e-Assessment in Mathematics Courses with Multiple-choice Questions Tests

Azevedo, José

doi:10.5220/0005452702600266

Cited by 10 publications

(7 citation statements)

References 12 publications

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“…From the analysis of the data of the answers to the first research question (Table I) it emerged that the students expressed high satisfaction with the possibility of repeating the exercises (A = 4.27), as well as with the contribution of the material, in the better understanding of the concepts (A = 4.21 ). This seems to agree with the results from a research at the University of Bologna, where in multiple choice questions in Mathematics (in the form of assessment tests and automatic random selection through the Moodle platform) the learners expressed high satisfaction and at the same time the improvement of their grades was highlighted [11].…”

Section: Selected Resultssupporting

confidence: 91%

Using Learning Theories for the Creation of a Distance Digital Course in Mathematics for Higher Education

Velentzas¹

2020

EJERS

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This article presents the results of research on the effectiveness of distance education in Mathematics for higher education students. A digital course in Differential Calculus was created, which was evaluated by the students who participated in it. The aim of the quantitative research carried out was to identify the conditions needed for the implementation of a digital distance education model. The design includes the integration of activities based on learning theories at targeted points of the distance learning. From the results, it appears that the students achieved the learning outcomes that were identified. Moreover, the integration of the relevant activities had a positive impact on the students, who a) positively evaluated the program they attended and b) stated that their knowledge was enhanced at the issues negotiated on the course.

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Section: Selected Resultssupporting

confidence: 91%

Using Learning Theories for the Creation of a Distance Digital Course in Mathematics for Higher Education

Velentzas¹

2020

EJERS

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“…CTT and IRT were used in order to analyze the quality of the MCQ included in a bank of questions, previously developed and implemented in Moodle, that is used to assess students through randomly generated tests (Azevedo, 2015; Azevedo, Oliveira and Beites, 2017; Azevedo, Torres, Lopes and Babo, 2017). In global terms, the purpose is to evaluate the quality of the questions through the use of metrics, bearing in mind that one intends the tests carried out by students to be as uniform and fair as possible.…”

Section: Methodsmentioning

confidence: 99%

Using Learning Analytics to evaluate the quality of multiple-choice questions

Azevedo

Oliveira

Beites

2019

IJILT

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Purpose The purpose of this paper is to find appropriate forms of analysis of multiple-choice questions (MCQ) to obtain an assessment method, as fair as possible, for the students. The authors intend to ascertain if it is possible to control the quality of the MCQ contained in a bank of questions, implemented in Moodle, presenting some evidence with Item Response Theory (IRT) and Classical Test Theory (CTT). The used techniques can be considered a type of Descriptive Learning Analytics since they allow the measurement, collection, analysis and reporting of data generated from students’ assessment. Design/methodology/approach A representative data set of students’ grades from tests, randomly generated with a bank of questions implemented in Moodle, was used for analysis. The data were extracted from a Moodle database using MySQL with an ODBC connector, and collected in MS ExcelTM worksheets, and appropriate macros programmed with VBA were used. The analysis with the CTT was done through appropriate MS ExcelTM formulas, and the analysis with the IRT was approached with an MS ExcelTM add-in. Findings The Difficulty and Discrimination Indexes were calculated for all the questions having enough answers. It was found that the majority of the questions presented values for these indexes, which leads to a conclusion that they have quality. The analysis also showed that the bank of questions presents some internal consistency and, consequently, some reliability. Groups of questions with similar features were obtained, which is very important for the teacher to develop tests as fair as possible. Originality/value The main contribution and originality that can be found in this research is the definition of groups of questions with similar features, regarding their difficulty and discrimination properties. These groups allow the identification of difficulty levels in the questions on the bank of questions, thus allowing teachers to build tests, randomly generated with Moodle, that include questions with several difficulty levels in the tests, as it should be done. As far as the authors’ knowledge, there are no similar results in the literature.

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“…Relying on ICT during the learning process is one of the significant innovations, including the evaluation of student learning outcomes. Evaluation questions can be posed in an integrated manner through e-learning systems, such as Moodle Learning Management System (LMS) (Azevedo, 2015;Bogdanović, Barać, Jovanić, Popović, & Radenković, 2014). The Moodle provides different types of questions, namely multiple choices, true or false, and short answers; these are stored in the taught course database and can be reapplied (Limongelli, Sciarrone, & Vaste, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Development of the HOTS Test of Physics Based on Modern Test Theory: Question Modeling through E-learning of Moodle LMS

Widyaningsih¹,

Yusuf²,

Prasetyo³

et al. 2021

INT J INSTRUCTION

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This research aims to develop HOTS physics questions based on Modern TestTheory designed and presented with LMS Moodle on e-learning, which can be accessed online. This study also serves as one of the efforts to expand students' HOTS by applying a variety of HOTS-based learning sources. Further, this research employed the ADDIE model with analysis, design, development, implementation, and evaluation stages. The instrument consisted of 24 multiplechoice physics questions; the questions were designed by following the aspects and sub-aspects of HOTS and validated by the assessment of physics experts, physicists, and lecturers. Moreover, the validity analysis was based on Aiken's V formula, in which every aspect was confirmed to be valid. The instrument had been tested on 34 students of the Physics Education Department, Universitas Papua. Dichotomy data analysis used the Rasch Model (RM) 1-PL through the Quest program, and the test characteristics comprised item fitness, reliability, and difficulty. The trial result obtained the criteria of INFIT MNSQ mean and standard deviation of 1.0 and 0.0, respectively, indicating that the items fitted the RM1-PL. In addition, the value of item reliability based on the item estimate summary arrived at 0.66; meanwhile, the case reliability under the summary of the case estimate accounted for 0.85.

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e-Assessment in Mathematics Courses with Multiple-choice Questions Tests

Cited by 10 publications

References 12 publications

Using Learning Theories for the Creation of a Distance Digital Course in Mathematics for Higher Education

Using Learning Theories for the Creation of a Distance Digital Course in Mathematics for Higher Education

Using Learning Analytics to evaluate the quality of multiple-choice questions

The Development of the HOTS Test of Physics Based on Modern Test Theory: Question Modeling through E-learning of Moodle LMS

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