Online assessment through moodle plataform
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Publication Date: | 2018 |
Other Authors: | |
Format: | Article |
Language: | eng |
Source: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Download full: | http://hdl.handle.net/10400.22/12550 |
Summary: | The differences between secondary education and Higher Education (HE) are numerous, both in terms of teaching methodologies and as well as evaluation/validation procedures. Until a few years ago, the HE assessment practices were reduced, with some exceptions from practical/laboratory curricular units, to written exams, carried out on the same day and at the same time by all, or, at most, two frequencies (tests) over the course of the semester or year. With growing concerns in terms of learning outcomes and students’ success, globalisation and the massification of education, several alternative models have been tested, both in terms of teaching/learning methodologies (flipped, project-based, “blended”, among others) and assessment practices (portfolio, continuous, segmented, formative, and others). The fast development of electronic devices has been promoting the development and sharing of several digital educational tools and their use seem to be a good choice to promote actual students’/professors’ interaction and corresponding socialization, even in some assessment tasks. In this particular case, online activities can be transformed into powerful self-assessment resources for students, stimulating reflection and promoting independent learning. Moodle, as an open Learning Management System (LMS), has all the requisites and potential features to be a fine supporting tool to several activities, specifically to assessing ones. In this paper, we will briefly describe Moodle potentialities, with some application examples based on literature review and present the work developed on several Mathematic curricular units from different schools of the Polytechnic of Porto, where Moodle is used as an online assessment tool, to promote a continuous/segmented model with specific and different activities designed for each course. |
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Online assessment through moodle plataformMathAssessmentHigher educationMoodleFormative assessmentQuizThe differences between secondary education and Higher Education (HE) are numerous, both in terms of teaching methodologies and as well as evaluation/validation procedures. Until a few years ago, the HE assessment practices were reduced, with some exceptions from practical/laboratory curricular units, to written exams, carried out on the same day and at the same time by all, or, at most, two frequencies (tests) over the course of the semester or year. With growing concerns in terms of learning outcomes and students’ success, globalisation and the massification of education, several alternative models have been tested, both in terms of teaching/learning methodologies (flipped, project-based, “blended”, among others) and assessment practices (portfolio, continuous, segmented, formative, and others). The fast development of electronic devices has been promoting the development and sharing of several digital educational tools and their use seem to be a good choice to promote actual students’/professors’ interaction and corresponding socialization, even in some assessment tasks. In this particular case, online activities can be transformed into powerful self-assessment resources for students, stimulating reflection and promoting independent learning. Moodle, as an open Learning Management System (LMS), has all the requisites and potential features to be a fine supporting tool to several activities, specifically to assessing ones. In this paper, we will briefly describe Moodle potentialities, with some application examples based on literature review and present the work developed on several Mathematic curricular units from different schools of the Polytechnic of Porto, where Moodle is used as an online assessment tool, to promote a continuous/segmented model with specific and different activities designed for each course.IATEDRepositório Científico do Instituto Politécnico do PortoSoares, FilomenaLopes, Ana Paula2019-01-07T08:48:45Z20182018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/12550eng10.21125/iceri.2018.2124info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T12:54:31Zoai:recipp.ipp.pt:10400.22/12550Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:32:51.998575Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Online assessment through moodle plataform |
title |
Online assessment through moodle plataform |
spellingShingle |
Online assessment through moodle plataform Soares, Filomena Math Assessment Higher education Moodle Formative assessment Quiz |
title_short |
Online assessment through moodle plataform |
title_full |
Online assessment through moodle plataform |
title_fullStr |
Online assessment through moodle plataform |
title_full_unstemmed |
Online assessment through moodle plataform |
title_sort |
Online assessment through moodle plataform |
author |
Soares, Filomena |
author_facet |
Soares, Filomena Lopes, Ana Paula |
author_role |
author |
author2 |
Lopes, Ana Paula |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Soares, Filomena Lopes, Ana Paula |
dc.subject.por.fl_str_mv |
Math Assessment Higher education Moodle Formative assessment Quiz |
topic |
Math Assessment Higher education Moodle Formative assessment Quiz |
description |
The differences between secondary education and Higher Education (HE) are numerous, both in terms of teaching methodologies and as well as evaluation/validation procedures. Until a few years ago, the HE assessment practices were reduced, with some exceptions from practical/laboratory curricular units, to written exams, carried out on the same day and at the same time by all, or, at most, two frequencies (tests) over the course of the semester or year. With growing concerns in terms of learning outcomes and students’ success, globalisation and the massification of education, several alternative models have been tested, both in terms of teaching/learning methodologies (flipped, project-based, “blended”, among others) and assessment practices (portfolio, continuous, segmented, formative, and others). The fast development of electronic devices has been promoting the development and sharing of several digital educational tools and their use seem to be a good choice to promote actual students’/professors’ interaction and corresponding socialization, even in some assessment tasks. In this particular case, online activities can be transformed into powerful self-assessment resources for students, stimulating reflection and promoting independent learning. Moodle, as an open Learning Management System (LMS), has all the requisites and potential features to be a fine supporting tool to several activities, specifically to assessing ones. In this paper, we will briefly describe Moodle potentialities, with some application examples based on literature review and present the work developed on several Mathematic curricular units from different schools of the Polytechnic of Porto, where Moodle is used as an online assessment tool, to promote a continuous/segmented model with specific and different activities designed for each course. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018 2018-01-01T00:00:00Z 2019-01-07T08:48:45Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/12550 |
url |
http://hdl.handle.net/10400.22/12550 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
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10.21125/iceri.2018.2124 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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IATED |
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IATED |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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