The Moodle Gradebook
as a tool inducing regular revisions
in students' learning process.
Piotr Marek Jaworski
Edinburgh Na...
Principles of Economics Module
• First year undergraduate summer trimester module
presenting basic economic concepts of mi...
Elements of Assessment
• Quizzes:
– 10 to be done every week;
– Every quiz worth max 1% with 10% of total share
in the fin...
The Quizzes
• Every quiz consists of 10 closed multiple choice
questions drawn out of 10 sets of on average
70 questions.
...
The Tests
• The test consist of 35 questions:
– 25 are closed multiple choice questions drawn out
of the same sets as for ...
Problem:
In the gradebook
students are not able
to see the mark
for graded quiz
when it is hidden.
Calculation of Week X Grade:
Maximum of:
Week X lecture and Week Xa lecture.
Conclusions:
• The design of the assessment regime must be first
carefully thought through with assessment goals
clearly d...
Questions?
The Moodle Gradebook as a tool inducing regular revisions in students' learning process	Piotr Jaworski
The Moodle Gradebook as a tool inducing regular revisions in students' learning process	Piotr Jaworski
The Moodle Gradebook as a tool inducing regular revisions in students' learning process	Piotr Jaworski
The Moodle Gradebook as a tool inducing regular revisions in students' learning process	Piotr Jaworski
Upcoming SlideShare
Loading in …5
×

The Moodle Gradebook as a tool inducing regular revisions in students' learning process Piotr Jaworski

337 views

Published on

The Moodle Gradebook as a tool inducing regular revisions in students' learning process Piotr Jaworski
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
337
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

The Moodle Gradebook as a tool inducing regular revisions in students' learning process Piotr Jaworski

  1. 1. The Moodle Gradebook as a tool inducing regular revisions in students' learning process. Piotr Marek Jaworski Edinburgh Napier University The Business School Moodlemoot Edinburgh 2014 Tuesday 15th April - Edinburgh Corn Exchange
  2. 2. Principles of Economics Module • First year undergraduate summer trimester module presenting basic economic concepts of micro- and macroeconomics. • Consisting of ten units of material involving 2h lecture and 1 hour tutorial • Addressed to all Business School students, who would like to gain elementary economic knowledge. • Average semester enrolment: 250 students.
  3. 3. Elements of Assessment • Quizzes: – 10 to be done every week; – Every quiz worth max 1% with 10% of total share in the final mark if done within a week after the material presentation • Two invigilated on-line the tests – 25% for each test with 50% of total share in the final mark • A case – with 50% of total share in the final mark • Tutorials’ participation – with 30% of total share in the final mark • Detailed description of rationale behind the assessment: – Jaworski, P. M. (2009). Regular Revision Stupid! The Retention of Knowledge after the End of Module Delivery. Journal Advances in Higher Education, 2(1). – Jaworski, P. M. (2009). Let us teach the way we preach: using economic concepts in IT-assisted continuous assessment scheme for introductory economics module. Journal Advances in Higher Education, 3(1).
  4. 4. The Quizzes • Every quiz consists of 10 closed multiple choice questions drawn out of 10 sets of on average 70 questions. • The quizzes serve three roles: – Contribute towards the final mark if done within a week of material presentation, – Give access to lecture notes for next topic and model answers for current topic tutorial questions, – Provide opportunity to prepare for the tests. • The attempts are limited to 10 minutes and 4 attempts in the first week.
  5. 5. The Tests • The test consist of 35 questions: – 25 are closed multiple choice questions drawn out of the same sets as for quizzes’ • 5 for every chapter • worth only a half of true/fall questions. – 10 are new true/false questions, not released before • 2 for every chapter • worth twice more than questions known before. • The time to do it is 20 minutes for all except for dyslectic students who are allowed for extra 10 minutes.
  6. 6. Problem: In the gradebook students are not able to see the mark for graded quiz when it is hidden.
  7. 7. Calculation of Week X Grade: Maximum of: Week X lecture and Week Xa lecture.
  8. 8. Conclusions: • The design of the assessment regime must be first carefully thought through with assessment goals clearly defined. • Only after such design stage it could be translated into technical structure within any IT platform. • The IT platform limits considerably possibilities of design or make the technical structure unclear and complicated. • Promised and actual Options are sometime totally divergent!
  9. 9. Questions?

×