Moodle-based Testing: A Case Study from Teaching Experience

Tsapro, Galyna та Yakuba, Valentina та Gladush, Nadia (2025) Moodle-based Testing: A Case Study from Teaching Experience Інноваційна педагогіка, 2 (82). с. 142-146. ISSN 2663-6093

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Анотація

This article explores the implementation and pedagogical impact of Moodle-based testing in higher education, based on a case study from Borys Grinchenko Kyiv Metropolitan University. As online testing becomes increasingly embedded in digital learning, Moodle has emerged as a versatile and widely adopted platform supporting various assessment types aligned with diverse educational goals. Drawing on a mixed-methods approach, the study analyzes data from 73 Master's students enrolled in linguistics courses between 2021 and 2024, combining quantitative indicators such as test scores, completion rates, time-on-task analytics, and question types with qualitative reflections from student feedback forms, faculty notes, and forum interactions. The findings show that Moodle-based testing contributes significantly to formative and summative evaluation processes by offering flexibility in assessment design, adaptability to learning styles, and immediate feedback. Multiple-choice, true/false, and short-answer formats proved especially effective for language learning, enabling frequent low-stakes checks reinforcing engagement and retention. Moodle’s built-in features (automated grading, randomized question banks, adaptive questioning, and data analytics) support instructors in tracking student progress and refining their teaching strategies. The article also addresses technical limitations, test integrity, and student perceptions of fairness, particularly in the shift to online education during the COVID-19 pandemic. The study confirms that Moodle-based tests encourage pre-class preparation, enable self-assessment, and support flipped learning approaches. When thoughtfully integrated, Moodle testing saves time, enhances learning outcomes, fosters learner autonomy, and strengthens instructional design. The authors conclude that digital assessments, if aligned with sound pedagogy, can effectively complement traditional teaching, offering scalable and data-driven solutions for contemporary educational contexts.

Тип елементу :	Стаття
Ключові слова:	Moodle-based testing; online assessment; higher education; learner engagement; assessment design
Типологія:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Підрозділи:	Факультет романо-германської філології > Кафедра англійської мови та комунікації
Користувач, що депонує:	доцент Галина Юріївна Цапро
Дата внесення:	01 Лип 2025 10:02
Останні зміни:	01 Лип 2025 10:02
URI:	https://elibrary.kubg.edu.ua/id/eprint/52378

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