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Computer Assisted Assessment for Final Examinations in Moodle

Computer Assisted Assessment for Final Examinations in Moodle Dr Chris Louca & Dr Maurice Faigenblum Eastman CPD. Topics The course Our concerns Our attempt at a solution Details Student feedback The future?. The Programme MSc in Restorative Dental Practice 5 year programme

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Computer Assisted Assessment for Final Examinations in Moodle

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  1. Computer Assisted Assessment for Final Examinations in Moodle Dr Chris Louca & Dr Maurice Faigenblum Eastman CPD

  2. Topics • The course • Our concerns • Our attempt at a solution • Details • Student feedback • The future?

  3. The Programme • MSc in Restorative Dental Practice • 5 year programme • 1 year Certificate • 2 year Diploma • 2 year Masters • Flexible and part-time study while working • Designed for General Dental Practitioners

  4. The 1 year Certificate • 28 days of attendance • 64 graduates • Two modules covering the following subjects: • Operative dentistry • Endodontics • Periodontics • Removable prosthodontics • Implantology

  5. Recent conversion of the Restorative Dental Practice programme from a CPD based course into a UCL MSc required formal summative assessment & examination • Varied assessment regime including: • unseen examination • logbook of practical work • 2 essays

  6. The problem • 2007 examination used a short answer format • Ten questions were set per paper (X2) • 1280 answers had to be double marked by predominantly part-time teachers • Time consuming & slow • Limited window of time available for marking • Delayed release of graduate marks • Inefficient

  7. The Solution • A more efficient method demanding less of staff time was required • UCL CALT Academic Development Grant - Funding to develop an online, Moodle based end of year MCQ examination • Collaboration with Rosalind Duhs (CALT) and Fiona Strawbridge and colleagues (Learning Technologies Support Service LTSS, Information Systems)

  8. Details • Five busy part time specialist course leaders were to be expected to produce a number of MCQs relevant to the course and its reading material in a relatively short time!

  9. Details • We were fortunate to have available several hundred MCQs published by the American Dental Students Association. The relevant sections were extracted from the books. These subjects were relevant to the two modules that make up the Certificate in Restorative Dental Practice. Permission was obtained from the ASA to make use of their material to which we made our own additions.

  10. Details • Using photocopies, Drs. Wey Ming Tay, John Bradley and myself spent two days extracting questions from the sections that were relevant to the course and updating them. Ms Rebecca Tay and myself uploaded these questions in Word, using OCR. This process was very time consuming

  11. Details • The problem that arose was that one cannot upload Word into Moodle and the thought of transferring 800 plus questions by keyboard was daunting. • Rosalind Duhs brought to our attention Respondus, a program that allows Word documents to be uploaded and then via WebCT to be transferred to Moodle.

  12. Details • It was decided that each of the two modules would be tested with 40 MCQs the questions being proportionate to the subjects covered. • Questions were sent to each course leader & the external examiner for their final approval

  13. Details • When the replies were received two Moodle quizzes were set up. • As we were not conversant with the system this was a steep learning curve but a great deal of help was given and gratefully received from Rosalind Duhs and Matt Jenner.

  14. Details • The use of the transatlantic material had alerted us to styles of MCQs that were not commonly used • We decided to set a ‘mock’ paper using ‘fun’ questions but set with a mixture of the run of the mill and more complicated styles. • This was available on line for the graduates to attempt in their own time. • This was well received by the graduates

  15. The Examination • December 2008 • Two 1 hour papers with 40 MCQs • One examination for each each module • 61 students attended over 3 adjacent cluster rooms • Moodle login required • Invigilators present • Immediate student feedback online questionnaire (95% response rate)

  16. Exam results & feedback • 85% candidates passed • Feedback questionaire • Some examples of questions

  17. Conclusion • Our experience of a CAA based summative examination approach for this type of course suggests that it is a good way of testing professional knowledge • Most learners and teachers appreciated this method of summative assessment

  18. The Future • To use the same Moodle based approach in 2009 • To extend our bank of MCQ type questions for this and other programmes of study at Eastman CPD • To investigate the use of different styles of MCQ type questions • To introduce a series of MCQs within Moodle to be used as formative quizzes throughout the course

  19. Thankyou for listeningc.louca@eastman.ucl.ac.ukm.faigenblum@eastman.ucl.ac.ukand our gratitude to the teamRosalind DuhsMing TayJohn BradleyFiona StrawbridgeMatt JennerJessica Gramp

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