Have you ever wanted to use your ExamView questions in other ways? If so, you will find this newsletter will help you get the most from your question databases. As always, the newsletter includes general tips and insights from educators.

Take a few minutes to learn about two new products that work with ExamView questions–MindPoint Quiz Show and QuickTake. We're excited about providing you with useful tools to leverage your ExamView questions. Both programs are designed to help you be more effective in the classroom.

• Quiz Show provides a fun and exciting way to turn "drill and kill" into "drill and thrill."
• QuickTake lets you present questions in class and get immediate student feedback.

During 2004, we'll have even more new products to help you save time and improve your students' performance, so be sure to check the ExamView Web site (www.examview.com) regularly.

Sincerely,

President
FSCreations, Inc.

• Leverage your ExamView questions using QuickTake!

• Instantly find textbooks that offer ExamView question banks.

• Campus site licenses are available for higher education.

• Have time? Write questions.
  Earn $$.

• More publishers than ever are using ExamView. Find out who!

This issue addresses questions about entering your own material in ExamView, formatting Multiple Choice questions (e.g., A B C D and F G H J), and using bimodal questions.

Want to become a power user? Check out the latest user tips to find out how to create motivating, free study guides using ExamView MindPoint Quiz Show; get immediate feedback while you teach; and create tests with multimedia elements.

Susan Christy shares her experiences using ExamView and QuickTake in her classroom.

In this issue, Jake Nonis and Tim Fahlberg explain how to create some great dynamic science questions.

by Jake Nonis - Washington State High School, jakenonis@hotmail.com

Contributing Editor: Tim Fahlberg, Adjunct Professor of Mathematics,
Northwest College, Tim.Fahlberg@CoolSchoolTools.com 

Creating Dynamic Science Questions
Dynamic questions are the sweetest thing to reach a science teacher's desk since the laminated periodic table! I'm now able to create good dynamic questions with dynamic solutions and stretch each one across the entire scaffolding of my students' learning from class notes to reviews to quizzes and tests. And now I'm beginning to use ExamView multiple choice, true/false, and yes/no questions with MindPoint Quiz Show and eInstruction's CPS to fully engage all of my students in class (and have a lot of fun, too!).

One amazing thing is that I'm relatively new to ExamView so I know it's only going to get better--especially as I share ExamView questions and teaching ideas with other innovative teachers (like you, since you're reading this article!). I don't even want to think about the dark ages of question and test creation that I experienced before getting started with ExamView.

I encourage you to read and study the ExamView My Way article in the April 2003 newsletter. This article provides a primer for understanding dynamic questions. If you want to learn how to create dynamic math questions, check out the Dynamic Corner article in the September 2003 newsletter.

Before you begin, click here to download the following question bank (Dynamic Corner-Part II.bnk) Windows or (Dynamic Corner-Part II) Macintosh. The bank includes the sample questions. (Remember that you will need ExamView 4.0 or a more recent version.)

Example 1: Identifying the Charge on Atoms (Bimodal Question #1)

Identifying the Charge on Atoms-Variables

Identifying the Charge on Atoms-Algorithm Definitions

Note: To enter or edit an algorithm, double-click a question and choose Algorithm Definitions from the Edit menu.

A Closer Look at the Algorithm Definitions
Below is an explanation of the algorithms used in this question. The names you use for the algorithm definitions (or variables) are not critical as long as you do not use function names. As for the functions (e.g., list, range, choose, etc.), you can get a detailed description by reviewing the online help information in the program or by choosing the I button while in the Edit Algorithms\New window.

Here we have a list of six elements from group I of the periodic table. As such they all have a + charge. A random element is chosen and we ask, "What is the charge on Element?" In order to correctly answer this question, the young scientist must remember the symbol that matches the element in the question and must also know the charge on that element when it is in ion form.

