在LMS Moodle中评估学生学业成绩的一种矫正方法

L. Konnova, L. Lipagina, E. F. Olekhova, А. А. Rylov, I. Stepanyan
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引用次数: 0

摘要

本文提出了LMS Moodle学习环境在远程学习过程中的大规模实现,并建议将此资源用于现场学习。我们认为,为远程教育设计的知识评估系统不能自动应用于评估其他教育模式的学生;它必须适应他们。本研究旨在研究Moodle环境中的评估问题,并开发一种方法,用于评估经济学学士学位学生获得的数学知识。为了实现这一目标,我们研究了有关这一主题的科学文献,并采用了教学设计、实验和学生调查等研究方法。因此,我们设计了一个监测和测量系统来处理LMS Moodle中的数学知识评估。此外,我们还利用该系统制定了一套中期评估程序。我们认为,教师在Moodle环境中评估学生的学业成绩时,应该验证电子测试结果。本文描述了实验结果,证实了教师调整成绩更客观地反映了学生的知识水平。该研究的新颖之处在于开发了一种校正方法,用于利用LMS Moodle在全日制面对面学习模式下评估学生的数学知识。所提出的方法可用于评估学生在其他学科的知识。此外,它可以集成到教育机构的数字化学习环境中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A corrective approach to assessing students’ academic achievements in LMS Moodle
The article proposes a large-scale implementation of the LMS Moodle learning environment in the distance learning process and recommends using this resource for in-person learning. We believe that the knowledge assessment system designed for distance learning cannot be automatically applied to assessing students taught in other educational modes; it must be adapted to them. The research aimed to study the assessment issues in the Moodle environment and to develop a methodology for using it to assess the knowledge of Mathematics acquired by students doing their economic bachelor’s degree. To achieve the goal, we studied scientific literature on this subject and employed pedagogical design, experiment, and student survey as research methods. As a result, we designed a monitoring and measuring system to handle mathematical knowledge assessment in LMS Moodle. In addition, we developed a procedure for mid-term assessment using this system. We believe that teachers should verify electronic testing results when evaluating students’ academic achievements in the Moodle environment. The article describes the experimental results confirming that teacher-adjusted grades show students’ knowledge level more objectively. The novelty of the study consists in developing a corrective methodology for utilizing the LMS Moodle to assess students’ knowledge of mathematics in the full-time in-person learning mode. The proposed approach can be used to assess students’ knowledge in other academic disciplines. Moreover, it can be integrated into the digital learning environment of educational institutions.
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