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Towards a Methodological Model for Designing Diagnostic Mathematics Quizzes in E-Learning.

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Title: Towards a Methodological Model for Designing Diagnostic Mathematics Quizzes in E-Learning.
Authors: Pepkolaj, Lekë1 (AUTHOR), Duraj, Siditë2 (AUTHOR) sidite.duraj@unishk.edu.al, Prahmana, Rully Charitas Indra3 (AUTHOR)
Source: Education Sciences. May2026, Vol. 16 Issue 5, p678. 21p.
Subject Terms: *Mathematical ability testing, *Self-evaluation, *Digital learning, *Mathematical ability, *Active learning, Mathematical notation
Abstract: Self-assessment plays an important role in the teaching-learning process, as it helps students actively construct their own knowledge. This article aims to develop a methodology for creating quizzes for e-learning platforms, with the goal of addressing students' difficulties in mathematics and promoting active learning. The proposed methodology begins with identifying the processes that students need to activate and analyzing the most common errors related to them. A key element is the integration of the MATH taxonomy to determine what is necessary or what is intended to be assessed with this type of question. In addition, Niss's skills are used, i.e., the skills that students need to answer these questions. An important part of the methodology is also the selection of mathematical language, which can be simple and close to everyday language or more sophisticated, verbal, symbolic or mixed, depending on the educational objective. This approach aims to create diagnostic and personalized questions designed to support self-assessment and independent learning in digital environments. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Self-assessment plays an important role in the teaching-learning process, as it helps students actively construct their own knowledge. This article aims to develop a methodology for creating quizzes for e-learning platforms, with the goal of addressing students' difficulties in mathematics and promoting active learning. The proposed methodology begins with identifying the processes that students need to activate and analyzing the most common errors related to them. A key element is the integration of the MATH taxonomy to determine what is necessary or what is intended to be assessed with this type of question. In addition, Niss's skills are used, i.e., the skills that students need to answer these questions. An important part of the methodology is also the selection of mathematical language, which can be simple and close to everyday language or more sophisticated, verbal, symbolic or mixed, depending on the educational objective. This approach aims to create diagnostic and personalized questions designed to support self-assessment and independent learning in digital environments. [ABSTRACT FROM AUTHOR]
ISSN:22277102
DOI:10.3390/educsci16050678