WIRIS cas for the student

If we want to allow the student to make calculations with WIRIS calculator, to facilitate things or because we want, precisely, to evaluate his/her use of the tool, we can provide access to a WIRIS CAS session in the same questionnaire.

The student will see the question as follows:


This type of question does not allow the automatic evaluation of the answer, and so WIRIS quizzes supplies only the added value of permitting a wording containing random values. To discover how to insert randomness in an essay type of question, check the Randomness section of this manual.

Embedded answers

1 Introduction

The Embedded answers (or Cloze*) type of question permits to embed the answer fields among the text of the question. That is to say, subquestions are created within a question, and logically, the types of subquestions can be combined. Subquestions can be Short answerMultiple choice or Numerical in type.

Grading function in compound short answer

The grading function can also be used in case of a Compound short answer type of question. In order to see the normal functioning of the functionality, check the Grading function in simple short answer section.

We will see an example of use of the functionality for this case. We will request the student to insert four numbers of different types, as stated by the wording:

Compound short answer

A Moodle questionnaire can be viewed as a list of consecutive questions, but in some occasions we will wish the student to insert several answers related to a single exercise. In case of random content, the capability to provide a compound answer is essential to work in a single exercise.

A possible solution will be asking the student to insert his/her answers in a list with a specific order, providing the instruction:

Grading function in simple short answer

This WIRIS quizzes functionality permits the creation of much more flexible questions for the students. The student answer will not be compared to a preset expression, but will be evaluated according to a desired criterion. In our example, we will ask the student to insert a prime number bigger than 50 and we will check if it is prime or not. We must observe that this functionality is much more powerful than requesting a specific answer and checking if it is the expected.

Simple short answer

The Short answer type of question allows the student to insert the answer s/he wishes in a text field. We will see it, as usual, with an example.

We will ask the student to calculate the equation of the tangent line of a function in a point, so s/he will have to develop the corresponding calculations and insert the answer obtained.


The Matching type of question permits the student to associate two collections of elements given, two to two. We will see it in a graphic example. We propose the student a collection of graphs and a collection of functions, and we ask him/her to decide which is the function associated to each graph.

Multiple choice

We will see the peculiarities of a Multiple choice type of question. A question of this type consists of a wording and a number of buttons in which the student selects one option (or several). 

In our example, the question requests the calculation of the rank of a matrix with dimensions 3x4, and the answers proposed are always the integers 0 to 3 in a different order.

True / False

We already saw True / False questions in a couple of previous sections, but now we will describe in detail all relevant fields for this type of question. 

For this, we will take the following example, consisting of a question that presents a real number and another type of number (natural, integer or rational) and asks if the mentioned number belongs to the given set.