• FirstGroupList lists all the elements to be used in the question.
• WhichElement generates a random number between 1 and 11.
• Element randomly chooses one of the 11 elements from the FirstGroupList.
• group will return the text "First" or "Second" in the Rationale area of the question, depending upon the element's location in the periodic table.
• Result1 is the correct answer. If the element chosen is one of the first 6 elements, the correct answer will be +1; otherwise, the correct answer will be +2.
• Result2, Result3, Result4 are three distractors for the multiple choice version of this bimodal question. The tricky part of this question, like most multiple choice questions, is that you want to include some answers that might be close to the real answer but not quite right (good distractors). This way you take away some of the lucky guessing. It's a bit more difficult to construct good distractors dynamically, and you can see that I probably didn't do a superb job of giving three answers that could be correct. Distractor #1 (Result2) is almost correct but has a - (minus) charge instead of a plus charge. Distractor #2 (Result3) contains the wrong number and the correct charge. Distractor #3 (Result4) will contain both the wrong number and charge.
• isunique(Result1 … Result4) is a condition that ensures that none of the four multiple choice answers are the same. In general, you should add this condition to every multiple choice question you create to prevent duplicate answers. (I would advise only adding it if there is a possibility that two or more answers could be the same. I never advise adding conditions that are not essential.)
• Scramble=TRUE causes the program to randomly scramble the answer choices each time you calculate a question.

Example 2: Identifying an Element as a Metal, Transition Metal, Nonmetal, or Metalloid
(Bimodal: Question #2)

Identifying an Element as a Metal, Transition Metal, Nonmetal, or Metalloid -Variables

Identifying an Element as a Metal, Transition Metal, Nonmetal, or Metalloid-Algorithm Definitions

A Closer Look at the Algorithm Definitions

• ElementsList, WhichElement, and Element are variables used to generate a random element symbol from 36 chosen from the periodic table.
• NamesList, Name are variables used to represent and select element names. The order of the names in this list matches the order of the element symbols in ElementsList.
• PropertyList, Result1 are variables used to represent and select properties of the elements. The order of the properties in this list matches the order of the element symbols in ElementsList.
• Result2 … Result4 are the three distractors (for the multiple choice version of this bimodal question). In this case it was very easy to generate distractors since there are four possible properties for each element and only one of them is correct.
• isunique(Result1 … Result4) is a condition that makes sure that none of the four multiple choice answers are the same. If isunique were omitted, it is likely that at least two of the results would be identical, and that would invalidate the question.
• Scramble=TRUE causes the program to randomly scramble the answer choices each time you calculate a question.

Example 3: Identifying an Element Symbol as… (Bimodal: Question #3)

Identifying an Element Symbol as… -Variables

Identifying an Element Symbol as… -Algorithm Definitions

A Closer Look at the Algorithm Definitions
Note that the algorithm definitions are the same in the questions shown in Example 2 and Example 3. Only the question has been reworded.

Example 4: Identifying the Name of an Element (Completion: Question #1)

Identifying the Name of an Element-Variables

Identifying the Name of an Element-Algorithm Definitions

A Closer Look at the Algorithm Definitions
Memorizing element symbols and their corresponding names is useful for both chemistry and biology students, so teachers try various methods to help students put these firmly into their memory banks. When it comes time to create a test, this dynamic question provides the ability to create 36 questions at the click of a button. This question uses a simple five-line algorithm to display an element's symbol in the question and asks a student to give the name. The secret here is to match up the lists of chemical symbols and names, so the order of the entries in the lists is critical. Correct spelling is emphasized because if this question is used online then students must use exact spelling or their answer will be marked as incorrect. Also notice that this single dynamic question is actually 36 questions in one! I encourage you to change it to include additional element symbols and names to make it even more powerful.

