Wow… I have to admit that was a much more difficult assignment than I thought it was going to be. Though I was using questions from quizzes that I have used in the past, I found the layout confusing, and at first was unsure of how the final layout would look.

I also found the feedback option both interesting, and quite difficult. My past experience at giving feedback has always been based on work already performed, as well as an understanding of the student I am addressing. So, although I have always been a proponent of the immediacy of feedback, I discovered that to make pre-feedback comments is a very difficult talk. For example, as part of the quiz setup I added general feedback for individual grade boundaries. These comments ended up being incredibly generic and non-specific to the potential achievement of the student. In the past my  typical feedback would take into consideration the skill level of the student, their past assessments, and their particiapation over the previous unit. 75% may be an improvement for a struggling student, while 85% may be a drop for an advanced student.

Now, based on this experience I don’t believe that all feedback is bad, though I do concur with this weeks reading that impersonal feedback will likely be ignored, or worse yet not read. I believe the ability to give either immediate or deferred feedback as being incredibly useful to the learning process for the student. This, in addition to the ability to take a quiz multiple times, would allow a student to attempt a quiz and repeat it until the concepts are mastered. To ensure that students complete preceding activities it would be easy to restrict access to a quiz until certain activities have been completed first. This would prevent students from just forging ahead and doing test whether they have done the work or not.

In addition, if I were to use this a section review module, I would likely set it to be done as many times as needed, and set activity completion to when the student has scored 100%. I could then set the following activity to be restricted until that unit is completed. Of course this method would only work under the assumption that you want your students to work through the course in a linear fashion.

Overall I found the quiz module clumsy, nevertheless, once I was able to see the questions as they would be laid out the logic became much more clear and I believe the process would get easier as  I created more assessments. Overall I give the moodle assessment module a B.