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LMS TOOLS for assessment- Moodle or not Moodle ?

29-30. 09. 2011. Metropolitan University, Belgrade, Serbia . LMS TOOLS for assessment- Moodle or not Moodle ?. MARINA Petrović , Pedagogical faculty in Sombor , University of Novi Sad, marina.petrovic@pef.uns.ac.rs

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LMS TOOLS for assessment- Moodle or not Moodle ?

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  1. 29-30. 09. 2011. Metropolitan University, Belgrade, Serbia LMS TOOLS for assessment-Moodleor not Moodle? MARINA Petrović, Pedagogical faculty in Sombor, University of Novi Sad, marina.petrovic@pef.uns.ac.rs ĐorđeHerceg,Faculty of Sciences, University of Novi Sad,djordje.herceg@dmi.uns.ac.rs

  2. WHY ASSESSMENT AS A PROBLEM? -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion *advantages * lack of... *Yes/No? • Assessment is a key segment of educational process; • Testing and assessment is a part of every eLearning course; • Valuable feedback for teacher; • Importantinformation for students, parents and community; • Most of the processof testing is a technical nature (printing, copying, evaluating, archiving…);

  3. WHY LEARNING MANAGEMENT SYSTEM? -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion *advantages * lack of... *Yes/No? • Test is inside the elearning course; • Simplifythe process of testing and evaluation of knowledge; • Different questions/tests for each student (random, automatically); • Unlimitednumber of tests is formed when needed; without printing and copying; • Immediatefeedback to students and teacher; • Statisticalanalysis available; • Archiving and searching is quick and easy; • Preventingthe students from copying and other frauds (definition of IP addresses , examination time, tests in the same classroom); • For comparison we selected: popular LMSs, allfree to download from the Internet and use, easy to install on the local computer or servers, all based on Open Source and used in many countries, with translations into several languages, have excellent documentation and support of the community: ATutor, Claroline, eFrontandSakai.

  4. MOODLE(v 1.9)-2002 (Australia) -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion Moodle uses over 32 million users in 205 countries and in almost 80 different languages. Type of questions: -Multiple Choice - single answer and multiple answer; -True/False; -Matching; -Random Short-Answer Matching; -Short Answer; -Essay; -Description; -Embedded Answers (Cloze Test / Gap Fill); -Calculated; -Numerical; -Likert questions (only in Survey). www.moodle.org

  5. ATutor (v 2.0.2)-2002 (Canada) -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion Type of questions: -Multiple Choice; -Multiple Answer; -True/False; -Matching (Graphical); -Matching (Simple); -Open Ended; -Ordering; -Likert questions. www.atutor.ca

  6. Claroline(v 1.10.4) - 2001 (Belgium) -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion Type of questions: -Multiple Choice; -Multiple Answer; -True/False; -Matching; -Fill in the Blank. www.claroline.net

  7. eFront(v 3.6.9) - 2002 (Greece) -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion Type of questions: -Multiple Choices (Single correct answer); -Multiple Choices (Many correct answers); -True/False; -Match; -Empty spaces; -Empty spaces (with drop-down list); - Free text/Essay; -Drag and Drop. www.efrontlearning.net

  8. Sakai (v 2.7) - 2005 (SAD) -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion Type of questions: -Multiple Choice; -True/False; -Matching; -Short Answer/Essay; -Fill in the Blank; -Numeric Response; -Audio Recording; -File Upload; -Survey; -Copy from Question Pool. www.sakaiproject.org

  9. CRITERIA FOR SELECTION AND ANALYSIS -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion *advantages * lack of... *Yes/No? • Type of questions; • Questions that require manual assessment; • Multimedia elements in the question (picture, sound, video, ...); • The mixture of questions and answers; • Test timing ; • Working with the bank of questions; • Test formatting; • The method and the positioning of a test system (simplicity, visibility, ease of use); • Management tests; • Method of assessment; • Feedback to students; • Grades; • Statistics and analysis of success on the test; • Protection against unauthorized access to the test; • Importing questions from file; • Exporting questions from the course for another course and another platform; • The questionnaire (survey, question pools).

  10. CONCLUSION -Moodle advantages -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion *advantages * lack of... *Yes/No? • easy test setup parameters; • easy manipulate the test inside course; • the mixing of questions and answers as well as the timing of the tests of time; • bank of questions allow to create different tests based on the same questions; • test can be evaluated automatically and manually; • offers the highest grading method which others don’t have; • stable and high quality work with multimedia is supported, with less restriction in megabytes which can be easily overcome; • feedback and grades for students are always available, after the testing procedures and can be viewed at any time; • Importing questions supports the largest number of formats but for special praise the work supported format with Hot Potatoes, which other LMS's do not; • excellent statistics (tables and graphics in part), which other systems have no at all or very sparse.

  11. CONCLUSION – Moodle lack of... -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion *advantages * lack of... *Yes/No? • complicated computational development issues, • the lack of support for mathematical formulas and other, • small file size by default, • the need to installation of additional modules to create own survey, • lack of work with the type of audio issues, • lack of response pairings of graphic and/or overlapping response type drag and drop. • What proved to be necessary, and none of the examined tools is offered to the existence of image issues with the possibility of labeling parts of an image by the student. This kind of questions would lead to great interactivity to the test.

  12. CONCLUSION – Yes or No? -Why? *assessment *LMS -LMSs *Moodle *ATutor *Claroline *eFront *Sakai -Criteria -Conclusion *advantages * lack of... *Yes/No? • It could be concluded: Moodle tools for testing and evaluation are not new and spectacular, although the pattern of the four systems with which we might compare it insufficient. • But,... • Moodle as a whole is a stable and complete . • Tools at our disposal for testing and verification of knowledge are numerous, miscellaneous, mostly easy to use, concise and functional. • Of course, there is a room for improvement of existing features in Moodle testing and assesment tools. • With additional Modules downloaded, Moodle can easily be recognized as the best tool for testing and verification knowledge. • So we can conclude "Yes, Moodle!" because he certainly will not disappoint you and allow you a simple and efficient process of assessing and monitoring the success of your students.

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