Tips: The most time-consuming part of writing a question like this is typing all of the element symbols and names in lists-while putting them in quotation marks-and making sure you don't make any spelling mistakes. So here are a couple of tips to speed this process along. These tips will work for all lists, but they are not needed for lists of numbers. Tip 1: Type the list into Microsoft Word (with commas separating) and then use Word's Replace function to replace each comma with "," (that is, a quote, a comma, and another quote). Then add a quote at the beginning and end of the list. Tip 2: Find your list in table form on the Internet and then copy and paste it into a worksheet in Microsoft Excel. Copy the table and use the Paste Special-Transpose function, if necessary. Then save it in .csv (comma separated variable) format, and then follow Tip #1 above. Either method will save you time by replacing every comma with quote, comma, quote in a matter of seconds. Then simply select, copy, and paste the new list into an ExamView algorithm.

Example 5: Identifying the Chemical Symbol for an Element (Completion: Question #2)

Identifying the Chemical Symbol for an Element-Variables

Identifying the Chemical Symbol for an Element-Algorithm Definitions

A Closer Look at the Algorithm Definitions
It took me less than a minute to convert Completion Question #1 (Example 4) to this question. Notice that the algorithm definitions are identical and that only the question statement and variables used in the question and answer are different. Slick, huh? Now, instead of 36 questions from one good dynamic question, we've suddenly doubled that number to 72 by duplicating a question and rewriting the question and answer. To duplicate a question, simply highlight the question and hit Ctrl+D. You can then make changes to this duplicate question.

Example 6: Stoichiometry (Problem: #1)

Stoichiometry-Algorithm Definitions

DynamicConclusion (Complete):

A Closer Look at the Algorithm Definitions

• a, b are variables used in the question.
• c, d, … h are variables used in the dynamic solution.
• numsigfigs and sigh are variables that are used to write the answer using the correct number of significant digits.
• DynamicConclusion is a variable used for part b of the dynamic solution. DynamicConclusion is either "Yes" or "No" followed by an explanation that is also generated dynamically.

Although a stoichiometry problem of this complexity is more common in an AP or college chemistry class, I choose to include it because it's a good example of a simple dynamic question (in which only two variables are used) with a complex dynamic solution (six variables needed plus lots of equations using them).

As you can see, I spent a lot more time on the answer than I did on the question. However, I am firmly convinced that creating such questions and solutions is worth the effort. I can use such a question and solution to give class notes (or create tutorial movies) as having the complete (and correct!) solution will guide me in note-giving (and movie creation). I can also use variations of this question for homework or on assessments with step-by-step solutions instead of having to crank them out by hand time and time again (I've done enough of that already!).

This problem solution shows the conversion of units one step at a time until the correct solution is displayed. During the molding of this dynamic question I used the equation editor a lot and was very impressed. Not only is it easy to use, but also the equations come out looking perfect. When you insert an equation, the spacing is also impressive.

Conclusion
Undoubtedly, the important thing to remember in creating a dynamic solution is to make certain that it's really, really correct! I encourage you to enlist one or more colleagues in your efforts with dynamic questions and proofread each other's work as it's undoubtedly easier to spot someone else's mistake than your own!

I hope you enjoyed reading and studying this column as much as I enjoyed writing it! And I truly hope that it helps and encourages you to create your own dynamic questions and to share them with others. Feel free to drop me a line with your comments or feedback. Thanks!

Jake Nonis (jakenonis@hotmail.com)
Chemistry, Math, Theater Arts Teacher
Washington State

Tim Fahlberg (Tim.Fahlberg@CoolSchoolTools.com)
Adjunct Professor of Mathematics
Northwest College

Question:
Can I change the formatting for Multiple Choice questions? I want my tests to match the layout of the high-stakes tests so that my students become familiar with the format.

Answer:
Beginning with ExamView 4.0, changing the format is very easy to do. Simply choose the Style Gallery option in the Test menu. You will see several layout options. For example, if your state uses alternating choices (A B C D or F G H J), ExamView automatically formats the test for you. ExamView can also print bubble sheets so that students can practice before that big test.

There are layout options for many state tests (for example, FCAT and TAKS); national tests (for example, SAT and GED); and certification tests (for example, NCLEX).
 

Question:
The new version of ExamView includes a bimodal question format. What is it? What is the advantage to using this question type?

