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E-assessment with multiple choice questions: a qualitative study of teachers' opinions and experience regarding the new assessment strategy
Open accessAbstract
An e-assessment strategy, consisting of multiple choice questions (MCQ) within a Moodle learning management system (LMS) was implemented in a higher education institution to assist teachers with the assessment process. Considering that the new procedure induced major changes to the existing assessment, affecting students, teachers and staff, this paper aims to analyse teachers' perceptions through a qualitative study, applying a focus group constituted by senior lecturers who used MCQ tests in their courses. Resulting in the identification of advantages and disadvantages, eliciting improvements and exploring whether MCQ develops and evaluates the same knowledge and skills compared to existing solutions. In sum, the study's main result was the confirmation that e-assessment with MCQ remains reliable in any degree program course, although preferably when combined with another kind of assessment, such as a problem-based group project, which is effective in developing competencies and skills that MCQ are not.
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Most papers focused on summative assessment based on Moodle quizzes investigating both teachers' and students' opinions when implementing multiple-choice questions.
“Nevertheless, most papers focused on summative assessment based on Moodle quizzes investigating both teachers’ and students’ opinions when implementing multiple-choice questions (Babo & Suhonen, 2018; Cakiroglu et al., 2017; Dimic et al., 2018; McKenzie & Roodenburg, 2017; Shdaifat & Obeidallah, 2019).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Babo & Suhonen, 2018
Only 4% of papers analyse the teachers' perspectives of using Moodle.
“However, only 4% of papers analyse the teachers’ perspectives of using Moodle (Babo & Suhonen, 2018; Badia et al., 2019; García-Martín & García-Sánchez, 2020; Jackson, 2017; Marczak et al., 2016; Valero & Cárdenas, 2017).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Babo & Suhonen, 2018
Only two research studies focused exclusively on teacher opinions, perceptions, and experiences in e-assessment, Moodle activities, and their learning impacts.
“Only two research studies focused exclusively on teacher opinions, perceptions, and experiences in e-assessment, Moodle activities, and their learning impacts (Babo & Suhonen, 2018; Badia et al., 2019).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Babo & Suhonen, 2018
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A systematic review on trends in using Moodle for teaching and learning
Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022) · International Journal of STEM Education · doi:10.1186/s40594-021-00323-x · Cited by 360
Metadata
- Authors
- Babo, R., & Suhonen, J.
- Affiliations
- University of Eastern Finland (FI)
- Venue
- International Journal of Learning Technology
- Publisher
- Inderscience Publishers
- Published
- 2018
- Volume
- 13
- Issue
- 3
- Pages
- 220
- ISSN
- 1477-8386 (ISSN-L)
- 1741-8119
- OpenAlex
- W4236792643
- Cited by
- 10
- References
- 0
- Citations by year
- 2026: 1 · 2023: 4 · 2022: 1 · 2021: 2 · 2020: 2
- FWCI
- 3.24
- Type
- journal article
- Language
- en
- Open access
- green
- erepo.uef.fi
- Licence
- other-oa
- Locations
- International Journal of Learning Technology (publishedVersion)
- UEF eRepo (University of Eastern Finland) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Physical Sciences › Computer Science › Information Systems › Educational Technology and Assessment
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- online assessment, multiple-choice questions, Moodle, virtual learning environments, teacher perceptions, higher education assessment, assessment reliability, competence development
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