トーマス ゲッツ   Thomas H. GOETZ
  トーマス ゲッツ
   所属   北星学園大学  社会福祉学部 共通科目・言語教育・教職部門
   職種   教授
言語種別 英語
発行・発表の年月 2020/10
形態種別 学術書
標題 Quiz Aftercare with Moodle’s Facility and Discrimination Indexes
執筆形態 単著
掲載誌名 ECEL 2020 19th European Conference on e-Learning
掲載区分国内
出版社・発行元 978-1-912764-78-5
巻・号・頁 pp.212-220
総ページ数 8
概要 Abstract: An English language program at a small private liberal arts university in Northern Japan made a commitment to blended learning and discovered the advantage of moving course content online. Of the many Learning Management System platforms available, Moodle was used. Within the Moodle environment, announcements were made, attendance was tracked, forums were employed, assignments distributed, and quizzes given both in tracking learning and for formal assessment situations. Advantages: Teachers no longer had to hand correct tests and assignments. Materials were always available. Disadvantages: It was noticed that with the advent of tablets and smartphones, keyboard skills appeared to decline among the students. Within a Moodle environment, quiz feedback comes instantly. With the amount of time invested in creating and readying quizzes, how much is given when it comes to evaluating quiz effectiveness as a whole, and the questions that constitute them? Survey results show the importance of quiz aftercare. To assume that once a quiz is created, then it is fine until retirement is naive. Regarding quizzes as static accouterments within a larger syllabus will likely fall short of learner needs over time. Quizzes are dynamic and need to be maintained. There are valuable lessons to be learned from user data with regard to how well quiz items serve the whole. Such can indicate how an item measures learner accomplishment of the subject matter and how that same item functions in relation to the other items on the quiz. Once an author decides to evaluate item effectiveness, what options are there? What tools does Moodle provide? Within Moodle’s Quiz Module is a Statistics platform that provides two valuable tools for item analysis: The Facility Index and the Discrimination Index. Questions from various quizzes were used to show how applying both indexes can impact quiz effectiveness and overall quality.