This paper reports a technology-enhanced intervention designed to improve feedback quality, shorten the feedback cycle and promote self-regulated learning in quantitative subjects. The Data Communications module covers foundational theory for modern data transfer, with an overt theoretical and quantitative focus. Assessment previously included five hardcopy problem sets. The paper-based exercise was susceptible to answer sharing, and the feedback cycle was slow and burdensome, offering no chances for self-regulated improvement (Nicol and Macfarlane-Dick, 2006).
The intervention trialled during 2014/15 replaced the handwritten problem sets by a set of online problem solving exercises of similar timing and quantity delivered using Moodle. Each problem set primarily employed formula-based questions that utilised random inputs, requiring a single numerical answer including units. Questions were delivered allowing multiple tries, allowing students unlimited penalty-free attempts to answer, and were immediately graded as correct/incorrect. Fully worked solutions were reserved pending final submission.
Some quantitative material, such as that dealing with encoding schemes, parity and checksums was not immediately suitable for implementation as VLE-calculated questions. To maintain equivalence with previous sections, custom R code was developed to build question banks offline comprising multiple randomised values, and export as an XML file for direct import to Moodle. By using appropriate category groupings, each student was drawn a random test case for each question prepared offline, mirroring similar reported successes (Zeileis et al., 2012).
Six online problem sets were administered. Completion rates (before n = 33, after n = 31) rose from 89 % to 94 %. The corresponding increase in average mark from 74 % to 92 % may be correlated with the presence of pre-submission feedback (Cooper, 2000), with results showing a large number of students achieving 100 % on multiple problem sets. Mid-term and terminal examinations subjectively exhibited improved calculation proficiency, unit handling and question completion. Question-specific performance data was used to provide targeted pre- and post-submission class-time assistance.
The success of this intervention confirmed the applicability of the quiz module to self-paced quantiative problem-solving exercises, fully integrating the assessment exercise with the learning process.
REFERENCES
Neil J Cooper. Facilitating learning from formative feedback in level 3 assessment. Assessment & Evaluation in Higher Education, 25(3):279–291, 2000.
David J Nicol and Debra Macfarlane-Dick. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2):199–218, 2006.
Achim Zeileis, Nikolaus Umlauf, and Friedrich Leisch. Flexible generation of e-learning exams in R: Moodle quizzes, OLAT assessments, and beyond. Working papers, Faculty of Economics and Statistics, University of Innsbruck, 2012. URL http://EconPapers.repec.org/RePEc:inn:wpaper:2012-27.
Online Education (teaching, learning & assessment) , Innovative Pedagogies for TEL
