Creating advanced Quizzes using Moodle
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|Title:||Creating advanced Quizzes using Moodle|
|Authors:||Escobar García, Isabel | Suárez Rodríguez, Carmen del Pilar | Rojas, A.A. | Maffey, Silvia | Llorens, S. | Nájera López, Alberto | Arribas Garde, Enrique | Beléndez, Augusto|
|Research Group/s:||Holografía y Procesado Óptico | GITE - Física, Óptica y Telecomunicaciones|
|Center, Department or Service:||Universidad de Castilla-La Mancha. Departamento de Física Aplicada | Universidad de Alicante. Departamento de Física, Ingeniería de Sistemas y Teoría de la Señal | Universidad de Alicante. Instituto Universitario de Física Aplicada a las Ciencias y las Tecnologías | Instituto Politécnico Nacional, Mexico City, Mexico | Universidad Autonoma San Luis Potosí (México) | Universidad del Tolima (Colombia)|
|Keywords:||Moodle | Questionnaires | Calculated question type|
|Knowledge Area:||Física Aplicada|
|Citation:||ESCOBAR GARCÍA, Isabel et al. “Creating advanced Quizzes using Moodle”. En: INTED2015 proceedings [Recurso electrónico]: International Technology, Education and Development Conference, Valencia (Spain), Madrid 2nd-4th, 2015. Valencia: IATED, 2015. ISBN 978-84-606-5763-7, pp. 119-126|
|Abstract:||Taking on the role of adviser, the teacher must now assess the student´s learning process, not merely to sanction his results but to help the student achieve his best results through a constant supervision of his work. In this way, even though there may be final exams, these won´t be the only means of assessment. Sometimes the great amount of work that constant supervision implies may prove to be cumbersome. In Spain the new titles have meant moving from a training model mainly expository type and based on final exams, towards a model linking theory and practice, to promote the effort and cooperative learning, facilitate learning through libraries, virtual campus and resource centers for learning and research, and assess learning through continuous assessment systems. Assuming the role of counselor, the teacher must now evaluate the process of student learning, not merely to punish their results, but should help to meet objectives through continuous monitoring of their work. Thus, although they may be final exams are not the only methods of assessment. They will predominate procedures to facilitate the monitoring of student learning during their university life: objective evidence (true / false, multiple choice, matching elements ...), short-answer tests, extended-response tests, development, testing oral, self-evaluation systems ... anyway a greater variety of tools. For this reason it is useful to employ questionnaires using Moodle. In short, if our purpose is to use Moodle to assess the student´s competence acquired through an exam, calculated question types are very useful to generate questions in this virtual domain. Therefore each student will have different questions and we will avoid situations in which the students share the answers since they will have to know the procedure to arrive at the solution.|
|Sponsor:||Isabel Escobar wishes to acknowledge the Ministerio de Economía y Competitividad the support throughout the grant DPI2012-32994.|
|Appears in Collections:||GITE - FOT - Comunicaciones a Congresos, Conferencias, etc.|
INV - GHPO - Comunicaciones a Congresos, Conferencias, etc.
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