1. Moodle Quizzes Much more than Multiple Choice. 5th Annual Conference in Mathematics and Statistics Service Teaching and Learning 2010. IT Carlow.

2. Background “ ” “ Assessment defines what students regard as important, how they spend their time and how they come to see themselves as students….If you want to change student learning then change the methods of assessment ” Brown G, Bull J & Pendlebury M. (1997) Assessing Student Learning in Higher Education, London: Routledge.

3.  Question banks 6 topics6 topics 57 question categories57 question categories About 1200 questionsAbout 1200 questions FeedbackFeedback

4.  Quizzes Open-book Open-book Unsupervised Unsupervised Two attempts Two attempts Three day lockout Three day lockout

5.  Moodle Gradebook Date/Time Date/Time Test Scores Test Scores Tests Tests Attendance Attendance

6. Results Of 28 students who completed the year: 23 scored > 40% in CA 21 of which achieved an overall pass. 5 students scored < 40% in CA 2 of which achieved an overall pass.

9. “Improve feedback” “Increase the time allowed for each quiz” “Reduce the lock-out time, more video tutorials would be helpful” “Give partial marks for answers +/-10% of correct answer” “Be able to print out quiz or save to memory stick to use as study aid”

10. Benefits - Student  The learner receives instant assessment scores.  Feedback provided for each question to aid in the learning process.  Assessments can be undertaken off-campus and outside class time to encourage independent learning.  Writing difficulties for the learner are lessened.

11. Benefits - Lecturer  Responses are marked by the system.  Feedback can be integrated into questions to provide guidance to students  Students’ performance may be examined in detail.  Variety of question types.

12. Question Types  Numerical  Short answer  Calculated  Algebra  Drag & drop  Matching  Embedded