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Abstract(s)
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.
Description
Keywords
Math Assessment Higher education Moodle Formative assessment Quiz