Applying the Moodle Platform in Online Student Self-Assessment (original) (raw)
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Development of a Quiz Implementation of a (Self-) Assessment Tool and its Integration in Moodle
Journal of Emerging technologes in Learning, 2019
Technology Enhanced Learning has become more popular in recent times and many organizations and universities use it as a key instrument in various teaching and training scenarios. At the University of Technology of Graz, some courses require randomized quizzes where question variables can be assigned by arbitrary mathematical functions and this feature is missing in the current solutions. This article describes the development of a quiz application that can be integrated into Moodle by utilization of the Learning Tools Interop-erability protocol (LTI). The PHP application is built to support programmable questions that can contain JavaScript and HTML code. Teachers are able to build interactive, randomized quizzes, in which the random variables can be assigned with complex mathematical functions. Furthermore, the application provides a programmable grading mechanism. With this mechanism, it is possible for students to self-assess their performance, as well as for teachers to formally assess their students' learning success automatically and send the results back to Moodle (or other LTI compatible consumer applications).
ONLINE ASSESSMENT: MAKE IT SIMPLE
2010
There is an ongoing project on the University of Porto (U.PORTO) that aims the association of two didactical tools of information and communication technologies: elearning and computer based assessment (CBA).
Online assessment in Moodle: A framework for supporting our students
South African Journal of Higher Education, 2018
The strong performance of writers on the national school exit examinations mean that the access to higher education has never been more open than it is at present. The large groups of students that now occupy our lecture halls undoubtedly present teaching, learning and assessment challenges unfamiliar to the lecturing corps. Higher education will have to rethink how we engage in this arena to ensure students are successful. Appropriate online assessment may address some of the challenges faced in the teaching and learning setting. This article describes, the experiences of 392 mathematics students, undertaking their assessments via Moodle at a University in the Eastern Cape of South Africa. Student experiences informed the design of a supportive environmental framework for online assessment. The theoretical lens for this research study is framed by mastery learning, student experience and online assessment. The research reported on in this article highlights one aspect of the project: the third phase of the action research cycle, namely, the observation the implementation of online assessment. Examples from two blended learning Moodle courses highlight some of the experienced difficulties and successes. The lessons learnt informed the online assessment design and implementation of supportive environments for online assessment. The knowledge gained from this study culminated in a 4 Pillar Supportive Online Assessment Framework for Padayachee, Wagner-Welsh and Johannes Online assessment in Moodle: A framework for supporting our students 212 Blended Learning environments, which could contribute to an improvement in online assessment practices. This research article concludes with a description of the supportive environmental framework for online assessment as well as possible implications for higher education.
EDUCADE - Revista de Educación en Contabilidad, Finanzas y Administración de Empresas
RESUMEN: Este trabajo examina la diferente evolución del rendimiento de los estudiantes en cuestionarios online y su impacto en la calificación final. Esta innovadora técnica se ha utilizado en un grupo de un curso introductorio de contabilidad financiera con 8 cuestionarios online (uno por unidad temática) a través de la plataforma Moodle. Empleando el análisis cluster, identificamos diferentes grupos de evolución del rendimiento. La evidencia obtenida sugiere que en uno de estos grupos una evolución favorable del rendimiento en los test online puede conducir a un exceso de confianza, con el posterior efecto negativo en la nota del examen final. La investigación futura con más variables y muestras de mayor tamaño ayudará a identificar este perfil de estudiante con el fin de evitar un posible efecto negativo no deseado de esta técnica de enseñanza.
Assessment tools in e-learning Moodle
World Academy of Research in Science and Engineering, 2020
The development and active use of assessment tools based on computer, multimedia and communication technologies in professional education opens up new opportunities for training students. At the same time, there is a need to use tools that are adequate for the innovative development of evaluating the educational results of students, contributing to a more rapid and qualitative assessment of student activity. Placement of assessment tools is carried out on electronic educational platforms. The purpose of the article is to analyze the tools for evaluating e-course elements in Moodle. Features of using "Forum", "Wiki", "Test", "Lecture", "Task" and other electronic assessment tools are revealed. The article presents a study in the form of expert evaluation, which allowed us to reveal and evaluate the capabilities of evaluation tools for the electronic educational platform Moodle.
