Authoring Techniques and
Learning Objective: an introduction to e-assessment and
its importance in Blended Learning;
Learning Activity: e-assessment pedagogy and authoring
e-questions, and implementation in Moodle quizzes;
Learning Resources: templates adapted from SQA
SOLAR Project for implementation into moodle quizzes.
By the end of this session, participants will be:
Introduced to e-assessment pedagogy
Able to create a bank of e-questions for implementation
within Moodle quizzes.
e-assessment refers to use of technology for
developing and delivering assessments in
formative and summative formats (Computer
It is an integral part of e-Learning for
reinforcing learning and provision of formal
and informal evidence requirement.
It is embedded within VLEs and forms part of
the learning and teaching process.
Used mainly for two purposes:
1. To test learner’s understanding of the subject:
Learner self-assessment: enabling learners to
identify their strengths and weaknesses
Provides access to testing from any location and at
2. To verify validity of the learning and teaching:
Enables teachers to provide automated timely and
effective feedback to learners
Provides a measure of learner progress
Gauges the effectiveness of the learning and
teaching process for a given subject.
Increased variety of test formats
Increased learner engagement
Increased number of questions and attempts
Increased number of learners
Demands additional up-front investment in time
Requires additional IT knowledge
Why is the taxonomy so important?
Prior to setting any test or question, the tutor
must identify the level of cognate activity being
undertaken, and clarify the level of learning that
is expected from the learner.
generally fall within two
categories of Selected Response
(objective), and Constructed
Moodle offers several types of
questions as shown in the
Multiple Choice Questions (MCQ), and their variant Multiple
Response Questions (MRQ), are the best known form of e-
assessment. MCQ is formed from a question or an incomplete
statement (Stem), with options for one or more correct answers
(Key), and a number of incorrect answers (Distractors).
Matching questions are another variation of the multiple choice
format where learners are asked to match a series of stems or
premises to a response or principle. They consist of a set of
directions, a column of statements and a column of responses.
True-False question is yet another form of the multiple-choice
format where there are only two possible alternatives. These
questions can be used when the test-designer wishes to measure a
student’s ability to identify whether statements of fact are accurate
• Distractors should be plausible alternative; avoid ‘all of the above’ .
• Present a single, definite statement /question to be completed or answered.
• Use clear, straightforward language in the stem of the question.
• Put as much of the question in the stem as possible,
• For single response MCQs, ensure that there is only one correct response.
• Avoid giving clues to the correct answer.
• Matching questions are particularly good at assessing the learner’s
understanding of inter-relationships.
• MCQs can be used as tests for most levels of cognate activities
• True-false questions offer a fast and efficient method for testing a wide range
of material in a short period of time but limited in scope.
• Provide meaningful feedback.