Background Information
- This section presents key information about the self-learning course and about how the training sessions were conducted. The document above provides an overview of the course's contents and how they can be used.
This document gives you all the technical information you need to create and administer tests (quizzes) on the Moodle, including:
By the end of this session you will be able to:
This presentation gives a thorough introduction
to formative assessment: what it is, how it should be used in the classroom and
how it relates to formal testing.
This quiz is aligned to the formative assessment presentation and checks your understanding of the key concepts of formative and summative assessment.
By the end of this session you will be able to:
Watch the video below to refresh your memory on how to log in to Moodle, access your workshop materials and find the area where you will be creating your eAssessment.
By the end of this session you will be able to:
This presentation covers the structure of the Rwandan Competence Based Curriculum and how to identify testable material within it.
This presentation begins with an overview of
Bloom’s Taxonomy and gives a more in-depth discussion of a simpler, but
related, three-level (higher, middle, lower) hierarchy of question demand.
This document applies the ideas contained in Bloom's Taxonomy to the task of writing questions for the Rwandan Curriculum.
The answers are given on the second page.
This presentation covers the key principles that underpin all question writing – the need to keep language simple, and avoid content that might introduce bias, for example. It proceeds to describe the requirements for a good multiple choice question.
By the end of this session you will be able to:
Note that the Moodle User Guide contains the relevant step-by-step information for how to create closed questions.
Watch the video below for a quick introduction to creating quizzes in Moodle:
By the end of this session you will be able to:
This presentation introduces the ideas of reliability, validity and manageability and explains why they are so fundamental.
This presentation begins by introducing a range of different question types. It then presents important principles for writing open questions, and discusses a range of marking guides – points-based marking guides and large qualitative levelled marking guides.
By the end of this session you will be able to:
Note that the Moodle User Guide contains the relevant step-by-step information for how to create closed questions.
By the end of this session you will be able to:
This presentation covers what is needed for a test to function well: a range of question types and difficulties, a good coverage of the curriculum, and an avoidance of ‘enemies’.
This presentation stresses the importance of quality assurance and presents the QA checklist (see below). It discusses the different quality assurance criteria on the checklist.
This document lists the most important criteria which a test must meet. It is designed to enable a reviewer to give clear and specific feedback to a test writer, on a question-by-question basis (page 1) and a whole-test basis (page 2).
It is important to share this with test writers to help them appreciate the criteria against which tests are judged.
By the end of this session you will be able to:
In the previous session, we looked at open questions and how to design them in the Moodle. In this session we want to demonstrate how to mark them on the platform and demonstrate how Moodle organises the grades. The Moodle User Guide contains instructions for how to do this.
During the training sessions, the following activity was carried out to illustrate how this works. You may wish to replicate this for any subsequent training:
Access the essay quiz below and write a paragraph on the topic, 'Can e-assessment work in Rwanda?'
Once everyone has submitted their paragraph the facilitator will demonstrate how to access the class essays, mark them and check on individual student grades.
Watch the video below for information on accessing the gradebook in Moodle:
By the end of this session you will be able to:
This presentation recapitulates the content from Session 1 on formative assessment, and discusses how formative feedback might be given after students have completed a test.
These two questionnaires can be used before and after any training to help evaluate the success of the training sessions.