{"id":12,"date":"2009-05-15T02:33:41","date_gmt":"2009-05-15T10:33:41","guid":{"rendered":"https:\/\/blogs.ubc.ca\/gillespieetec\/?page_id=12"},"modified":"2009-06-28T23:33:40","modified_gmt":"2009-06-29T07:33:40","slug":"assessment-tools","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/gillespieetec\/assessment-tools\/","title":{"rendered":"Assessment Tools"},"content":{"rendered":"

This is a re-posting of previous material that was deleted during a format-editing attempt. If you have read this posting before, please scroll down to my assignment posting. This is not my assignment, my assignment is posted below the Discussion of Assessment in Moodle<\/em>.<\/p>\n

Discussion of Assessment in Moodle<\/p>\n

My assessment methods are based in Anderson’s (2008) theory of online learning, where we must focus on student-student (SS), student-teacher (ST) and student-content (SC) interactions in an e-learning environment. My environment is grade 4, mixed-mode with f2f classes and MOODLE. One of my fears relates to\u00a0the possible discrepancy between exam results and student performance in class activities. I have experienced this when I taught grade 3, especially in science. <\/span><\/p>\n

I need the ability to provide timely and informatinve feedback.\u00a0I will combine the challenges and opportunities of a Moodle quiz and frame them within Anderson’s (2008) theory for a blended delivery class. In addtion, for further assessment in the course, I would encourage blog posting and have students discuss the quiz in a threaded forum. This would foster constructive learning, and engagement with the learning\u00a0materials. <\/span><\/p>\n

Moodle Tools Selected <\/span><\/span><\/strong><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Formative<\/strong>: Moodle Quiz with feedback and unlimited attempts, Mon-Thurs<\/span><\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Reflective student blog<\/span><\/span><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Summative<\/strong>: Moodle Quiz with feedback on Friday<\/span><\/span><\/p>\n

Opportunities<\/span><\/span><\/strong><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Review Options: Moodle quiz can be taken several times to help students recognize cues and key material. In addition, students can read \u00a0<\/span>and question\/comment on the blog entries of their peers to help focus on key material (SC\/SS interaction). <\/span><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Feedback: Moodle quiz can be programmed to provide immediate feedback (SC interaction). The teacher can focus energy on making quality short-essay and blog feedback entries. Students can comment\/provide feedback on their peers\u2019 work too. (ST, SS interaction).\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Reduced test anxiety: The formative practice on M-Thurs prepares students for the summative quiz on Friday. Also, Moodle quiz is created using a variety of questions (multiple choice, short essay, matching) to help students process the material in different formats.<\/span><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Demonstration of knowledge: The blog and short essay encourage the connection of ideas, creation of arguments\/point of view and use of knowledge during blog reflections. (SC interactions)<\/span><\/p>\n

Challenges<\/span><\/span><\/strong><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Cue deafness (Gibbs & Simpson, 2005). Some students may not recognize the overall points and focus on details that are not essential to understanding the concept. A quiz and blog entry must be structured in a formative way to guide these students to take better learning opportunities.<\/span><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Coursework v.s. exams where coursework is preferred (Gibbs & Simpson, 2005). I need to balance my assessment procedures with appropriate course work to encourage SC interactions.<\/span><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Meeting different learner\u2019s needs. The quiz and blog format should be carefully set up to support different learning needs to foster SC interactions. For example, English language students may simply need more practice reading the questions for comprehension, which a timed quiz may prevent.<\/span><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Providing enough formative assessment and ST interactions! Gibbs & Simpson (2005) report that the Open University found students require frequent assignments, comprehensive feedback and quality feedback and that students couldn\u2019t cope without regular feedback on assignments. <\/span><\/p>\n

\u00b7<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Fostering peer feedback, which blog commenting may do if it is effectively set up as a course assignment. This would encourage SS, SC and ST interactions.<\/span><\/p>\n