Answer:
With ExamView 4.0, you can create bimodal questions. Simply put, a bimodal question can appear on a test as a Multiple Choice or a Short Answer question.

Using the bimodal question type, you enter a question using the Multiple Choice format as shown in the following examples.

Calculate 12 times 5. a. 17 b. 60 c. 120 d. 7

Identify the verb in this sentence. The boy threw the red ball. a. boy b. red c. threw d. ball

By default the questions appear on a test as Multiple Choice questions.

Choose the Toggle Bimodal option to make the questions appear as Short Answer questions (that is, without the answer choices). In Short Answer format, students must provide the correct answer instead of selecting an answer. You can toggle selected questions or all questions at once.

Calculate 12 times 5.

Identify the verb in this sentence. The boy threw the red ball.

Using the bimodal feature gives you more testing options. By simply pushing a button, you can increase the difficulty level for a test. This question type is useful for almost any subject area.

New Product Spotlight–ExamView QuickTake

QuickTake is an exciting educational tool that allows instructors to find out immediately what their students have learned. Use QuickTake to

• Display ExamView questions to the class in a presentation format.
• Instantly record responses using eInstruction response pads.
• Get every student to answer questions, not just those who raise their hands.
• Use response data to focus on areas that need improvement.

QuickTake supports question banks, tests, and XML files created with the ExamView test generator.

Susan Christy, a social studies teacher at Highlands Middle School (Ft. Thomas, KY), was one of the first instructors to use ExamView QuickTake. Mrs. Christy describes her experience with QuickTake like this:

Students did very well on their recent exams. One reason may be that I've never taken this long to review before, but I've also never had a tool that makes review so interesting. QuickTake really does keep the kids focused, and I like the fact that they are competing against themselves, against the facts–not against each other.

How QuickTake Works

Though powerful, QuickTake is easy to use. Open an existing ExamView test or bank with the QuickTake software. Students will respond to a question by simply pressing a button on the eInstruction response pad.

After all students respond, the instructor can display the correct answer and results in an easy-to-read graph. The instructor can then use these results to see how well students comprehend the material. This may spark classroom discussion and help determine if further instruction is needed.

Getting Results with QuickTake

Students like QuickTake since they can respond to a question without the risk of being embarrassed in front of the class. The graph that displays results to the class shows whole-class results, not those of individual students.

In the background QuickTake keeps track of individual responses in a spreadsheet. The instructor can use this data to determine which students need help. Student results can be taken from the spreadsheet and easily imported into any grade book software.

Mrs. Christy points out an additional benefit:

I like the fact that each time I start a new QuickTake session, the date, time, and question bank or test name are recorded in the spreadsheet. This makes it easy for me to tell which results I am viewing.

The Many Uses of QuickTake

QuickTake can be used to review for tests or to administer tests and quizzes. It can also be used as a survey tool. For example, Mrs. Christy used QuickTake in a faculty meeting as a survey tool sample opinions and display the results.

Use QuickTake for fun as part of a classroom review game. For example, a class can create its own version of "Who Wants to Be a Millionaire." Students on the hot seat can ask classmates for help. Classmates can enter their responses with the response pads.

As one of Mrs. Christy's students put it:

It's great! It's like you're playing a game on the computer, but you're learning history.

Conclusion

As Mrs. Christy has found, QuickTake can be used in the classroom in many ways. Her students find using it fun and effective. Even after using it many times, they are still excited when Mrs. Christy announces that it is time to use QuickTake. She has found that even kids with discipline problems stay on task when they are using QuickTake. To learn more about ExamView QuickTake, visit our Web site at http://www.fscreations.com/quicktake.php.

Leverage your ExamView Questions using QuickTake!

QuickTake lets you display your questions as a presentation and allows students to respond in any method you choose including using eInstruction's infrared response pads (optional). Click here for more information.

Instantly Find Textbooks that Offer ExamView Question Banks

Have you ever needed to find out whether your new textbook includes ExamView question banks? Trying to locate this information on a publisher's Web site can be somewhat time–consuming. Now, you can use our new search capabilities to instantly answer that question.

