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5. Test article element

A test article's main child is the Test element, though it can be preceded by some explanatory blocks.

For explanations of the test page layout and the different parts of questions, see Test article. This article describes how to approach creating a test article.

The explanatory blocks are to provide enough background for a person new to the procedure to understand the context for which the procedure is designed. There is a maximum of nine blocks, but they include the complex information-rich ones like lists, tables, and diagrams, which should provide adequate information possibilities. However, the preamble is not meant to be exhaustive, but only contextually-informative, so a fuller treatment should be left to an article which allows for a better structure using sections and subsections.

For those familiar with the material, there is a Questions link in the article navigation bar that goes directly to the test.

Tests are meant for ascertaining quantifiable knowledge with multiple choice questions that have only one correct answer. The results are never retained as they are only meant to help the visitor gauge how much they understand a topic, either before reading an article or after.

Question partsβ–³

Each question consists of several parts, some of which are optional.

Statement and optionsβ–³

Technically, a question in this test really needs to be framed as a statement that has several options for an ending.

Statements are rich-text elements that are meant to form the starting part of a sentence that one of the options will complete correctly. The options are plain text and meant to be fairly short.

Some sample statements are:

  1. a.The capital of Australia is:
  2. b.The scientific name for a daffodil is:

The correct options for these are:

  1. a.Canberra
  2. b.Narcissus pseudonarcissus.


Information can be provided for a question.

Information is intended to provide reference information that pertains to a question, and can include one to three blocks, including most of the complex ones. There is a link after the heading going to the question, and an β„Ή link at the end of the question line going back to the information heading.


This provides a paragraph of advice for an incorrect answer.

The options are meant to be either correct or incorrect, and not fuzzy at all, so the rich-text incorrect element can provide advice or suggestions as to how to learn the missing understanding or fact via an explanation, or a link to an article containing it.


Comments are for providing results-dependent suggestions.

A comment is a rich-text element that can appear for one of more quartiles of the percentage results:

  1. a.0-100 – always.
  2. b.0-24 – lowest quarter.
  3. c.25-49 – lower quarter.
  4. d.50-74 – higher quarter.
  5. e.75-100 – highest quarter.
  6. f.25-74 – middle half.
  7. g.0-49 – lower half.
  8. h.50-100 – upper half.
  9. i.0-74 – lowest three quarters.
  10. j.25-100 – upper three quarters.

It is rich-text like the Incorrect element, but aimed at a more general level and dependent upon the level of knowledge indicated by the overall results, rather than an individual question. They can include links to articles that provide information for study.

The comments section only appears on the results view of the page, and only if there are any enabled and relevant comment elements to show.

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