{"id":10,"date":"2009-05-16T21:04:11","date_gmt":"2009-05-17T05:04:11","guid":{"rendered":"https:\/\/blogs.ubc.ca\/leungetec565\/?page_id=10"},"modified":"2009-06-28T06:41:03","modified_gmt":"2009-06-28T14:41:03","slug":"assessment-tools","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/leungetec565\/assessment-tools\/","title":{"rendered":"Assessment Tools"},"content":{"rendered":"

Reflection: Using Moodle\u2019s Assessment Tools<\/strong><\/p>\n

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I have never created a test within a LMS before. After exploring Moodle\u2019s function in building a quiz, I\u2019d say I have mixed feelings over it: while I see that it can be used as a powerful, time-efficient way teachers can use Moodle\u2019s \u201cquiz\u201d function as a form of formative assessment, the function itself has some significant limitations that dampen its usefulness.<\/p>\n

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Background<\/strong><\/p>\n

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I have created a pre-test in my Biology 11 Moodle course. The intention of the pre-test is to give students an opportunity to gauge themselves of their preparedness in writing the unit test, which would be conducted in class. In designing the test, I have modified some materials from course exercises, and actual test questions, to give students a relevant flavour of what they should be expecting to see on their actual unit test. In choosing the types of questions to use on the pre-test, I have tried to sample the broad scope of concepts learned in the taxonomy and evolution unit of my course. I have also tried to provide a variety of question types to prepare students differently \u2013 of the ten questions on the pre-test, 3 were multiple-choice questions, 3 were matching questions, and there are 4 more short and essay questions (2 of each type).<\/p>\n

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In designing the opening and closing date of this quiz, I am mindful of the fact that most students do not begin studying early to truly absorb and understand course materials. Hence, students were told that they must have completed the pre-test a few days before the actual unit test. I believe this would force students to begin studying early. To remain consistent with the concept of using formative assessment to foster growth in students\u2019 understanding of course concepts, without creating a sense of frustration, I have chosen to NOT give actual, concrete marks for the pre-test \u2013 students would receive a participation mark for having completed the pre-test before its due date. To further reduce anxiety, I am also allowing students to try the pre-test twice. It is my hope that students would be able to reflect on the area(s) of challenge after their first test attempt, and would study or seek help to overcome these challenges.<\/p>\n

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Positives<\/strong><\/p>\n

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