FTCC Professional Development · Build Lab

Beyond Multiple Choice: Workshop Companion

Angela Westmoreland, M.Ed. · 50 minutes · Canvas New Quizzes · use this alongside the live session

0:00–0:04

Welcome & Session Target

Build or draft one usable New Quizzes question.

Start with this question:

What do students need to demonstrate?

  • Choose a format that captures clearer evidence.
  • Use practical examples across disciplines.
  • Preview from the student point of view.
Evidence
Format
Preview
0:00–0:04

Learning Objectives

By the end, participants can…

  • 1Match formats to learning objectives.
  • 2Recognize when an enhanced format gives better evidence.
  • 3Build or substantially draft one question.
  • 4Preview and evaluate clarity, accessibility, and usability.
Build Lab Mindset
Try it. Preview it. Revise it.
Teaching block · 0:04–0:28

Start With Evidence, Not Format

What should students demonstrate?
→
Which format collects that evidence?

Multiple Choice is still useful when the target is selecting the best answer from plausible options.

When the task is to locate, sequence, sort, or interpret context, another format may show more. Ask: what would a strong student actually do or produce?

Question-type decision guide

Use as a decision aid, not an absolute rule.

Hot Spotlocate or identify
Orderingarrange or sequence
Categorizationsort or classify
Stimulusinterpret or apply using shared context
Multiple Choiceselect the best answer from plausible options
Teaching block · 0:04–0:28

Question Types: Format Chooser

Choose the option closest to the task — the matching format is highlighted below.

Hot Spot

Use when students need to locate or identify

Example: Select the area of the image where the safety issue appears.

  • Works well for images, diagrams, maps, screens, and equipment.
  • Use clear target areas, not tiny labels.
  • Provide accessible alternatives for image-based tasks.
Ordering

Use when students need to arrange or sequence

Example: Arrange the troubleshooting steps in the recommended order.

  • Use Ordering only when one defensible sequence exists.
  • Good fit: computer support, health sciences, business processes, history timelines.
Categorization

Use when students need to sort or classify

Example: Sort each source into the correct category (Primary / Secondary / Popular).

  • Keep categories clear and non-overlapping.
Stimulus

Use shared context for interpretation or application

Example: A nursing scenario with vitals (BP 88/52, Pulse 112, skin cool, alert and anxious), then: What finding is most concerning? Which action should happen first? What additional data would help?

  • Not another response format — it is shared context supporting connected questions.
  • Keep Stimulus content concise and organized.
Multiple Choice

Select the best answer from plausible options

Still the right tool when several plausible options exist and the task is choosing the best one.

0:28–0:34

Guided Question Makeover

Objective

Students will sequence the major steps in submitting a financial aid appeal.

Weak Multiple Choice question

Which step comes first in the financial aid appeal process?

  • Submit documentation
  • Receive decision
  • Review appeal requirements
  • Meet with advisor

Improved format: Ordering

  1. Review appeal requirements
  2. Meet with advisor
  3. Submit documentation
  4. Receive decision

Teaching point: the original checks only the first step. Ordering checks the complete process.

0:34 · setup

Canvas Build Directions

Show one quick example, then release participants to build.

  • Open or create a New Quiz.
  • Add the question format you selected.
  • Enter the stem and student directions.
  • Configure the correct answer and points.
  • Add feedback when useful.
  • Preview as a student.
0:34–0:46

Independent Build Task

Build or substantially draft one question using one format: Hot Spot, Ordering, Categorization, or Stimulus.

Minimum requirements

Work time target
10–12 minutes protected for building
12:00
0:46–0:49

Student Preview, Quality Check & Accessibility

Preview before publishing. The student view often reveals friction the editor view hides.

Accessibility reminders

  • Do not rely on color alone.
  • Use readable text and strong contrast.
  • Add meaningful alt text or accessible alternatives for images.
  • Avoid tiny labels and crowded diagrams.
  • Keep Stimulus content concise and organized.
  • Consider barriers in drag-and-drop interactions, especially for Hot Spot, Ordering, and Categorization.

Integrated, not extra. Accessibility is part of question quality.

0:49–0:50

Closing Commitment & Follow-Up Challenge

Before you leave:

Name one quiz question you will revise by starting with evidence of learning.

Follow-up challenge

  • Revise one existing Multiple Choice item when another format captures better evidence.
  • Preview it as a student before assigning it.

Thank you. The goal was not to use a fancy question type. The goal is clearer evidence of learning.