References<\/span><\/p>\n

Anderson, T. (2008). Towards a theory of online learning. In: Anderson, T & Elloumi, F. Theory and Practice of Online Learning. Athabasca University. Accessed Online 9, June, 2009, from http:\/\/www.aupress.ca\/books\/120146\/ebook\/14_Anderson_2008_Anderson-Online_Learning.pdf<\/a><\/span><\/p>\n

Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education. <\/em>Accessed Online 22, June, 2009, from http:\/\/www.open.ac.uk\/fast\/pdfs\/Gibbs%20and%20Simpson%202004-05.pdf<\/a><\/span><\/p>\n

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ASSIGNMENT: REFLECTION ON ASSESSMENT USING MOODLE QUIZ TOOL<\/strong><\/span><\/p>\n

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Reflection on Building a MOODLE Quiz Exam<\/span><\/span><\/p>\n

Erin Gillespie <\/span><\/span><\/p>\n

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\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>June 28, 2009<\/span><\/p>\n

ETEC 565 66B<\/span><\/p>\n

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Context<\/span><\/span><\/strong><\/p>\n

When designing a course for optimum learning impact, the students\u2019 learning styles, pedagogy, the course material and assessment methods must be simultaneously considered (Combs, 2004). The following reflection will focus on the quiz tool, a method of assessment included in the proposed MOODLE. Framed by Anderson\u2019s (2008) theory of online learning, the quiz is designed to enhance student-content interactions and student-teacher interactions. The quiz will also provide formative assessment with timely feedback, a condition which supports student learning (Gibbs & Simpson, 2005). <\/span><\/span><\/p>\n

Formative assessment has been found to focus attention on important concepts, provide opportunities to consolidate learning and help students monitor their own progress to support learning (Gibbs & Simpson, 2005). The quiz tool will be used during the introductory class of a grade four dinosaur unit to provide formative assessment. In practice, I will explain to students the quiz is formative to ease test anxiety and to encourage participation in the MOODLE quiz format. Students will also be informed that a summative assessment quiz will be given at the end of the dinosaur unit, in addition to other assessment methods. <\/span><\/span><\/p>\n

Set Up<\/span><\/span><\/strong><\/p>\n

\u00a0<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>Moodle set up includes timing, display, attempts, grades, review options, security, and overall feedback. Questions can be formatted in essay, short answer, matching, embedded answer\/cloze, numerical and multiple choice styles. Setting up the MOODLE quiz required hours of practice and patience. I developed a practice quiz with limited attempts and unlimited time, but I quickly used all attempts by repeatedly testing it in the role of \u201cstudent\u201d. This resulted in the quiz closing, and me not understanding how to re-open it. I deleted the quiz, and began again. My second quiz followed the expectations set by ETEC 565, but I forgot to include one matching question. However, having attempted the quiz as a student, I was not able to edit it. I quickly learned that one had to edit attempts in the \u201cediting teacher\u201d role, delete all attempts, create any new questions and then add the questions to the quiz. This was a time consuming mistake that could have been avoided, but at least MOODLE allows for quiz adaptation. For future quizzes, I will be sure to use the \u201cpreview quiz\u201d option, not the \u201cstudent attempt\u201d option!<\/span><\/span><\/p>\n

Reflecting on attempts, I decided to set the attempts at two to help students improve their \u201ctime on task\u201d and support student learning (Gibbs & Simpson, 2005). Two formative attempts would provide students one opportunity to work through the material and one opportunity to follow up on feedback, focusing their time on task. My MOODLE is in a blended course environment, and I would have face-to-face opportunities to discuss essay attempts with students, which is a demand on my time that should not be avoided. In a summative situation, I would set the quiz for one attempt and one essay question to reduce the risk of exhausting myself. By limiting attempts and question format, I could provide rich feedback in manageable amounts.<\/span><\/span><\/p>\n

