Research Article
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Year 2017, Volume: 18 Issue: 4, 129 - 141, 01.10.2017
https://doi.org/10.17718/tojde.340402

Abstract

References

  • Al Nadabi, Z. (2015) Features of an online English language testing interface. In: Australasian Society for Computers in Learning and Tertiary Education (ascilite2015). Perth: Australia. Anderson, T. (2008). Teaching in an online learning context. In: Anderson, T. & Elloumi, F. Theory and practice of online learning. Canada: Athabasca University. Retrieved from: http://www.aupress.ca/books/120146/ebook/14_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf Bates, T.(2015). The strengths and weaknesses of competency-based learning in a digital age. Retrieved from: http://www.tonybates.ca/2014/09/15/the-strengths-and-weaknesses-of-competency-based-learning-in-a-digital-age/ Bergstrom, B., Fryer, J., & Norris, J. (2006). Defining online assessment for the adult learning market. In Hricko, M. & Howell, S. (ed.). Online assessments and measurement: Foundations and challenges. Hershey, PA: Information Science. Biswas, P & Pradhan, B. (2002). Assessment and evaluation in distance education. Delhi: STRIDE. Bonnie L. M. (2008). Rubrics as an assessment tool in distance education. In Tomei, L. (Ed.). Online and distance learning: Concepts, methodologies, tools, and applications. Hershey, PA: Information Science Reference. Boyle, A. (2005). Sophisticated tasks in E-Assessment: What are they? And what are their benefits? Paper presented at 9th CAA Conference 2005. Retrieved from: http://www.caaconference.com/pastConferences/2005/proceedings/BoyleA2.pdf Boyle, A. (2005). Sophisticated tasks in E-Assessment: What are they? And what are their benefits? Paper presented at 9th CAA Conference 2005. Retrieved from: http://www.caaconference.com/pastConferences/2005/proceedings/BoyleA2.pdf Butcher, P. (2008). Online assessment at the Open University using open source software: Moodle, openmark and more. In Khandia, F. (ed.). 12th CAA International Computer Assisted Assessment Conference: Proceedings of the Conference on 8th and 9th July 2008 at Loughborough University. Loughborough: Loughborough University. Chaudhary, S. V. S., & Dey, N. (2013). Assessment in open and distance learning system (ODL): A challenge. Open Praxis, 5(3), 207-216. Commonwealth of Learning (1999). Quality Assurance in Open and Distance Learning: Trainer’s Kit 005. Vancouver: COL. Coy, J. (2013). Instant Moodle quiz module how-to. Birmingham: Packt Publishing. Crisp et al (2016). International Journal of Educational Technology in Higher Education. V. 13:18. DOI 10.1186/s41239-016-0020-3 Farrell, G. (ed.). 2003. A Virtual University for Small States of the Commonwealth. Vancouver: The Commonwealth of Learning. Ferrell, G. & Gray, L (2013). Electronic Management of Assessment. UK: JISC. Retrieved from: https://www.jisc.ac.uk/guides/electronic-assessment-management Goldsmith, L. (2014). Digital feedback: An integral part of the online classroom. Distance learning for educators, trainer and leaders, Vol 11(2). Retrieved from: https://content.usdla.org/wp-content/uploads/2015/09/Vol.-11-No.-2-2014.pdf 141 James, R. (2016). Tertiary student attitudes to invigilated, online summative examinations. International Journal of Educational Technology in Higher Education, Vol. 13(19). DOI 10.1186/s41239-016-0015-0 James, R., McInnis, C., & Devlin, M. (2002). Assessing Learning in Australian Universities. Canberra: Australian Universities Teaching Committee. Lorenzo, G. (2007). Western Governors University: How competency-based distance education has come of age. Educational Pathways, Vol. 6 (7). Retrieved from: http://www.wgu.edu/wgufiles/educational-pathways-article McGrath, A. L., Taylor, A. & Pychyl, T. A. (2011). Writing Helpful Feedback: The Influence of Feedback Type on Students’ Perceptions and Writing Performance. The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 2 (2). DOI: http://dx.doi.org/10.5206/cjsotl-rcacea.2011.2.5 Menon, NR Madhava (2011). Report of the committee to suggest measures to regulate the standarda of education being imparted through distance mode. Retrieved from: http://www.ugc.ac.in/deb/pdf/growthDEB.pdf Open University, UK (n.d.). e-Assessment with Moodle. Retrieved from: http://www.open.edu/openlearncreate/course/view.php?id=1581 Osuji, U. S. A. (2012). The use of e-assessments in the Nigerian higher education system. Turkish Online Journal of Distance Education, Vol. 13 (4),140-152. Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144. Samigulina, G. & Shayakhmetova, A. (2015). The information system of distance learning for people with impaired vision on the Basis of artificial intelligence approaches. In Uskov, V, Howlett, Robert J. and Jain, Lakhmi C. (eds.) (2015). Smart education and smart e-learning. SIST, vol. 41, 255-263. Heidelberg: Springer. Schunk, D. (2003). Self-efficacy for reading and writing: Influence of modeling, goal-setting, and self-evaluation. Reading & Writing Quarterly, 19, 159–172. Whitelock, D. (et al.), (2015). OpenEssayist: a supply and demand learning analytics tool for drafting academic essays. In: Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, ACM, pp. 208–212. Whitworth, A. & Benson, A. (2010). Learning, design, and emergence: Two case studies of Moodle in distance education. In Veletsianos, G. (ed.). Emerging technologies in distance education. Edmonton: AU Press.

Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments

Year 2017, Volume: 18 Issue: 4, 129 - 141, 01.10.2017
https://doi.org/10.17718/tojde.340402

Abstract

Current and emerging technologies enable Open Distance Learning (ODL) institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted / Aided Assessment (CAA) systems through intelligent assessment and feedback systems. E-Assessment (electronic assessment) connotes using electronic technology and tools to design and administer assessments, collect and store students’ assessment evidences, grade performance, provide feedback and generate reports. The widely recognized advantages of e-Assessment over traditional, paper-based assessment include: lower long term costs, instant feedback to students, greater flexibility with respect to location and timing, improved reliability with machine marking, improved impartiality, and enhanced question styles that incorporate interactivity and multimedia. The advent of Learning Management Systems (LMS), such as Moodle (Modular Object-Oriented Dynamic Learning Environment) paved the way for integrated advanced services for: interactive dialogue, controlling knowledge at different stages of distance process and e-Assessment systems. Moodle provides the complete integrated environment for handling all aspects of e-Assessment from authoring questions through to reports for course teams (Butcher, 2008). This study explores how Moodle functionality: supports diagnostic, formative, summative and competency-based assessments and facilitates ODL institutions design, administer and manage e-Assessments.

References

  • Al Nadabi, Z. (2015) Features of an online English language testing interface. In: Australasian Society for Computers in Learning and Tertiary Education (ascilite2015). Perth: Australia. Anderson, T. (2008). Teaching in an online learning context. In: Anderson, T. & Elloumi, F. Theory and practice of online learning. Canada: Athabasca University. Retrieved from: http://www.aupress.ca/books/120146/ebook/14_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf Bates, T.(2015). The strengths and weaknesses of competency-based learning in a digital age. Retrieved from: http://www.tonybates.ca/2014/09/15/the-strengths-and-weaknesses-of-competency-based-learning-in-a-digital-age/ Bergstrom, B., Fryer, J., & Norris, J. (2006). Defining online assessment for the adult learning market. In Hricko, M. & Howell, S. (ed.). Online assessments and measurement: Foundations and challenges. Hershey, PA: Information Science. Biswas, P & Pradhan, B. (2002). Assessment and evaluation in distance education. Delhi: STRIDE. Bonnie L. M. (2008). Rubrics as an assessment tool in distance education. In Tomei, L. (Ed.). Online and distance learning: Concepts, methodologies, tools, and applications. Hershey, PA: Information Science Reference. Boyle, A. (2005). Sophisticated tasks in E-Assessment: What are they? And what are their benefits? Paper presented at 9th CAA Conference 2005. Retrieved from: http://www.caaconference.com/pastConferences/2005/proceedings/BoyleA2.pdf Boyle, A. (2005). Sophisticated tasks in E-Assessment: What are they? And what are their benefits? Paper presented at 9th CAA Conference 2005. Retrieved from: http://www.caaconference.com/pastConferences/2005/proceedings/BoyleA2.pdf Butcher, P. (2008). Online assessment at the Open University using open source software: Moodle, openmark and more. In Khandia, F. (ed.). 