This document describes the assessment elements used in a Principles of Economics module, including weekly quizzes, two online tests, a case study, and tutorial participation. The quizzes contribute to the final grade if completed within a week of the material being presented, and also give students access to lecture notes and tutorial answers. The tests include multiple choice and true/false questions covering all chapters. The author has published papers arguing that this continuous assessment scheme using an online gradebook can help induce regular revisions in students' learning process.
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The Moodle Gradebook as a tool inducing regular revisions in students' learning process Piotr Jaworski
1. The Moodle Gradebook
as a tool inducing regular revisions
in students' learning process.
Piotr Marek Jaworski
Edinburgh Napier University
The Business School
Moodlemoot Edinburgh 2014
Tuesday 15th April - Edinburgh Corn Exchange
2. Principles of Economics Module
• First year undergraduate summer trimester module
presenting basic economic concepts of micro-
and macroeconomics.
• Consisting of ten units of material involving
2h lecture and 1 hour tutorial
• Addressed to all Business School students, who would
like to gain elementary economic knowledge.
• Average semester enrolment: 250 students.
3. Elements of Assessment
• Quizzes:
– 10 to be done every week;
– Every quiz worth max 1% with 10% of total share
in the final mark if done within a week
after the material presentation
• Two invigilated on-line the tests
– 25% for each test with 50% of total share in the final mark
• A case
– with 50% of total share in the final mark
• Tutorials’ participation
– with 30% of total share in the final mark
• Detailed description of rationale behind the assessment:
– Jaworski, P. M. (2009). Regular Revision Stupid! The Retention of
Knowledge after the End of Module Delivery. Journal Advances in
Higher Education, 2(1).
– Jaworski, P. M. (2009). Let us teach the way we preach: using economic
concepts in IT-assisted continuous assessment scheme for introductory
economics module. Journal Advances in Higher Education, 3(1).
4. The Quizzes
• Every quiz consists of 10 closed multiple choice
questions drawn out of 10 sets of on average
70 questions.
• The quizzes serve three roles:
– Contribute towards the final mark if done within
a week of material presentation,
– Give access to lecture notes for next topic and model answers
for current topic tutorial questions,
– Provide opportunity to prepare for the tests.
• The attempts are limited to 10 minutes
and 4 attempts in the first week.
5. The Tests
• The test consist of 35 questions:
– 25 are closed multiple choice questions drawn out
of the same sets as for quizzes’
• 5 for every chapter
• worth only a half of true/fall questions.
– 10 are new true/false questions, not released before
• 2 for every chapter
• worth twice more than questions known before.
• The time to do it is 20 minutes for all except
for dyslectic students who are allowed
for extra 10 minutes.
12. Conclusions:
• The design of the assessment regime must be first
carefully thought through with assessment goals
clearly defined.
• Only after such design stage it could be translated
into technical structure within any IT platform.
• The IT platform limits considerably possibilities
of design or make the technical structure unclear
and complicated.
• Promised and actual Options are sometime totally
divergent!