Student Performance Assessment in Online Learning Environment
Facta Universitatis, Series: Teaching, Learning and Teacher Education
The importance, traits, and methods of assessment in an online context are highlighted in this paper's discussion of assessment as an essential component of teaching. The paper aims to provide teachers with a comprehensive overview of the fundamentals, features, and methodologies of online assessment while also emphasizing the need for ongoing efforts to raise teachers' professional competence in order to ensure their successful integration into contemporary educational processes. The research sample comprises of pertinent literature that was gathered on the Google Academic and ResearchGate platforms, most of which is foreign due to the scarcity of studies on this topic in Serbia. Approximately 20 years' worth of publications have been chosen, taking into account the topic's current relevance. This paper was prepared largely with the aim of giving teachers more knowledge, influencing awareness-raising, and removing hurdles that teachers frequently have when it comes ...
Students' attitude to formative web-based assessment
Internet-based assessment has been recently introduced into many courses taught at Silesian University of Technology, Gliwice, Poland. We have started with summative assessment (examination) and non-obligatory formative assessment. The next step was the implementation of obligatory formative assessment for some groups of students. In the paper the applied forms of formative assessment are thoroughly described. We present the method, obtained results, and students attitude to different forms of assessment. Students have been surveyed on various aspects of web-based assessment - in particular, on the methods of cheating. We discuss the range of cheating, ways of cheating and precautions to be taken. The authors' experience and findings may be helpful for teachers applying Internet for students' assessment.
New Applied Studies in Management, Economics & Accounting, 2021
A learning management system (LMS) is an educational framework used to plan, implement, and assess a specific learning process which is specially used for e-learning education courses or training programs. We begin with the argument that the Technology Acceptance Model (TAM) is more applicable in predicting intention to use and usage for users than non users. This paper looks at the acceptability of TAM in predicting intention to use MOODLE Online Examination System among current users and future users where MOODLE is a learning platform designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalised learning environments. The place of the study was based on a Pvt. Management College of Kolkata, West Bengal, India and sample size was 55. For conducting the Online Examination in MOODLE platform, sample questions along with the correct answers has to be uploaded in the MOODLE local server with a few supported specific formats like-Aiken format, Gift format, Black board format, WebCT format or MOODLE XML format etc. Now it is a tedious job among the Faculty members of different departments to submit all the questions along with the appropriate answers with that specific MOODLE supported format, specially for whom who does not have so much experience in IT or Web based Technology. To resolve the problem, we practically implemented a template (namely Moodle_Quiz_V09) in the MOODLE platform which specifically can convert any .doc format (simple Word format) questions to MOODLE XML format. After conversion of such a questionnaire, a mock test was conducted to test the acceptability of the template. Based on the practical implementation, a proposed theoretical framework has been designed from the original TAM Model. A pilot survey was conducted among the 55 Faculty members of the College to collect their feedback and incorporated the same into the proposed framework which shows the acceptance of MOODLE Online Examination system with the specified Moodle_Quiz_V09 template.
Moodle quizzes in the learning environment
2014
One of the more dynamic functions that Moodle has to offer is the quiz module which allows the creation of quizzes with different types of questions. These questions can be adapted to specific learning outcomes / objectives which can contribute to the teaching – learning process. Currently in Wawasan Open University (WOU), the use of the quiz module as a teaching or learning tool is kept at a minimum since there are no university policies encouraging the use of Moodle quizzes for teaching purposes. Academics are, however, encouraged to use whatever means necessary to enhance the learning experiences of the learners. Moodle quizzes are used primarily as a non-graded self-assessment tool in the learning environment of WOU. The quiz module has been diligently used in the elementary Microeconomics course since 2007 for the purposes as stated earlier. As there is a constraint in time, this paper will compare the performances of two cohorts of learners in two different semesters all of wh...