Creating a quiz within Moodle was a rather tedious job. This activity was demanding. While there were challenges in creating the quiz, the activity was an interesting one. I found the moodle tutorial to be quite astute, it made exploring the different quizzes in moodle interesting.
My frustration was with the restrictions place in the type of assessment to be used for the quiz. I do not think some of the assessment types (multiple choice and matching) were suitable for the course I am designing. The multiple choice and the matching items if used would be unhelpful and inappropriate (Gibbs & Simpson, 2005).
It was painstakingly wearisome to create 3 multiple choice and matching items each. I am not sure what the purpose of that particular activity was. Could two or three of such items yielded the same result? Based on time constrains I was not able to include feedback for the quiz items. I started out by giving feedback for each possible response for the questions. This was time consuming. While I acknowledge that feedback is important to students and will provide then with information on what “they have learnt” and “what they still have to learn” (Gibbs & Simpson, 2005) , giving 2 marks for 10 pre-programm feedback is unrealistic.
Gibbs, G. & Simpson, C. (2005). Conditions under which assessment supports students’ learning, Learning and Teaching in Higher Education, 1. Retrieved June 22, 2009 from http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf