To review or not to review, that is the question

Aug 09, 2011

There is a lively discussion within my organization about how to set up our standard Articulate QuizMaker assessment properties that will then be pushed to several hundred Articulate-based courses.

The latest discussion surrounds whether or not to let the learner view the correct answer of questions they've answered incorrectly.  I'm interested in hearing what some of you folks are doing, and some opinions on the topic.

10 Replies
Elizabeth Israel

We had that discussion in my organization as well and, because we allow the learner to have unlimited attempts at the quiz (we use pooling and randomization) we do not show the correct answers.  The feedback is "Yes, that is the correct answer" or "Sorry, that answer is incorrect."   For the knowledge checks, we provide the correct answer (since that is not included in the final quiz results score).

Heather Beaudoin

I guess it could depend on your environment -- what you're teaching and why.  I just can't think of any reason of the top of my head why I wouldn't allow the learner to see the correct answer.  It's a learning opportunity.  You can still record the incorrect responses and show them the right answers, right?  I guess I don't see any reason why you would keep the right answers from them.

Hence the lively debate, I'm sure. 

I'm very interested in hearing different points of view on why people would not show them the answers after completing the quiz.

Sean Bengry

Thank you Elizabeth.  We have the same setup for the knowledge checks (which may take different forms other than QuizMaker).

However, it looks like where we differ on the final assessment is that we have the "Submit All" option enabled.  In other words, immediate feedback after answering each question is not available.  Rather, we have our learners answer all questions, and submit the Quiz as a whole.  After submitted, they are able to review and view which questions they answered correctly/incorrectly, but the actual correct answers are not revealed.

Good stuff, anyone else?

Elizabeth Israel

Heather-  the reason why we don't give out the answers is because the assessment leads to a certification.  As it would be relatively easy for folks to pass an answer key around and thereby not go through the course, after much discussion this is how we've implemented it.  Sean  - one of the things we do do is point them, through the feedback, to places in the course as much as we are able.  e.g.., "Sorry, that is incorrect; please go back and review the topic of .

Cheryl Ward

I love this discussion because it is so relevant for eLearning HEROS!  Our online instruction focuses on assessment FOR learning so we make sure we take advantage of all situations with LEARNING POTENTIAL..this is a great one!  Even if students get multiple attempts at an assessment providing feedback about why this is the wrong answer and even why it is the RIGHT answer are learning opportunities.  Sometimes the issue with this lies with the SMEs who have to  really spend time creating assessments with good stems and distractors as well as feedback for each distractor...this is lots to ask most of the time, but when you can get it USE IT!   So my vote is always to use assessments as learning opportunities.

I agree this philosophy can be adjusted based on purpose and audience....answers provided after the submission, answers provided after the incorrect/correct answer, etc, but taking advantage of a window of opportunity is other time are learners more MOTIVATED to receive the information as when they are taking an assessment.

Sean Bengry


Very good point, and one that I love to bring up (coming from an instructional background).  It is a learning experience.  We want to provide them with an experience that allows them to feel comfortable in failing, and support with the necessary feedback.

However, I do understand Elizabeth's point (as well as many of my colleagues), when there seems to be a need to encourage learners to fish (suggestions as to where they can find the correct answer within the module), instead of simply providing them the solution.  

Certification does bring up a good point of conversation, however, it still comes down to assessing learner knowledge and skill understanding.  I wouldn't want an apprentice cardiologist to incorrectly identify the aorta on an QuizMaker hotspot question, then provide them the answer so that they can simply click on it the next time, instead of actually identifying the location themselves.  Now, I realize we can only create the opportunity to assess. At any given time we are running the risk of an individual simply guessing and getting the correct answer (with simple assessments).


Agreed, this is the one time we can guarantee learners are motivated, especially in a course where achieving the mastery score on an assessment is the completion criteria.  I think the discussion surrounds what type of environment do we foster during this window of opportunity?  To your point, the philosophy can be adjusted based on purpose and audience.

This holds true even more with Articulate Presenter courses with QuizMaker, given the fact that there are only two mechanisms for completion, slide completion OR achieving a mastery score on QuizMaker quiz.  In other words, we often are forced to make learning decisions based on the business and technical options available.

Good discussion everyone.

Pam Jones

In one project I'm working on we give answers to knowledge checks (as other members have said here). Then there is a final quiz at the end. If learner answers correctly, then the feedback just says they have answered correctly. But if incorrectly answered, feedback goes to blank slide showing screenshot of the page where the answer is located with text saying "The slide titled XXXX explains XXXX."

Here the answer isn't directly given away but allows user to revisit the slides should they choose to.

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