Psychometric analyses of the Canvas Quizzes and STEM Staff’s Anxiety

Abstract

Quizzes are the most frequent tools used by academic tutors in the module assessments of the programme of studies. This article focuses on the use of statistical parameters of the Canvas quizzes that possess very intriguing features for academics and learning teaching technologists. Some useful psychometric analyses of the quiz items are scrutinised based on auto-generated statistical parameters. For example, standard deviation; distractors; difficulty, and discriminatory indices, respectively, are effectively used to ensure the quality of questions and overall quizzes for graded assessments. The main thrust of this article is to value the staff’s good practices and dedication in developing quizzes fit-for-the purpose despite their increasing workload and encourage young learning technologists and quiz-enthusiasts to invest more efforts in making use of the statistical parameters in evaluating the quality of the quizzes, items in the quizzes, the sustained learning of the students, and fulfilling academic quality assurances’ requirements to cover overall learning objectives of courses and programme of studies.