This was a really good experience for me.\u00a0 I learned several new things!\u00a0 Because I had set up multiple choice and essay based quizzes before, that part was just a good review (as it\u2019s been a while!).\u00a0 Learning to use other types of questions was great.<\/p>\n
I found it very difficult to create a \u201cshort answer\u201d question using my content.\u00a0 After reflecting, I can see that this would be a good option for something like math calculations or social studies dates, but it\u2019s more challenging to incorporate this question format with some content.\u00a0 With the matching questions, I was frustrated that I couldn\u2019t have more control over the format of the options.\u00a0 For example, if there were 5 questions with match terms, I would like to have the terms listed in alphabetical order, not random.\u00a0 It\u2019s not as critical if you are only matching to a few options, but if there were a lot of questions\/answers, the list of options would be much more time efficient if they were in alphabetical order.<\/p>\n
There were two features that I really liked about the Moodle quiz. First, the automatic marking of many question types, and the options to show students scores and feedback at various times allow for reduced instructor marking and faster feedback given to students.\u00a0 Anderson states, \u201ctimely and detailed feedback provided throughout, and as near in time as possible to the performance of the assessed behaviour, is the most effective in providing motivation shaping behaviour, and developing mental constructs\u201d (p. 362).\u00a0 \u00a0If I don\u2019t have to mark all the questions, it saves a lot of time, and students will get feedback faster.<\/p>\n
Second, I\u2019ve never used (but now will always!) the general feedback option in Moodle quizzes, and this is a great way to communicate with students.\u00a0 For example, I can supply page numbers as a reference for students, I can simply state the correct answer, or I can just provide additional information.\u00a0 On my quiz, for the multiple-choice questions, I frequently included information as to why an answer was wrong or why the correct one was right.\u00a0 For an essay question, I included the types of information I was looking for.\u00a0 Once I\u2019ve entered the feedback, it\u2019s there for every student, and it reduces much of the repetitive feedback I write when I mark.\u00a0 This way, I can focus my time on providing feedback that is highly personalized, while general feedback is provided automatically.<\/p>\n
Doing this assignment, and the interaction I have had with classmates in the process, has helped me to really think about my assessment practices.\u00a0 It shouldn\u2019t have been a light-bulb moment, but when somebody mentioned that the quizzes in Moodle don\u2019t have to be for marks\u2026.just for learning, well it made me pause.\u00a0 Of course it doesn\u2019t have to be for marks!\u00a0 So now I\u2019m relooking at several of the online courses I teach.\u00a0 I need more formative assessment, and less summative.<\/p>\n
The Gibbs and Simpson (2005) article was well timed for me.\u00a0 How much weight should a quiz have in comparison to that of other coursework?\u00a0 How do I provide appropriate and meaningful feedback?\u00a0 If feedback is often not read or understand, as Gibbs and Simpson state, what can I do to ensure students are maximizing their leaning from my feedback?\u00a0 One of the things I did for the quiz I just created is make it open book.\u00a0 Perhaps I should allow more than one attempt at the quiz, to build on learning.\u00a0 I think the key for me is to find ways to make a quiz more formative.<\/p>\n
More journey and less destination.<\/p>\n