MLS offers you a variety of question types so that you can test the knowledge of your learners.

There are basically two types of questions, namely those that ...

Which one you use always depends on what you specifically want to test as a learning objective. For example, if you want your learners to justify something, these are more likely to be the question types without automatic evaluation. For questions where the answer is clear, you can have them evaluated automatically, e.g. as a checkbox or value question.

Click here to access the different question types.

This is a special type of question that can either be analysed automatically 🤖 or manually ✏️.

If this is to be analysed automatically, enter the keywords you are looking for in the "Solution text" area, for example. The learners must enter the text or key points generated by you in exactly the same way - i.e. with every full stop and comma and also with the spaces.

💡 Make sure that your learners can reproduce these exactly so that the evaluation works.

In addition to the free text, you can also ask for a specific technical term. If you enter several solution texts, it is sufficient for learners to name just one of the technical terms to receive full marks. However, this is not suitable for asking several technical terms in one question.

Checkbox is a very popular question. You can use it to ask a question and give your trainees various answer options (either as a single choice or multiple choice selection). As this type of question appears in the IHK final exams as a so-called tied task, you can prepare your trainees in the best possible way.

You can also "mix" the answer options using the option. This gives each trainee a different order.

With multiple choice, you also specify what happens if your learners enter answer options that are incorrect (deduction of points).

You can use this type of question wherever your learner needs to calculate and precisely enter an angle value in degrees (°), minutes (′) and seconds (″). A typical example is the calculation of phase shift in electrical engineering.

If you want your learners to enter the exact value, enter the same values for the lower and upper angle.

You can use this question type for your learner when it comes to measuring (e.g. dimensional accuracy of workpieces, voltage or amperage). You can work with tolerances here and specify an upper and lower value. For exact values, simply enter the same value in both fields.

You can also activate the "Characteristic" option if you want your learners to say whether the value was fulfilled in their measurement.

This question type is also suitable for querying the results of calculations - e.g. for tasks such as ‘Calculate the rotational speed when drilling’.

You can use your own units in addition to the existing units (e.g. millimetres, volts, amps, kilograms):

If you want to test your understanding, fill the gap questions are a good option. You have two options here:

Option 1: free text gaps

Create a text here and enter it in the "Text" field of the same name.

In the "Created gap text" area, simply select the words that you want to appear as gaps. The marked words are automatically adopted as the solution.

In the learner view 📖 the question looks like this:

Option 2: Selection via drag & drop elements

If you want your learners to drag elements into the gaps, first enter your text in the field of the same name. In the "Created gap text" area, select what you want to appear as a gap.

Then activate "Select answer from a list".

Note: You can also select identical words. The drag object then appears with the note (x2).

💡 Tip: In addition to the correct answers, you can also allow incorrect answers. This increases the difficulty of the task. Simply enter these under ‘Incorrect answers’ and separate several terms with a space.
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In the learner view 📖 the question looks like this:

You can use this question type to test your learners' knowledge of processes or sequences, for example.

You can enter texts in the areas for the sequence and also pictures, for example.

Important: Enter the correct order here (i.e. step 1 at the top, step 2 in second place, etc.). MLS automatically creates a different order for learners. 🎨

If you have made a mistake in the order, you can use the double bar symbol to move the elements.

In the learner view 📖 the question looks like this:

File upload is suitable as a question if your learners are to show a concrete result or create something digitally (e.g. a drawing, a photo).

You can set in the question which type of file 📁 may be uploaded.

Of course, this type of question cannot be evaluated automatically. You do this as a learning guide when your trainees have completed the learning task.

You can use this type if you want your learners to name something specifically using a picture. This could be a part of a machine or a tool.

To do this, simply upload a picture and then mark the places in the picture where the labelling should be done.

You can choose whether your learners

You can fine-tune where the start and end points of the labelling field should be later.

If you choose drag & drop elements, you can also enter incorrect elements in addition to the correct ones. This increases the level of difficulty of your task.

With drag & drop elements, it looks like this from the learner's perspective 📖:
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This type is suitable if you want to ask your learners about specific terms (e.g. properties of metals, suitable tools).

You can add columns and rows yourself. New columns always consist of two columns - one for the name and the other for storing the solution.

Important: If the solutions are to be evaluated automatically 🤖, you must select the corresponding cell with the solution:

You can also tell your learners to drag terms into the gaps. To do this, activate the ‘Select answer from a list’ option.

Note: The terms must all be different!

With drag & drop elements, it looks like this from the learner's perspective 📖:

You can use this type of question very well if trainees need to collate various measured values or, for example, make a list of advantages and disadvantages.

The advantage: Your trainees can easily expand the table themselves.

This is what it looks like from the learner's perspective 📖:

Here, learners can make their own additions to an uploaded image or PDF file using a drawing tool. You can use this type of question as a learning guide if, for example, errors are to be marked or trainees are to continue something.

For learners, this means that they can draw within the image/PDF file