Good practices of (self-)assessment on the Moodle

Abstract

The digitalization of contemporary education has become an imperative necessity, yet its potential is still insufficiently utilized in the field of (self )evaluation, either due to the poor reputation of e-testing (e.g., fraud) or the lack of best practices and the time required to develop and apply quality and durable items. This paper explores techniques, tools, good practices for the effective development and use on the Moodle educational platform of sustainable but variable tasks with each launch, such as educational games (e.g.: Crosswords, ”Who Wants to Be a Millionaire”) and parameterized items. Due to their variability, the same unique common tasks/statements can be used on a large scale, practically for any discipline, both in thematic, current, and training self-evaluation and final assessment, without losing their value and with minimal risk of fraud. Such randomly generated tasks with automatic grading and feedback, contribute to increasing students' motivation, improving academic performance, and significantly reducing the costs of developing and managing digitalized evaluations.