ETEC565A Assignment 4 Reflections
In the past I’ve used LMS’s primarily to publish course notes, record grades, and coordinate student access to external/supplemental resources. I’ve also created a few quizzes, primarily for my own curiosity, mainly to understand the technical features.
As it pertains to feedback, I’ve used comment features when posting grades. After reading Gibbs and Simpson (2004), I began to think more about formative and timely feedback that can help learners in the moment rather than provide comments after the fact that might not be too useful.
While this exercise prompted me to focus on Moodle’s Quiz tool, I ended up investigating most of the Moodle tools to see how and where facilitator/peer feedback can be provided. It seems that most of the tools can be manipulated to do so.
Specifically, as it pertains to Moodle’s quiz feature, it seems worthwhile to consider Chickering’s (1987) seven principles of good practice particularly the aspects relating to active learning and meaningful feedback.
In summary, Moodle offers a number of assessment/feedback tools. The challenge is to use them at the appropriate time in a meaningful context that supports learning. Instructors should explore assessment and feedback beyond the scope of multiple choice questions and other traditional snapshot grading tools.
Please click the link below to access my Assignment 4 Moodle Quiz
Note* A UBC Moodle Account is required to view this page. The Quiz will open in a new window.
References
Chickering, A.W. & Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. American Association for Higher Education Bulletin, 39 (7), 3-7.
Cole, J., & Foster, H. (2008), Using Moodle, Sebastapol, CA: O’Reilly Media Inc.
Gibbs, G. and Simpson, C. (2005). “Conditions under which assessment supports students’ learning.” Learning and Teaching in Higher Education
