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A corrective approach to assessing students’ academic achievements in LMS Moodle

https://doi.org/10.32517/0234-0453-2022-37-6-75-85

Abstract

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.

About the Authors

L. P. Konnova
Financial University under the Government of the Russian Federation
Russian Federation

 Larisa P. Konnova, Candidate of Sciences (Education), Associate Professor at the Department of Mathematics

Moscow



L. V. Lipagina
Financial University under the Government of the Russian Federation
Russian Federation

 Larisa V. Lipagina, Candidate of Sciences (Physics and
Mathematics), Docent, Associate Professor at the Department of Mathematics

Moscow



E. F. Olekhova
Financial University under the Government of the Russian Federation
Russian Federation

 Elena F. Olekhova, Candidate of Sciences (Engineering),
Docent, Associate Professor at the Department of Mathematics

Moscow



А. А. Rylov
Financial University under the Government of the Russian Federation
Russian Federation

 Alexander A. Rylov, Candidate of Sciences (Physics and
Mathematics), Docent, Associate Professor at the Department of Mathematics

Moscow



I. K. Stepanyan
Financial University under the Government of the Russian Federation
Russian Federation

 Irina K. Stepanyan, Candidate of Sciences (Education), Associate Professor at the Department of Mathematics

Moscow



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Review

For citations:


Konnova L.P., Lipagina L.V., Olekhova E.F., Rylov А.А., Stepanyan I.K. A corrective approach to assessing students’ academic achievements in LMS Moodle. Informatics and education. 2022;37(6):75-85. (In Russ.) https://doi.org/10.32517/0234-0453-2022-37-6-75-85

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ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)