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It outlines the design process for generating questions and plausible incorrect answers, targeting advanced cognitive levels within Bloom’s taxonomy. Using Moodle statistics, it maps question types to the MATH assessment hierarchy and compares students’ practice and exam performances to evaluate whether practice predicts exam outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-creation-and-application-of-a-question-bank-for-an-introductory-logic-module-abstract-and-research-study/588809/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-creation-and-application-of-a-question-bank-for-an-introductory-logic-module-abstract-and-research-study/588809.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of creating the question bank in this study?","Question",{"text":112,"@type":113},"The question bank is designed to evaluate learning at advanced cognitive levels and also to support student practice while reducing the chance of repeating identical questions in exams.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are questions and incorrect answers generated?",{"text":117,"@type":113},"The article describes generating questions together with corresponding incorrect answers, producing many test items of the same types but with different data for practice.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study validate the question types and assess learning outcomes?",{"text":121,"@type":113},"It maps the question types to the MATH taxonomy and compares students’ results from Moodle practice tests with their exam results to see whether exam performance matches practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588809,1792171150,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","THE CREATION AND APPLICATION OF A QUESTION BANK FOR  \nAN INTRODUCTORY LOGIC MODULE  \nMária BAKÓ, László ASZALÓS  \nAbstract: The expansion ofthe LMS system triggered the spread of MCQs as an addition, or even substitute for traditional assessment methods. Our goal was to create a question bank, which could be used to evaluate learning at advanced cognitive levels, and aside from examination purposes it could also function as a tool for student practice. In this article, we briefly describe how this question bank was created, and how we generated the questions and all corresponding incorrect answers. In our research we also examine which categories of the MATH taxonomy the question types appearing in our exams correspond to. Grouped by question types, we compare the students’practice and exam results. Accessing this data from the Moodle system, we analyse whether students perform the exam at least with the same results as the practice exercises.  \nKey words: MCQ, logic, MATH taxonomy  \n1. Introduction  \nBy now, all students – from kindergarten to higher education – belong to generation Z and can be treated as digital natives who were born into a digital world that inevitably affects their daily lives (Prensky, 2001; D. Oblinger & J. Oblinger, 2005; Palfrey & Gasser, 2008; Prensky, 2001) . Nonetheless, many scientific studies have revealed that not all students have the same high level of technological competence (Hosein, Ramanau & Jones, 2010; Jones & Healing; 2010; Hargittai 2010; Schulmeister 2010) . Empirical evidence has disproved the assumption that students born in the digital era – thanks to the technology-rich environment – are able to make the most of technology and can use technological applications at high levels (Hosein, Ramanau & Jones, 2010; Jones & Healing, 2010; Kennedy, Krause, Judd, Churchward, & Gray 2008) .  \nHowever, considering the explosive progress of different technologies and the emergence of life long learning as a result of the continuous advances of the market economy, higher education institutions have realised that they need to implement significant educational reforms. Although the existence of digital natives as a generation is highly questioned, institutions have tried to introduce technologies corresponding to the cognitive learning patterns of digital natives in the educational environment. As a result, the use of Learning Management System (LMS) is widespread in both traditional education and distance learning. In Hungary, the emergence of LMS systems coincided with the shift of university education into mass training, where there are a large number of students all with very different levels of knowledge. LMSs have a wide range of opportunities for sharing course content: handouts, student works, short quizzes or online exams; and can be used as a communication platform. The steady growth in student numbers, increased availability of computer networks, and the proliferation of LMS systems have led to the increased use of multiple-choice questions (MCQs) as an addition or even a substitute for traditional assessment methods.  \nSome researchers do not support the use of MCQs, arguing that they only encourage memorisation and lexical knowledge and do not stimulate (or test) high cognitive processes (Airasian, 1994; Scouller, 1998) . However, other researchers claim that this depends on what the tests are, as it is also possible to evaluate learning at higher cognitive levels by appropriate tests (Cox, 1976; Johnstone & Arnbusaidi, 2000) .  \nMoodle was introduced in 2015 at the Faculty of Informatics of the University of Debrecen. With the inclusion of this LMS, we have the opportunity to use MCQs for practice tests and exams. Our goal  \nwas to create a question bank, which could be used to evaluate learning even at higher cognitive levels, and to give students options to practice their knowledge, while reducing the probability of getting the same questions during the exam. The course Introductio","cbCaivtgMdD6zIq7","https://ap.wps.com/l/cbCaivtgMdD6zIq7","pdf",618189,14,"English","# Introduction\n## Theoretical frame","[{\"question\":\"What is the purpose of creating the question bank in this study?\",\"answer\":\"The question bank is designed to evaluate learning at advanced cognitive levels and also to support student practice while reducing the chance of repeating identical questions in exams.\"},{\"question\":\"How are questions and incorrect answers generated?\",\"answer\":\"The article describes generating questions together with corresponding incorrect answers, producing many test items of the same types but with different data for practice.\"},{\"question\":\"How does the study validate the question types and assess learning outcomes?\",\"answer\":\"It maps the question types to the MATH taxonomy and compares students’ results from Moodle practice tests with their exam results to see whether exam performance matches practice.\"}]","THE CREATION AND APPLICATION OF A QUESTION BANK FOR AN INTRODUCTORY LOGIC MODULE - Abstract and research study | PDF",1792065977,35]