Galdetegien erabilera egokiak

Oharra: Itzuli gabekoak. Anima zaitezte eta ekin!.     (itzuli gabeko beste orri batzuk)

Como hemos visto, el módulo quiz (cuestionario) de Moodle es una potente y flexible herramienta para monitorizar y diagnosticar la ejecución de los alumnos ante ciertos tipos de conocimientos. Utilizando adecuadamente esta herramienta puede incrementar la eficacia de su curso, y promocionar su ejecución por parte de los alumnos. Mientras un juego por computador tiene una ejecución diferente que muchos valoran muy positivamente, ello brinda una apreciable ventana al pensamiento del alumno, especialmente si se utilizan buenas estrategias, y un poco de creatividad ( Nota del traductor: Un alumno motivado es un alumno más receptivo a la adquisición de nuevos conocimientos).

Segurtasuna galdetegian eta iruzurren kontrako aurretiko lana

Using the textbook

Students will frequently look up the answer to questions in the textbook or a reading. If you are giving a chapter check quiz, then this is what you want them to do. Otherwise, you need to come up with creative ways of making the textbook less directly useful. Timed quizzes are the single most effective tool for eliminating this strategy. A timed quiz requires the students answer the questions in a certain amount of time. If you give enough questions and make the time short enough, they won’t have time to look up all the answers. I usually give about 30 seconds per multiple-choice question. If they answer them faster and have time to look up some answers afterward, I figure they knew enough to deserve to look up an answer or two.

Asking students to apply their knowledge to novel situation can also make a difference. Synthesis and application questions can’t be looked up. Students have to understand the material and apply it creatively to answer the questions. So while they may take the time to review the text, they will still need to try to understand what they’ve read to successfully answer the question.

Have someone else take the test

The old adage goes “On the Internet, no one knows you’re a dog”, and no one knows who is actually taking the test. Students will sometimes pay classmates, or others who have taken the course in the past, to take online quizzes for them. There are two ways to counter this strategy. One, have an occasional proctored exam where students need to show ID. If they haven’t taken the quizzes or done the work until then, they will do poorly on the proctored exam. To eliminate current classmates from taking each others quizzes, only make them available for a short time. You could require everyone take the test within a 2 or 4-hour block. If the test is properly randomized, it will be very difficult to take it more than once during the testing period. The test taker will worry about their own grade first, then about their employers grade.

Obviously, there are many strategies students can use to cheat. While it would be naïve to assume there isn’t cheating, the vast majority of your students want to succeed on their own merits. The anonymity of the online environment may open up new avenues for the cheaters, but it’s not really much different from your face-to-face classes. A few people will go to great lengths to cheat, but most will be honest as long as it’s not too easy to get away with it. A few precautions will eliminate most of the easy cheats, and the classic strategies will work for the others.

Oharra: Orri honek Jason Cole-ren Using Moodle liburuaren zatiak ditu.