Reflecting on timing, I set did not set the time to a limited amount of days. I was afraid that MET students and instructors would be \u201clocked out\u201d of the quiz. I did include the quiz in the course calendar, to notify students of its availability and purpose. In a formative situation, I would set the time for three days to encourage students to spend quality time reviewing material before their final, second attempt. I designed my course and quiz in this way to meet Gibbs & Simpson\u2019s (2005) second condition of assessment to support student learning. I wanted to orient students to allocate time and effort in to the most important aspects of the course (Gibbs & Simpson, 2005). I set the quiz timing at 25 minutes to help students manage their time effectively. Often, if students are given too much time for essay questions, they don\u2019t focus their argument. Multiple-choice, matching and short answer questions should require less time to cognitively process. On reflection, for a formative quiz I would include more multiple choice questions because they can be used outside of the quiz to encourage discussion and understanding of the material, further supporting formative assessment (Jenkins, 2005). <\/span><\/span><\/p>\n

The entire quiz has eleven questions, and students should plan on spending five minutes on each of the two essay questions. I included three matching, three short answer, two essay and three multiple choice questions. I avoided the “cloze-question” option in MOODLE, because it requires a basic understanding of html, which I am not confident using. Reflecting on question selection, it would be important for me to review with students how to approach different types of questions and how to manage time effectively. \u00a0<\/span>In a summative situation, I would\u00a0open the quiz for fifty minutes (one class period) and password protect it in case two classes have the same quiz at different times. I would keep the 25 minute time frame to remain consistent with formative attempts. <\/span><\/span><\/p>\n

For grading, I kept the test at a level of 100%, and I set penalties to \u201cno\u201d. Students will not be penalized for selecting an incorrect response. Correct answers will be awarded points, but points will not be taken off for incorrect answers.\u00a0 <\/span>This is to encourage students to try and to take feedback seriously, to engage them in a productive and meaningful learning activity (Gibbs & Simpson, 2005). Reflecting on this option, I realize that penalizing students for incorrect answers may encourage them to focus on reviewing the material instead of simply guessing. However, I set up immediate feedback to guide students learning in the right direction and I didn\u2019t want to further discourage struggling students with a penalty. <\/span><\/span><\/p>\n

There is a huge limitation in MOODLE concerning automatic grading. Essay answers are not automatically graded and short question answers must replicate the exact wording that the teacher programmed. I quickly discovered this limitation when I failed my own quiz! To compensate, I programmed MOODLE with a message explaining how I will add additional marks to the final score after grading by hand. Basically, this is a time consuming limitation. I must program automatic feedback outlining what is expected in the essay answer, mark student answers myself, then readjust each final grade. On reflection, I would use the MOODLE quiz for multiple choice and matching questions, but I would have students submit their essays directly to me for grading. This would save time readjusting MOODLE quiz scores and unnecessarily stressing students. <\/span><\/span><\/p>\n

Quality formative feedback was at the heart of this assessment. Gibbs & Simpson (2005) note there has been a reduction in the quantity and quality of feedback on assignments despite the fact we know students are strongly influenced by this assessment strategy. I programmed immediate feedback for each MOODLE quiz question where applicable, and tailored feedback for incorrect answers. For example, where more learning opportunities are needed, I guided students to specific content in course in relation to the question. For correct answers, encouraged students and occasionally suggested that they edit the class wiki due to their strong understanding. I attempted to provide detailed, immediate and appropriate feedback on issues the students could control to support their learning (Gibbs & Simpson, 2005). However, Jenkins (2005) notes that evidence suggests students do not use text-based feedback. Considering this limitation, I provided students with choices on how to act on the automatic feedback outside of the text format. My feedback encouraged students to take action and make blog or wiki entries, to talk to me or to visit lesson-related links. I feel this assessment strategy supports student learning by combining immediate feedback with a sense of student control over learning activities. <\/span><\/span><\/p>\n

Conclusion<\/span><\/span><\/strong><\/p>\n

Course assessment must be considered during course development well ahead of course implementation (Combs, 2004). It is important to know the level of understanding students have entering a course subject (Combs, 2004). I chose a formative assessment strategy at the beginning of my course in an effort to get to know student learning styles and to identify any glaring knowledge gaps. I tried to clear up students\u2019 conceptions of learning, of their tasks and of their knowledge (Gibbs & Simpson, 2005). Although the MOODLE quiz tool provided automatic assessment, this strategy may not be the best choice for some lesson material. Essay questions and short answer questions would be better suited to blog and wiki entries, a very different assessment format from the MOODLE quiz. In the quiz tool, feedback would not be immediately received or attended to by students for essay questions, possibly resulting in a lack of appropriate action by the student to improve their knowledge. <\/span><\/span><\/p>\n