Let's say you are thinking about buying new textbooks for your math class. You could find out instantly which Algebra textbooks include ExamView question banks. How about an accounting textbook or a nursing text?
Click here to try your own search.

Campus Site Licenses Now Available for Higher Education
Have you thought about purchasing ExamView for your college or university? ExamView is the perfect test generator tool to build paper and online tests. Even if you already use Blackboard or WebCT, ExamView can make a difference. And, you can use ExamView questions in new ways. For example, ExamView works seamlessly with the eInstruction CPS software.

Give us a call at (513) 241-3415, ext. 43 for more information about our campus-wide pricing.

New Publishers Plan to Offer ExamView

The following new publishers plan to offer ExamView for use with selected new textbooks. Contact your publisher to find out which textbooks will include ExamView as part of the instructor-supplement package.

• Hampton-Brown (www.hampton-brown.com)
• William H. Sadlier ( http://www.sadlier.com

by John Fischetti and Deborah Sherrill,
University of North Carolina at Wilmington

Incorporating ExamView into our Methods Classes
In our methods courses for new and experienced teachers, we ask our students to develop units of instruction that they will actually teach. These units are entries in the students' culminating course portfolios. The units build upon the variety of approaches that we teach and model in our classes. Students are expected to include 1) well-designed lesson plans with clear objectives; 2) engaging activities linked to our K-12 state standards; and 3) emerging technology components.

Until recently, neither of us was satisfied with the assessment component that our students prepared. Although students included many performance-based projects, the more traditional assessments were missing graphics, charts, tables, and so on. Often these assessments were sloppily prepared. Given the need to prepare students for state-mandated tests, it is critical for teachers to learn the skills necessary to create effective tests. These assessments need to measure student performance for various standards and have a "look and feel" of the state tests.

During the fall semester 2003 in both the Middle Grades Language Arts Methods and Advanced Secondary Methods courses, we incorporated ExamView as a required component. Each student was required to build a quiz or test using ExamView.

Student reaction to ExamView was very positive and the results were excellent. The quality of the tests improved. The connections to the units of study were more seamless. And the use of visuals such as pictures, graphics, diagrams, tables, and charts enhanced the appearance of the assessments. With the support of a PT3 grant to our school of education, each student was presented a copy of ExamView to continue to develop well-designed quizzes and tests.

If you would like to discuss how you can integrate ExamView into your methods course, please contact us at fischettij@uncw.edu or sherrilld@uncw.edu.

A note to our customers: If you are involved in teacher education and want to make ExamView available to your students, please contact Tom Rhoton (513-241-3415 x31) for special pricing.

1) Include almost any kind of multimedia in your online tests– Imagine students watching a video clip or listening to someone speaking French and then answering questions. Using ExamView, it's easy to build interactive online tests.

For tests you deliver via a LAN (local area network), use the multimedia link. Choose to create or edit a question. Then, click the Info button and enter the multimedia file name in the field provided. When students take an online (LAN-based) test, a Media button appears for those questions that include multimedia. Instruct your students to simply click the button to watch a video/animation or listen to an audio segment.

For Internet tests, use the Insert Hyperlink option to link to any file type-video, audio, Flash animation, PDF file, spreadsheet, and so on. Your multimedia files can be located anywhere on the Internet. Hyperlinks provide an almost unlimited number of ways to enhance an online test. For example, you could link to a company's financial report stored as a PDF file and have students answer questions after reading the material. Or you might have students link to a Flash animation or video segment.

Why not try enhancing your tests with a multimedia link? For your next online test, include at least one question with a multimedia link.

2) Motivate your students with MindPoint Quiz Show – Whether students need to study for that test tomorrow or prepare for a high-stakes test, getting them to study is a challenge. One way ExamView can help is by enabling you to create engaging study guides for use with MindPoint Quiz Show.

People rarely succeed unless
they have fun in what they are doing. -Dale Carnegie

There are two options-purchase the full version for use in class or let students play online at home for free! (See www.mindpoint.com.)

