how many peer reviews each course participant should complete.

Analysis of the questions

If the questions created by participants are to be reused for exams or made available to other students for practice purposes, the "Analysis of the questions" tab offers additional settings that enable the detection of suitable questions.

This analysis of the questions is not visible to course participants.

Evaluation of the review questions

If the "Analysis of the review questions" option is enabled, all review questions are listed here.

Scale direction of the review question

For negatively worded review questions, the scale must be reversed so that the overall rating can be calculated correctly (maximum score of 5 for the lowest level of agreement "strongly disagree" instead of for the category with the highest level of agreement "strongly agree").

Example:

  • Positively worded review question: "The question is worded in a way that is easy to understand" → a high level of agreement corresponds to a positive assessment
    Default scale direction: "A high level of agreement means a positive assessment (1 → 5)" (default setting)

  • Negatively worded review question: "The question is unclear" → a high level of agreement corresponds to a negative assessment Reverse scale direction: "A high level of agreement means a negative assessment (5 → 1)"

Total score

If the "Total score" option is activated, for every created questions a mean value of its review ratings is calculated.

The ratings and statistics are displayed in the course run in the participants table. These values are only visible to course owners and administrators.