Słowa kluczowe
question types
Moodle quiz
online course
Languages for Specific Purposes (LSP)
Jak cytować
Abstrakt
Although quizzes have become widely used for assessment purposes in online courses, the specific types of questions employed in quizzes have received less scholarly attention. To address this gap, this study investigates the question types used in quizzes within an online LSP teacher professional development course (LSP-TEOC.Pro) based on the Moodle platform, the rationale behind the question types and the test takers’ attitudes towards quizzes. The study employed a descriptive research design, incorporating both quantitative and qualitative data. Initially, a descriptive statistical analysis was conducted to identify the question types used in the online LSP-TEOC.Pro course, and the rationale for each question type. Then, interviews were conducted with a group of Turkish native-speaking test takers who voluntarily completed at least four modules during the trial phase of the course (IO6). Findings revealed that a variety of question types was used to evaluate the test takers’ knowledge at both receptive and productive levels. Content analysis of the interview data indicated that test takers found the assessment system used in the online course highly useful for self-evaluating their knowledge of each respective module. The results of this study offer valuable insights for online course designers in designing quizzes for summative assessment purposes.
Finansowanie
the Erasmus+ programme of the European Union (Reference Number: 2020-1-DE01-005687). Project title: LSPTEOC. Pro (Language for Specific Purposes Teacher Education Online Course for Professional Development)
Bibliografia
Al-Ajlan, A.S. (2012). A comparative study between E-learning features. In: E. Pontes / A. Silva / A. Guelfi / S. T. Kofuji (eds.), Methods and tools for increasing the effectiveness of e-learning (pp. 242–290). London: INTECH Open Access Publisher.
Alruwais, N. / Wills, G. / Wald, M. (2018). Advantages and challenges of using e-assessment. International Journal of Information and Education Technology, 8(1), 34–37. DOI: https://doi.org/10.18178/ijiet.2018.8.1.1008
Benson, A.D. (2003). Assessing participant learning in online environments. New Directions for Adult and Continuing Education, 100, 69–78. DOI: https://doi.org/10.1002/ace.120
Blanco, M. / Estela, M.R. / Gınovart, M. / Saà, J. (2009). Computer assisted assessment through moodle quizzes for Calculus in an Engineering undergraduate course. Quaderni di Ricerca in Didattica (Scienze Matematiche), 9(2), 78–84.
Blanco, M. / Ginovart, M. (2012). On how moodle quizzes can contribute to the formative e-assessment of first-year engineering students in mathematics courses. Universities and Knowledge Society Journal (RUSC), 9(1), 354–370. DOI: https://doi.org/10.7238/rusc.v9i1.1277
Brink, R. / Lautenbach, G. (2011). Electronic assessment in higher education. Educational Studies, 37(5), 503–512. DOI: https://doi.org/10.1080/03055698.2010.539733
Brown, H.D. (2003). Language assessment principles and classroom practices. Oxford: Oxford University Press.
Cohen, L. / Manion, L. / Keith, R.B. (2007). Research methods in education (6th ed.). London: Routledge. DOI: https://doi.org/10.4324/9780203029053
Creswell, J.W. / Plano Clark, V.L. (2011). Designing and conducting mixed methods research (2nd ed.). Los Angeles: Sage Publications.
Davies, J. / Graff, M. (2005). Performance in e-learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657–663. DOI: https://doi.org/10.1111/j.1467-8535.2005.00542.x
Ferrão, M. (2010). E-assessment within the Bologna paradigm: Evidence from Portugal. Assessment & Evaluation in Higher Education, 35(7), 819–830. DOI: https://doi.org/10.1080/02602930903060990
Fox, W. / Bayat, M.S. (2007). A guide to managing research. Cape Town City: Juta Publications.
Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139524759
Neuendorf, K.A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage Publications.
Oliver, P. / Jupp, V. (2006). Purposive sampling. In: V. Jupp (ed.), The SAGE dictionary of social research methods (pp. 244–245). New Delhi: Sage Publications.
Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.
Piña, A.A. (2010). An overview of learning management systems. In: Y. Kats (ed.), Learning management system technologies and software solutions for online teaching: Tools and applications (pp. 1–19). Hershey, PA: Information Science Reference. DOI: https://doi.org/10.4018/978-1-61520-853-1.ch001
Plano Clark, V.L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications.
Stanford, J. (2009). Moodle 1.9 for second language teaching: Engaging online language-learning activities using the Moodle platform. Birmingham: Packt. Publications.
Steegmann, C. / Huertas, M.A. / Juan, A.A. / Prat, M. (2008). E-learning de las asignaturas del ámbito matemático-estadístico en las universidades españolas: oportunidades, retos, estado actual y tendencias. E-learning in the area of maths and statistics in Spanish universities: opportunities, challenges, current situation and trends. RUSC, 5(2), 1–14. DOI: https://doi.org/10.7238/rusc.v5i2.329
Syahid, A. (2019). Usability of Moodle question types by EFL teachers. Proceedings of the 2nd INACELT (International Conference on English Language Teaching) (pp. 224–237). Institut Agama Islam Negeri Palangka Raya Indonesia, 16–17 November 2018.
Licencja
Prawa autorskie (c) 2025 Yasemin Kirkgöz
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.
Autorzy
Autorzy tekstów przyjętych do publikacji w czasopiśmie Glottodidactica są zobowiązani do wypełnienia, podpisania i odesłania na adres redakcji umowy o udzielenie nieodpłatnej licencji do utworów, z zobowiązaniem do udzielania sublicencji CC.
Zgodnie z umową, autorzy tekstów opublikowanych w czasopiśmie Glottodidactica udzielają Uniwersytetowi im. Adama Mickiewicza w Poznaniu niewyłącznej i nieodpłatnej licencji oraz zezwalą na użycie sublicencji Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Autorzy zachowują prawa do dalszego, swobodnego rozporządzania utworem.
Użytkownicy
Zainteresowani użytkownicy internetu uprawnieni są do korzystania z utworów opublikowanych od 2015 roku w Glottodidactica pod następującymi warunkami:
- uznanie autorstwa - obowiązek podania wraz z rozpowszechnionym utworem, informacji, o autorstwie, tytule, źródle (odnośniki do oryginalnego utworu, DOI) oraz samej licencji;
- bez tworzenia utworów zależnych - utwór musi być zachowany w oryginalnej postaci, nie można bez zgody twórcy rozpowszechniać np. tłumaczeń, opracowań.
Do wszystkich tekstów opublikowanych przed 2015 r. prawa autorskie są zastrzeżone.
Inne
Uniwersytet im. Adama Mickiewicza w Poznaniu zachowuje prawo do czasopisma jako całości (układ, forma graficzna, tytuł, projekt okładki, logo itp.).