How to Create Engaging eLearning Quizzes

eLearning quizzes are usually boring. Your learners dread taking them, and you dread writing them. Good eLearning strips away ‘need-to-know’ information and focuses on the behaviors your learners need to change. Unfortunately, most quizzes rarely do the same thing.

In this free eLearning webinar recording, I’ll show you how to take the basic anatomy of a quiz question and redesign it to test learns on the behaviors you want them to perform, not just the knowledge you want them to remember.

How to Create Engaging eLearning Quizzes

This video was originally posted on elearninguncovered.com.

Tim Slade
Tim Slade is a speaker, author, and award-winning freelance eLearning designer. Having spent the last decade working to help others elevate their eLearning and visual communications content, Tim has been recognized and awarded within the eLearning industry multiple times for his creative and innovative design aesthetics. Tim is a regular speaker at international eLearning conferences, is a recognized Articulate Super Hero, author of The eLearning Designer’s Handbook and creator of The eLearning Designer's Academy.

4 Responses to “How to Create Engaging eLearning Quizzes

  • Hi Tim
    Any chance of getting transcripts for these videos? Or at the very least a pdf of the slides? Basically I am keen to find a way to skim before I sit down and invest 40+ minutes of time.
    Cheers,
    Karin

    • Hi Kim! Unfortunately, these are recordings from a series of live webinars that I presented for E-Learning Uncovered and they were not transcribed. Also, I don’t believe the slides would off much help on their own, as they were mostly visuals. They’d provide you little context without me presenting to them. I know that’s not much help! I can tell you that main purpose of the webinar was to show you to convert boring multiple-choice questions into engaging interaction-based quiz questions. I hope that helps. Let me know if you have additional questions!

  • Allen Dickerson
    7 months ago

    I’d like to weigh in on this, as I’ve just begun a daunting new position creating a LOT of eLearning on many subjects I know nothing about. As part of “getting my feet wet”, I’m going through, literally DOZENS of eLearning courses, and entire curricula, that I can already tell have been created at different times, using different strategies, etc. (I’m also creating a revision list of courses that need the most ‘modernizing’; but I digress)

    One thing that stands out for me, regarding quizzes is, for the courses that have interstitial quizzes, these serve a very valuable purpose, especially during a long, involved, highly technical course: they let me know if I am, in fact, absorbing any knowledge or if I’m sort of “going through the motions” and wandering off, mentally.

    In long courses broken up with short, 2- and 3-question knowledge checks (we use this term to differentiate non-scored tests from the ones at the end that you must pass to get credit for the course), I can usually tell if I’m grokking the material. If I can’t answer the questions, I know my eyes have been glazing over, or if I haven’t been taking good notes (provided the questions are well written, and center on the real meat of the material; not “trick questions” on minutiae).

    If I get through the KC with flying colors, this reinforces the idea that, “You’re getting this”; if not, I feel encouraged to get another cup of coffee, take a microbreak, and then go back to the previous section and pay closer attention.

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