Optimising Moodle quizzes for online assessments
Optimising Moodle quizzes for online assessments
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DOI：
10.1186/s40594-019-0181-4
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发表时间：
2019-08-13
影响因子：
6.7
通讯作者：
Smith, Elizabeth J.
中科院分区：
文献类型：
--
作者：
Gamage, Sithara H. P. W.;Ayres, Jennifer R.;Smith, Elizabeth J.
背景计算机辅助学习管理系统（LMS）被广泛用于高等教育，并被视为从传统的面对面教学过渡到完全在线课程时的有益之处。虽然学习管理系统有独特的工具来转移和评估知识，但它们吸引和评估学习者的能力需要进一步调查。本文重点研究了LMS“Moodle”，以确定“Moodle测验”的有效性，以提高，评估和区分在澳大利亚大学的土木工程课程的知识。该课程有一个数据库，包括62个形成性和61个总结性测验问题，其中嵌入了文本，图像，音频和视频。本研究调查了四个课程组和169名学生使用这些测验问题。测验通过自动评分评估学生在学习期间各个阶段的能力。问题的适用性，以评估和区分学生的知识水平，确定使用心理测量分析的基础上设施指数（FI）和歧视指数（DI）的统计嵌入在Moodle测验。结果本研究强调了形成性和总结性评价中的试题设置和复习策略。结果表明，学生参与和满意的形成性评估，因为他们观看了2至6次之间的互动视频和65%的学生尝试了所有的形成性问题。FI表示学生对总结性问题的通过率，DI表示这些问题的难度，而FI和DI结果的组合将不同知识水平的学生分开。使用这些Moodle统计数据提供的信息可以有效地决定如何改进总结性测验。结论多模式测验在工科理论课教学和考核中具有较好的效果，是替代传统考核的有效方法。FI和DI指数是重新设计适当问题集的有用统计工具。时间紧迫的学者将受益于使用这些容易获得的Moodle统计数据来为决策提供信息，同时修改测验并使评估更加自主。
Background Computer-aided learning management systems (LMSs) are widely used in higher education and are viewed as beneficial when transitioning from conventional face-to-face teaching to fully online courses. While LMSs have unique tools for transferring and assessing knowledge, their ability to engage and assess learners needs further investigation. This paper focuses on a study examining the LMS "Moodle" to ascertain the effectiveness of "Moodle quizzes" to improve, assess and distinguish knowledge in a civil engineering course at an Australian university. The course has a database comprising 62 formative and 61 summative quiz questions with embedded text, images, audio and video. This study investigates the use of these quiz questions with four course cohorts and 169 students. The quizzes assessed competencies of students during various stages of a study period through automated marking. The suitability of questions to assess and distinguish student knowledge levels was determined using a psychometric analysis based on facility index (FI) and the discrimination index (DI) statistics embedded within the Moodle quizzes. Results This study highlights strategies used to set and review quiz questions for formative and summative assessments. Results indicated that students were engaged and satisfied in the formative assessment because they viewed the interactive videos between 2 and 6 times and 65% of students attempted all the formative questions. The FI indicated student pass rate for the summative questions and DI indicated the difficulty of these questions, while the combination of FI and DI results separated students with different knowledge levels. Using these Moodle statistics provided information to make effective decisions on how to improve the summative quizzes. Conclusion The multimodal quizzes were effective in teaching and assessing a theoretical engineering course and provided efficient methods to replace conventional assessments. The FI and DI indexes are useful statistical tools in redesigning appropriate sets of questions. Time-poor academics will benefit from using these easily attainable Moodle statistics to inform decisions while revising the quizzes and making assessments more autonomous.