To create a free online study guide for use with Mind Point Quiz Show…
 • Create a test using ExamView and save it to your hard drive.
 • Upload the file to your Web site and include a link for students
      to access the file.

To play Quiz Show, instruct your students to…
 • Download the free Quiz Show player to their home computer
      (this only needs to be done the first time).
 • Go to your Web site and click the appropriate link.
 • Play the game.

The MindPoint Quiz Show Lite player works like the Adobe Acrobat Reader. With the Acrobat Reader anyone can access a PDF file by simply clicking a link. Once your students install Quiz Show, they can play a game by clicking a game link.

For even better study guides, be sure to include rationales or page references with your questions. That way if students answer a question incorrectly, they can see an explanation to help them next time.

With the full version of Quiz Show, you can…
 • Track student results based on objectives and state standards.
 • Play in team mode and multiplayer mode.
 • Use the eInstruction response pads for a real game show experience.

3) Get immediate feedback from your students as you teach – You just covered a new topic in class. To check your students' comprehension, you ask a few questions–but did they ALL truly understand the new material? Sound familiar?

With QuickTake, you can make sure they understand what you just taught. And if they don't, you can immediately re-teach the concept. QuickTake is also a great tool to review for a test.

QuickTake allows you to present ExamView questions in class using a projector. You can use QuickTake as a standalone program or use it with Microsoft PowerPoint. For an interactive experience, combine QuickTake with student response pads from eInstruction.

You can use QuickTake with or without student response pads. With the eInstruction pads, student responses are automatically recorded. If you do not have the response pads, simply use QuickTake to display questions for students to answer manually. Even without the pads, you'll save time displaying questions with QuickTake.

To learn how one teacher uses QuickTake, check out the ExamView My Way article in this issue of the newsletter.

ExamView hats for Tips! Share a tip or share a story about ExamView with our staff. Please email your ExamView user tip to support@fscreations.com be sure to include" ExamView Tip--Free Hat" in the subject line. If we publish your suggestion we will send you a free ExamView logo hat!

GENERAL

techLEARNING.com
http://www.techlearning.com
This site offers avenues for providing administrators, technology professionals, and instructors with comprehensive, relevant, and authoritative information on technology trends, new products, news, and funding sources for their technology programs. TLN is a full-spectrum education technology resource for education technology leaders.

Apple Learning Interchange
http://www.ali.apple.com
Digital teaching and learning is only a click away. Explore engaging lesson plans. Participate with your students in live virtual field trips. See how exemplary educators transform their classrooms. Listen to experts discuss important educational trends. The Learning Interchange is here to promote the exchange of ideas among teachers, education leaders, and innovators.

United Devices Cancer Research Project
http://www.grid.org/projects/cancer/
The United Devices Cancer Research Project is asking you to volunteer your PC to help process molecular research being conducted by the Department of Chemistry at the University of Oxford in England and the National Foundation for Cancer Research. To participate, you simply download a very small, no cost, non-invasive software program that works like a screensaver: it runs when your computer isn't being used, and processes research until you need your machine. Your computer never leaves your desk, and the project never interrupts your usual PC use.

American Association of School Administrators: Issues & Insights
http://www.aasa.org/issues_and_insights/technology/
The American Association of School Administrators (AASA) focuses on improving schools and enhancing the effectiveness of school leaders. Among the many current issues and ideas discussed on this Web site are several technology-related topics, including E-rate information and planning for technology. There is also a separate area for emerging issues in instructional technology. AASA also offers links to publications, conferences, and an online store with resources for educators.

Developing a School or District Technology Plan
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm
To realize the benefits of technology, schools must develop a plan for integrating technology into the curriculum. An effective technology plan is based on the shared vision of educators, parents, community members, and business leaders who have technological expertise. It ensures that technology strengthens existing curricula and supports meaningful, engaged learning for all students. It also specifies how the technology will be paid for and how its use will be supported.

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All Rights Reserved