Moodle Quiz Reflection. Assignment #4
The content of the online quiz for this assignment was focused around the information and tasks that students will have encountered about Digital Citizenship. Throughout the online course, the learners will have worked through a Digital Citizenship course with tasks focusing on themes around: Respect, Protect, and Educate.
Creating the Moodle quiz initially seemed overwhelming, but after some tinkering and deletions, it was fairly “bump” free. I haven’t had a great deal of Moodle experience before, which also could have added to the overwhelming sensation of the quiz creation. As per the assignment criteria, the quiz consisted of the following question types: three multiple choice, three matching, two short answer, and two short essay questions. The overall total score for the quiz was out of 15 marks. With the ability to embed images into the quiz tool, several of the questions also had an image to provide a key visual to what the content of the question was pertaining. The total time to construct the quiz for the assignment took several hours (really liked the delete and edit button), but in the end I felt that it was an intuitive and fulfilling task and a process that would become much quicker to complete with more experience.
In regards to the Moodle quiz tool itself, as a teacher I believe that the set-up of the quiz provides positive and constructive feedback for the students as I had the option to choose from a variety of question types with feedback options. Gibbs and Simpson (2005) state in Condition Five “The feedback focuses on students’ performance, on their learning and on actions under the students’ control, rather than on the students themselves and on their characteristics” (p.18). With keeping what Gibbs and Simpson suggest in mind, feedback is immediately provided for each question (except the short essay questions). Also, the quiz is set-up to allow students to attempt the quiz as many times as they choose in the allotted time period. By allowing this option, students have the opportunity to revisit questions and correct any mistakes. By doing this, as the teacher I hope the students take the opportunity to revisit and understand their initial mistakes.
One of the questions that I included in the quiz was situational. It contained an image of a text message that targets an individual. The intention of the question is to tap into the students higher order thinking skills. This type of open-ended/open-response question is to have the students reflect on what they have been learning and implement a course of action. This type of question is challenging to grade in general and even more so in Moodle. The student can interpret the situation in various ways and justify why he/she would act the way they would. Thus, there is no one correct answer. In regards to providing feedback for these questions and to insure students don’t misinterpret the end result I would need to explain thoroughly of how the work was graded in order to “develop understanding through explanations” (Gibbs & Simpson, 2005).
The Moodle quiz tool and the course content itself has great potential to be incorporated into a blended learning environment. By providing access to the online course and quizzes, this allow students to work on the course and receive feedback at school and/or home. With access at home, parents can choose to take more of an active role in their child’s learning and provide helpful guidance when needed.
Currently in my classroom, D2L is the LMS of choice across the board. Similar to Moodle, it provides a plethora of learning tools and assessment choices. As I continue down the path of creating this particular Digital Citizenship course within Moodle, the end goal is to actively use it in the classroom somehow. My current learners enjoy using digital and web-based tools and have become quite proficient users. To introduce Moodle to them gives them more exposure to other avenues of learning in the digital world.
All in all, I felt quite satisfied in the end with my quiz. The task was challenging and engaging (albeit there is still so much to learn). I feel that I would be able to tackle another Moodle quiz in a more timely manner. The ETEC 565 community was one that was supportive and graciously provided tips of how to’s, or how not to’s, for this I thank you. I wish I could have been able to provide the same service and support.
References:
Gibbs, G. and Simpson, C. (2005). “Conditions under which assessment supports students’ learning.” Learning and Teaching in Higher Education. Accessed online October 19, 2012 http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf