Summative vs Formative Assessment In education one distinguishes between summative and formative assessment. We discuss its potential for mathematics education at Dutch second ary school level, both in the context of summative and formative assessmen t, by examples. In this report we give an overview of Maple T.A., a web-based system for generating questions and exercises, and automatical ly assessing a student's response via the computer algebra system Maple. Time-poor academics will benefit from using these easily attainable Moodle statistics to inform decisions while revising the quizzes and making assessments more autonomous. The FI and DI indexes are useful statistical tools in redesigning appropriate sets of questions. The multimodal quizzes were effective in teaching and assessing a theoretical engineering course and provided efficient methods to replace conventional assessments.
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Using these Moodle statistics provided information to make effective decisions on how to improve the summative quizzes. The FI indicated student pass rate for the summative questions and DI indicated the difficulty of these questions, while the combination of FI and DI results separated students with different knowledge levels. Results indicated that students were engaged and satisfied in the formative assessment because they viewed the interactive videos between 2 and 6 times and 65% of students attempted all the formative questions. This study highlights strategies used to set and review quiz questions for formative and summative assessments. The suitability of questions to assess and distinguish student knowledge levels was determined using a psychometric analysis based on facility index (FI) and the discrimination index (DI) statistics embedded within the Moodle quizzes. The quizzes assessed competencies of students during various stages of a study period through automated marking. This study investigates the use of these quiz questions with four course cohorts and 169 students. The course has a database comprising 62 formative and 61 summative quiz questions with embedded text, images, audio and video.
This paper focuses on a study examining the LMS “Moodle” to ascertain the effectiveness of “Moodle quizzes” to improve, assess and distinguish knowledge in a civil engineering course at an Australian university. While LMSs have unique tools for transferring and assessing knowledge, their ability to engage and assess learners needs further investigation. We demonstrate the benefits of script-based generation over traditional GUI-based approaches, in terms of question richness, authoring speed and content re-usability.Ĭomputer-aided learning management systems (LMSs) are widely used in higher education and are viewed as beneficial when transitioning from conventional face-to-face teaching to fully online courses. A side advantage of our system is that the question bank is actually embedded in Python code, making collaboration, version control, and maintenance tasks very easy. More advanced uses do require some programming knowledge, but at a level that is common in STEM instructors. For basic usage, the required programming skills are minimal. Output questions can be imported in major LMS. The API supports questions including mathematical formulas, dynamically generated images and videos, as well as interactive content such as 3D model viewers.
We present and evaluate a proof-of-concept Python API for script-based question generation, and propose different question design patterns that greatly facilitate question authoring. In this paper we argue that procedural question generation greatly facilitates the task of creating varied, formative, up-to-date, adaptive question banks for STEM quizzes. Despite having a smooth learning curve, question generation/editing process with such interfaces is often slow and the creation of question variants is mostly limited to random parameters. Current Learning Management Systems (LMS) allow instructors to create quizzes through a Graphical User Interface. Electronic quizzes are used extensively for summative and formative assessment.
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