General plugins

Thank you, Tom. This does be a easy way. By this way students can find implied answers from references other than get answer directly from feedback.
But students are impossable to organize quizes on their own.

Yes, short-term memory is a wonderful thing, and sometimes passing a quiz is by luck.
So, system has to track and collect information in various ways, such as students' submissions, teachers' comments, time or frequency of students reading resources, quiz results, and students' self-estimate, etc.
As to quiz, every individual question stored in database is provided by teachers, and indicated the relationship between special goals. These questions can be weaved to be quizes by teachers, students or Moodle for special purposes. In other words, questions can be organized with teaching goals, and can be reused. For example, a student thinks he needs to test himself, then he go to 'make quiz page' which displays goals (in tree format or tables or others) but not details of questions, the student clicks and checks the goals, and then sends command to make quiz....
From my point of view, a well-designed question/quiz can measure abilities not only short-term memory.
I know, this is not an easy work. But this will make Moodle to be more 'constructivism'. Do you think this is worthwhile?
Additionally, I beg your pardon for my poor English to describe ideas.

When reality comes in:

You ask students to read some chapters as preparation for the next meeting.
After that meeting you wished there was a way to press students to better preparation, so they would profit more from the activities in the next meeting:

One trick is giving students as homework, to make a M.C.-question for each page they read. Collecting these questions could become the start for the next cohort of students:

These students must do these pear-created-and-cleanedup-tests before their first meeting:
If they fail, they have to create a new m.c.- question for every-question they missed: a reference to the resource-page would help them.

After several cohorts you want a way to organise all these questions around topics in a database: By hand becomes to labour-intensiv, no not punish students to do that, it is not (enough) a learning-experience. 
If a topic "leaves" the curriculum, you need a way to hide the questions around tat topic in the available tests. The most logicat solution would be to keep the conetent and the question more close together. (A kind of content-maintanance view in a Moodle course?

(For FAQ en Glossary you need another kind of mechanism: in FAQ and Glossary the entries should not be hidden but they should become marked (red, green, italic?) Meaning: "Not in this year course/projecttopics, but still important stuff for this domain: FAQ, Glossary and even project-role-connected-selftests could then become extra-help-resources for students who are tackling problems in a project: Neither of the standards IMS, SCORM are developing solutions for this, becuase they are to much instruction of content-oriented, despite the IMS-LIP effort. (The new standard for Learning Design: LD, the former EML from OU/NL could grow in this need, but will be very complex I fear.).