Semester control-question results correlated positively (r = 0.5530) with final-test results, supporting the evaluation system's predictive accuracy¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly

Subclaims¶

q2 i3 Moodle log analysis found a correlation coefficient of 0.5530 between achievements during the semester and on the final test, with only two students above 80% in control tests but below 80% on the final test. → Király 2016

Evidence¶

Király 2016¶

Sándor Király. (2016). How to Implement an E-learning Curriculum to Streamline Teaching Digital Image Processing. Acta Didactica Napocensia, Volume 9, Number 2. https://portal.issn.org/resource/ISSN/2065-1430

q2 · i3 · associational · r1

Observational analysis of Moodle logs comparing average control-question results at the end of lectures with final-test results. The article reports r = 0.5530, a "near and positive relation", and that only two students achieved more than 80% in control tests but fewer than 80% in the final test, concluding the evaluation system showed students precisely how deeply they learned.

"The correlation coefficient was 0.5530 which means that there was near and positive relation between the achievements in the semester and in the final test."

Discussion¶

Related Claims¶

• Revising the material based on log files, mapped learning habits and evaluation results raised achievement in the following semester — possibly the same claim (merge candidate)
• Four distinct LMS interaction patterns with different final marks were found among 140 undergraduates in an authentic Moodle course. — related
• In-class chat engagement significantly predicts higher test scores in MAIC courses — related