Improving Teacher Effectiveness: Designing Better Assessment Tools in Learning Management Systems

Abstract

Current-generation assessment tools used in K-12 and post-secondary education are limited in the type of questions they support; this limitation makes it difficult for instructors to navigate their assessment engines. Furthermore, the question types tend to score low on Bloom's Taxonomy. Dedicated learning management systems (LMS) such as Blackboard, Moodle and Canvas are somewhat better than informal tools as they offer more question types and some randomization. Still, question types in all the major LMS assessment engines are limited. Additionally, LMSs place a heavy burden on teachers to generate online assessments. In this study we analyzed the top three LMS providers to identify inefficiencies. These inefficiencies in LMS design, point us to ways to ask better questions. Our findings show that teachers have not adopted current tools because they do not offer definitive improvements in productivity. Therefore, we developed LiquiZ, a design for a next-generation assessment engine that reduces user effort and provides more advanced question types that allow teachers to ask questions that can currently only be asked in one-on-one demonstration. The initial LiquiZ project is targeted toward STEM subjects, so the question types are particularly advantageous in math or science subjects.

A systematic review on trends in using Moodle for teaching and learning

“…The articles in this review covering Jan 2015–June 2021 show that most reported advancements in new software developments for Moodle relate to improving assessment processes. The development advancements include improving the security of the assessment processes (Adesemowo et al, 2016 ; Kaya & Özel, 2015 ), improving the mechanisms to generate quiz questions, and improving feedback and response time (Conejo et al, 2016 ; Kruger et al, 2015 ). Security improvements include, but are not limited to, improving user data verification (Amoako & Osunmakinde, 2020 ), facial recognition (Guillén-Gámez & García-Magariño, 2015 ), limiting IP range (Adesemowo et al, 2016 ), and scanning students IDs (Ross, 2017 ).…”

“…The Moodle statistics for 2019 show that the most popular plug-ins (based on the number of downloads) were communication and content plug-ins, such as Moove, BigBlueBN, Adaptable, H5P, and Eguru (Moodle Project, 2020b). The articles in this review covering Jan 2015-June 2021 show that most Gamage et al International Journal of STEM Education (2022) The development advancements include improving the security of the assessment processes (Adesemowo et al, 2016;Kaya & Özel, 2015), improving the mechanisms to generate quiz questions, and improving feedback and response time (Conejo et al, 2016;Kruger et al, 2015). Security improvements include, but are not limited to, improving user data verification (Amoako & Osunmakinde, 2020), facial recognition (Guillén-Gámez & García-Magariño, 2015), limiting IP range (Adesemowo et al, 2016), and scanning students IDs (Ross, 2017).…”

Pengembangan Mobile Learning Management System Dengan User Centered Design (UCD) Menggunakan Flutter Framework

“…Kemajuan pengembangan termasuk meningkatkan keamanan proses penilaian [12][13], meningkatkan mekanisme untuk menghasilkan pertanyaan kuis, dan meningkatkan umpan balik dan waktu respons [14] [15]. Peningkatan keamanan termasuk, namun tidak terbatas pada, meningkatkan verifikasi data pengguna [16], pengenalan wajah [17], membatasi jangkauan IP [12], dan memindai ID siswa [18].…”

Using information and communication technologies for the assessment of a large number of students

“…Different types of CAA tools have already been developed (Contreras-Higuera et al, 2016;Christie et al, 2015). Many CAA systems and tools allow questions to be generated randomly (Kruger et al, 2015). Piaw argued that replacing paper-based testing with computer-based testing does not cause significant differences in test scores (Piaw, 2012).…”