Navigating Test Delivery
Explain to the candidate how they are able to navigate through the test - whether using the 'Next' and 'Back' buttons or the numbers down the left-hand side of the delivery window. Also, if you're using sections, explain that they are able to skip between sections if they so wish. Sections are explained in more detail below.
Using Flags, Highlighter Tool, and Strikethrough
These are important interactions that a candidate is able to have with a test and should be made aware of. Brief sentences on how each of these work would be beneficial for the candidate's experience. These functions are explained in the examples below.
Pop-Ups and Source Material
If you have set up items to have pop-up media or attached source material, let the candidates know how this will be displayed in a test. E.g. 'Any additional material attached to the question to help you answer will display under the question'.
If you're using a combination of section types during the test - timed/untimed, locked/unlocked - explain how they will appear to the candidates and how this may change the screen also. Moving i.e. 'When navigating to an unlocked section during this exam, you will have access to other applications on your computer, the computer will lockdown again once you have completed the section.'
If you're using a timed section, explain that the timer can be toggled between Section Time and Total Exam Time. If locked/timed sections are used in an exam, explain that navigation between section tabs will not be possible.
It is crucial that if you are offering breaks to a candidate that it is explained how they work and how they interact with the test. We would suggest that an additional Introduction page be added for a longer explanation, especially if you have breaks set up that gives the candidate more control. Read the sections of the Help or the User Guides here on unscheduled breaks, scheduled fixed breaks and scheduled pooled breaks for more information.
If your test has been set up to allow candidates to comment on items, this will also benefit from having a brief explanation in your introduction, explaining that any comments they add will be seen by markers.
If a candidate is sitting a learning or formative test and you have written feedback on certain items while authoring, you should mention that candidates will be able to navigate to questions to gain feedback and learn about areas for improvement.
Below are some examples of good Introduction pages, including all the information listed above.
Note: The above uses the example of scheduled pooled breaks