About this paper

Appears in:
Pages: 119-126
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain


I.M. Escobar Garcia1, C. Suárez2, A. Rojas3, S. Maffey4, S. Llorens1, A. Nájera1, E. Arribas Garde1, A. Belendez5

1Universidad de Castilla La Mancha (SPAIN)
2Universidad Autónoma de San Luis Potosí (MEXICO)
3Universidad del Tolima (COLOMBIA)
5Universidad de Alicante (SPAIN)
Taking on the role of adviser, the teacher must now assess the student´s learning process, not merely to sanction his results but to help the student achieve his best results through a constant supervision of his work. In this way, even though there may be final exams, these won´t be the only means of assessment. Sometimes the great amount of work that constant supervision implies may prove to be cumbersome.

In Spain the new titles have meant moving from a training model mainly expository type and based on final exams, towards a model linking theory and practice, to promote the effort and cooperative learning, facilitate learning through libraries, virtual campus and resource centers for learning and research, and assess learning through continuous assessment systems. Assuming the role of counselor, the teacher must now evaluate the process of student learning, not merely to punish their results, but should help to meet objectives through continuous monitoring of their work. Thus, although they may be final exams are not the only methods of assessment. They will predominate procedures to facilitate the monitoring of student learning during their university life: objective evidence (true / false, multiple choice, matching elements ...), short-answer tests, extended-response tests, development, testing oral, self-evaluation systems ... anyway a greater variety of tools.

For this reason it is useful to employ questionnaires using Moodle. In short, if our purpose is to use Moodle to assess the student´s competence acquired through an exam, calculated question types are very useful to generate questions in this virtual domain. Therefore each student will have different questions and we will avoid situations in which the students share the answers since they will have to know the procedure to arrive at the solution.
author = {Escobar Garcia, I.M. and Su{\'{a}}rez, C. and Rojas, A. and Maffey, S. and Llorens, S. and N{\'{a}}jera, A. and Arribas Garde, E. and Belendez, A.},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {119-126}}
AU - I.M. Escobar Garcia AU - C. Suárez AU - A. Rojas AU - S. Maffey AU - S. Llorens AU - A. Nájera AU - E. Arribas Garde AU - A. Belendez
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 119
EP - 126
ER -
I.M. Escobar Garcia, C. Suárez, A. Rojas, S. Maffey, S. Llorens, A. Nájera, E. Arribas Garde, A. Belendez (2015) CREATING ADVANCED QUIZZES USING MOODLE, INTED2015 Proceedings, pp. 119-126.