This week on ocTEL we’re looking at assessment. As part of my thinking I reflected on the use of quizzes in Moodle.
Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so that they not only allow the learner to test their understanding, but also require a higher level of thinking.
If we look at the following multiple choice questions, the format of which is one of many different types available on Moodle, it provides the structure and the practitioner provides the question and the answers:
Which is these is a mammal?
This question does not test understanding, most students would be able to guess the answer or would not find it challenging. Within Bloom’s Taxonomy this is testing knowledge only, the bottom layer of the triangle.
In terms of feedback, you can design Moodle quizzes to provide feedback on questions. So you can explain why their answer is wrong or right and where to look for further information or support.
Onto a similar question:
What is the capital of Australia?
If we look at this question if you didn’t know the answer then you would need to do some research. However as with the previous question within Bloom’s Taxonomy this is testing knowledge only, the bottom layer of the triangle. It’s more challenging than the first question, but if you didn’t know it already then a quick Google search and you have the right answer.
So what about this question:
Which of these is the odd one out?
The “problem” with this question is that there is no single right answer. The answer needs an explanation, and it’s the explanation that demonstrates understanding of the question, not the answer.
If we look at Bloom’s Taxonomy it is possible with this question to go all the way to the top.
However Moodle will struggle with assessing a question with no “right” answer and certainly would not be able to assess the explanation.
You could provide generic feedback on why there is no “right” answer, but that may not be useful for all learners. Feedback needs to be personalised to be really effective. Students generally don’t appreciate generic feedback.
This doesn’t mean that Moodle quizzes aren’t an useful tool for checking learning, but its limitations in assessing higher order thinking needs to be considered when designing assessment.