12th CAA International Computer Assisted Assessment Conference: Proceedings of the Conference on 8th and 9th July 2008 at Loughborough University. Loughborough: Loughborough University. Chaudhary, S. V. S., & Dey, N. (2013). Assessment in open and distance learning system (ODL): A challenge. Open Praxis, 5(3), 207-216. Commonwealth of Learning (1999). Quality Assurance in Open and Distance Learning: Trainer’s Kit 005. Vancouver: COL. Coy, J. (2013). Instant Moodle quiz module how-to. Birmingham: Packt Publishing. Crisp et al (2016). International Journal of Educational Technology in Higher Education. V. 13:18. DOI 10.1186/s41239-016-0020-3 Farrell, G. (ed.). 2003. A Virtual University for Small States of the Commonwealth. Vancouver: The Commonwealth of Learning. Ferrell, G. & Gray, L (2013). Electronic Management of Assessment. UK: JISC. Retrieved from: https://www.jisc.ac.uk/guides/electronic-assessment-management Goldsmith, L. (2014). Digital feedback: An integral part of the online classroom. Distance learning for educators, trainer and leaders, Vol 11(2). Retrieved from: https://content.usdla.org/wp-content/uploads/2015/09/Vol.-11-No.-2-2014.pdf 141 James, R. (2016). Tertiary student attitudes to invigilated, online summative examinations. International Journal of Educational Technology in Higher Education, Vol. 13(19). DOI 10.1186/s41239-016-0015-0 James, R., McInnis, C., & Devlin, M. (2002). Assessing Learning in Australian Universities. Canberra: Australian Universities Teaching Committee. Lorenzo, G. (2007). Western Governors University: How competency-based distance education has come of age. Educational Pathways, Vol. 6 (7). Retrieved from: http://www.wgu.edu/wgufiles/educational-pathways-article McGrath, A. L., Taylor, A. & Pychyl, T. A. (2011). Writing Helpful Feedback: The Influence of Feedback Type on Students’ Perceptions and Writing Performance. The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 2 (2). DOI: http://dx.doi.org/10.5206/cjsotl-rcacea.2011.2.5 Menon, NR Madhava (2011). Report of the committee to suggest measures to regulate the standarda of education being imparted through distance mode. Retrieved from: http://www.ugc.ac.in/deb/pdf/growthDEB.pdf Open University, UK (n.d.). e-Assessment with Moodle. Retrieved from: http://www.open.edu/openlearncreate/course/view.php?id=1581 Osuji, U. S. A. (2012). The use of e-assessments in the Nigerian higher education system. Turkish Online Journal of Distance Education, Vol. 13 (4),140-152. Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144. Samigulina, G. & Shayakhmetova, A. (2015). The information system of distance learning for people with impaired vision on the Basis of artificial intelligence approaches. In Uskov, V, Howlett, Robert J. and Jain, Lakhmi C. (eds.) (2015). Smart education and smart e-learning. SIST, vol. 41, 255-263. Heidelberg: Springer. Schunk, D. (2003). Self-efficacy for reading and writing: Influence of modeling, goal-setting, and self-evaluation. Reading & Writing Quarterly, 19, 159–172. Whitelock, D. (et al.), (2015). OpenEssayist: a supply and demand learning analytics tool for drafting academic essays. In: Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, ACM, pp. 208–212. Whitworth, A. & Benson, A. (2010). Learning, design, and emergence: Two case studies of Moodle in distance education. In Veletsianos, G. (ed.). Emerging technologies in distance education. Edmonton: AU Press.
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Details

Journal Section Volume: 18 Number: 4
Authors

İndira Koneru This is me

Publication Date October 1, 2017
Submission Date September 28, 2017
Published in Issue Year 2017 Volume: 18 Issue: 4

Cite

APA Koneru, İ. (2017). Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments. Turkish Online Journal of Distance Education, 18(4), 129-141. https://doi.org/10.17718/tojde.340402

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