\u00a0<\/span>I tried to include different learning styles in my assessment design, in an effort to support all students. This was difficult in my MOODLE quiz, because it does not support visual learners beyond embedded images, while reflective learners are forced to complete the quiz in a limited time span. Visual learners are supported by the video that is required viewing before the quiz, but are only supported by basic images within the quiz. Reflective learners could be supported by enabling an open time frame for the quiz, so they could complete it at their own pace. Kinaesthetic learners are supported by visiting different web pages to learn relevant information prior to the quiz, as the different web page visits give them a needed break (Combs, 2004). In addition, I programmed one question per page on the quiz, providing a small break between questions. Read\/write learners are supported by the written web materials and the short essay answers, but must wait for formative teacher feedback. <\/span><\/span><\/p>\n

In summary, a major strength of the MOODLE quiz tool is that it can provide immediate feedback for multiple choice and matching questions to support student learning (Gibbs & Simpson, 2005). As my final reflection, I recognize that MOODLE\u2019s quiz tool allows me to provide weekly formative assessment opportunities and gives my students immediate feedback to help improve their learning. However, a major limitation is the amount of time required to program appropriate feedback and to manage feedback for essay and short answer questions. Supported by other assessment techniques and methods to act on feedback (blog entries, wiki edits, group assignments, peer feedback and self feedback), the MOODLE quiz tool is effective if the teacher is aware of its strengths and limitations. <\/span><\/span><\/p>\n

References<\/span><\/span><\/p>\n

Anderson, T. (2008). Towards a theory of online learning. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University. Accessed Online 9, June, 2009, from http:\/\/www.aupress.ca\/books\/120146\/ebook\/14_Anderson_2008_Anderson-Online_Learning.pdf<\/a><\/span><\/span><\/p>\n

Combs, L.L. (2004). The design, assessment, and implementation of a web-based course. Association for the Advancement of Computing in Educaiton, 12<\/em>(1). 27-37. Accessed Online 22, June, 2009, from http:\/\/www.editlib.org\/?fuseaction=Reader.ViewFullText&paper_id=1575<\/a><\/span><\/span><\/p>\n

Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education. <\/em>Accessed Online 22, June, 2009, from http:\/\/www.open.ac.uk\/fast\/pdfs\/Gibbs%20and%20Simpson%202004-05.pdf<\/a><\/span><\/span><\/p>\n

Jenkins, M. (2005). Unfulfilled promise: Formative assessment using computer-aided assessment. Learning and Teaching in Higher Education. <\/em>Accessed Online 22, June, 2009 from http:\/\/resources.glos.ac.uk\/shareddata\/dms\/2B72C8E5BCD42A03907A9E170D68CE25.pdf<\/a><\/span><\/span><\/p>\n

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This is a re-posting of previous material that was deleted during a format-editing attempt. If you have read this posting before, please scroll down to my assignment posting. This is not my assignment, my assignment is posted below the Discussion of Assessment in Moodle. Discussion of Assessment in Moodle My assessment methods are based in […]<\/p>\n","protected":false},"author":605,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-12","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/gillespieetec\/wp-json\/wp\/v2\/pages\/12","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/gillespieetec\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/gillespieetec\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/gillespieetec\/wp-json\/wp\/v2\/users\/605"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/gillespieetec\/wp-json\/wp\/v2\/comments?post=12"}],"version-history":[{"count":17,"href":"https:\/\/blogs.ubc.ca\/gillespieetec\/wp-json\/wp\/v2\/pages\/12\/revisions"}],"predecessor-version":[{"id":112,"href":"https:\/\/blogs.ubc.ca\/gillespieetec\/wp-json\/wp\/v2\/pages\/12\/revisions\/112"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/gillespieetec\/wp-json\/wp\/v2\/media?parent=12"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}