A Study on the Effectiveness of Moodle E-Assessment at a Private University in Ho Chi Minh City
DOI:
https://doi.org/10.54855/ijte.26611Keywords:
Moodle-based assessment, effectiveness, final examsAbstract
Moodle-based assessment, a widely used form of e-assessment, offers a comprehensive list of assessment tools and features that support student-centered teaching and has been increasingly adopted in Vietnam, especially since the COVID-19 pandemic. This study aimed at examining the effectiveness of Moodle-based assessment in final exams within the Faculty of Foreign Languages, HCMC University of Foreign Languages – Information Technology (HUFLIT). The study involved the participation of 1558 students from the Faculty of Foreign Languages. A mixed-methods approach, incorporating a 5-point Likert-scale questionnaire and focus group interviews, was employed to collect the data. The results revealed a high level of effectiveness of Moodle-based assessment in final exams across four aspects: reliability, validity, practicality, and acceptability. Alongside its benefits, one of the most common challenges students face is the risk of academic dishonesty and technical difficulties with Moodle-based final exams. From the findings, some pedagogical conclusions were drawn to increase the overall effectiveness of Moodle-based final exams while simultaneously addressing and minimizing their inherent constraints.
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