Table of Contents

On-Demand: Writing Quiz Questions

The only graded assignment in each On-Demand lesson is a four to seven-question auto-graded quiz that can be taken an unlimited number of times. A student passes the quiz when they get all but one of the questions right (i.e., 3 out of 4, 5 out of 6, etc.).

Requirements for On-Demand Assessments

Every assessment written for an On-Demand Lesson should meet the following criteria:

  1. Write a minimum of four questions. Most lessons have exactly four questions.
  • For lessons with preexisting graded or practice assessments in the parent module:
    • Evaluate and use any suitable questions for the final lesson assessment.
    • Copy the questions into the OD tab in the CPT.
    • If needed, bring questions up to OD standards and/or create original questions until you feel the lesson’s core content is covered in the final assessment questions.
  1. Assessment questions confirm the student’s ability to apply the material taught in the lesson. Scenario-based questions are great, and a simpler application-based style is ideal. See question examples for reference. Recall questions are acceptable.
  2. Each question’s correct answer and its distractors must supply smart feedback. The correct answer confirms it is accurate, and the distractors’ feedback clarifies the answer is incorrect and why, while not indicating the right answer.
  3. Add "Correct!" or "Incorrect." to the beginning of each answer option before adding the smart feedback.
  4. Questions cannot have open-ended answers, essay answers, or anything that would require an instructor’s intervention in grading. The following question types are acceptable:
  • Multiple Choice (i.e., a single correct answer)
  • Multiple Answers (i.e., multiple correct answers)
  1. Avoid true-or-false questions.
  2. List three to seven possible answers per question. If you want to add in a response, click the 'tab' key to add a new row to that table.
  3. Questions should be written based directly on the faculty author's teachings in the video content or readings. Questions should not be based on additional content such as an Ask the Expert Interview, as these are not critical teachings.

Best Practices

  • If possible, questions should test for memory and application, not just recall. Questions are meant to require higher-level thinking.
Tip: If it’s impossible to ask application questions (and sometimes it won’t be), then recall questions are acceptable.
  • Create questions that test what has been explicitly taught, not what might be inferred.
  • Create questions that test the learner’s ability to show mastery of concepts.
  • Use second person singular. (“you will,” “you are,” and so on, as opposed to “we” or “they.”) 
  • Within a question, try to use parallel construction for answers and distractors (answers and distractors phrased similarly.)
  • Make each alternative a natural and plausible response to the question; every alternative should be at least partially correct.
  • Answers and distractors should be easily understandable, not complex paragraphs.
Tip: Strive for 15 words or fewer in answers and distractors; try to limit alternatives to single lines. It is a giveaway if one answer is twice as long as the others. Try to keep all answers and distractors parallel as possible. E.g., if you start active verbs, continue with active verbs for all responses.
  • Use end punctuation in answers and distractors.
  • If you create a multiple response question, cue the learner that more than one answer is correct, and specify the number of correct answers, add the following instructions for selecting multiple answers:
    • "Select two that apply."
    • "Which two of the following..."
    • Or simply, "Select two."

Question Restrictions

  • Do not write questions based off of content from Ask the Expert segments in the lesson. Base questions only on the teachings from the faculty author of the lesson.
  • Don’t introduce new teaching material in questions.
  • Don’t trick learners. Questions should be fair.
  • Don’t assume a superior tone.
  • Don’t use “we.”
  • Don’t construct a multiple-choice question that is actually a true/false question in hiding.
    • Example: “Which of the following statements is true?”
  • Don’t construct a question as a negative.
    • Example: “Which one of these words is not a noun?”
  • Don’t create trivial questions.
  • Don’t give clues to the correct answer.
  • Don’t use “all of the above” and “none of the above.” (No question should have all incorrect or all correct answers)
  • Avoid using words that we avoid in standard catalog content generally, which include “learn,” “understand,” and “know.” 
    • We can’t say for certain that students understand or know anything. 
    • We can say: Now that you have examined critical concepts related to... Now that you have identified strategies for… You have heard in this lesson from Professor X…. and so on.

Assessment Question Examples

From ILRHR529-OD2

From SHA571-OD1

From LSM594-OD3

From SHA573-OD4

Additional Assessment prompt samples 

Multiple response questions 

  • What can customer segmentation help you do? (Select two that apply.)
  • Why is it important to adjust your value proposition by segment? (Select three that apply.)
  • What are the primary reasons diversity and inclusion practices have traditionally been insufficient? (Select two that apply.)
  • While working to recognize personal biases, which of the following tips did Dr. Nishii recommend managers use to challenge stereotypes and inequities within the organization? (Select three that apply.)
  • What are the key elements of a marketing campaign?  (Select three that apply.)
  • How does the marketing mix model approach to evaluating the impact of your marketing differ from A/B testing?  (Select two that apply.)
  • Which are important qualities of content that is shared across multiple channels? (Select two that apply.)

A scenario in the question

  • Shelly catches herself in a false assumption about her coworker but then quickly rejects and replaces this thought with an egalitarian view. Which of the following concepts represents this scenario?

Question with scenarios as answers (opposite of the above)

  • Which statement best describes an example of owned media?
  • Which scenario best describes A/B testing?

Make a reference to lesson, then ask a question

  • A/B testing can be used to test any element of a message (e.g. channel, timing, content, etc.) to refine the message across all customers.  How can you further refine and personalize the ad for each customer?
  • In order to feel a sense of belonging, people often work to assimilate with colleagues in their environment. Which drawback did Dr. Nishii identify that happens as a result of assimilating in a workplace?
  • Customer attention is key in marketing.  What important aspect of your target audience should you investigate when considering an emerging channel?

Random questions

  • Which approach to segmenting customers considers the specifics of what customers need?
  • What is the first thing you should do when adjusting your value proposition by segment?
  • Which of the following is the strongest indicator of lack of inclusion within an organization?
  • Which aspect of inclusion do organizations generally struggle with the most?
  • Which is an example of the pseudo inclusion concept called ‘differentiation’?
  • At what point do we start to see the best outcomes as a result of optimal inclusion?
  • What important distinction must you make regarding expectations and KPIs for new owned media?
  • Why does owned media require more management and coordination than paid media?
  • What important distinction must you make regarding expectations and KPIs for new owned media?

How did we do?

On-Demand: Conversion Notes

On-Demand: Writing Blended Learning Guides (DRAFT)

Contact