**4. Conclusions**

The use of Moodle quizzes, as online activities, favors the implementation of a different educational methodology in the subject of general physical chemistry of the Degree in Chemistry. However, not all quizzes can be used as assessment tools given that the item type and the quiz settings play an important role. In this work, two different types of quiz are proposed, basic (BQ) and thematic block (TBQ). BQ has only true/false items and these are the same for all students, while TBQ has multiple choice, matching and numerical items that are randomly selected from a category of the question bank.

Statistical and psychometric data provided by Moodle platform were analyzed. Most of items show a discrimination (DI) and facility (FI) index according to the proposed Moodle reference range. The FI-DI dispersion graphs, together with the average scores and the bias values, show the different quality of the two types of quiz. The BQs can be used as formative teaching activities because they have not enough evaluative quality to distinguish the different capacities and abilities of students, yielding in any quiz higher average scores and FI values, and also a large negative bias. TBQs are more discriminative, showing lower values of both FI and average scores, with a bias near to zero value, and thus, these can discern competencies and skills among students, so they could be used as assessment tools. As a conclusion, the true/false item must not be used as evaluative item. In the future, it is necessary to study how each type of item (multiple choice, numerical and matching) contributes individually to the final scores of the quiz in a similar performance. This would allow us to select the best type of item to use it in a particular assessment quiz.

Although the methodology applied is weak, the performance developed along the years indicates that TBQs work quite well to evaluate the physical chemistry knowledge and the different capacities of students, independent of the student population, and it could even be extrapolated to other similar scientific scenes.

The analysis of statistic data in TBQs, like FI index, allow the teacher to know the topics that were not well understood by the students and gives a feedback on learning process of the students. Moreover, these quizzes work as a self-assessment for the students, providing them a better preparation for the written exam. The performance of these quizzes has not supposed an excessive workload for the students, allowing improved scores obtained in the first Ordinary Call of February, unlike those obtained following a traditional methodology in previous courses.

In few words, the Moodle statistics point out that a particular quiz has assessment quality if the bias is symmetric, around zero value, and the range of FI and DI is about 40–70%. This feature can be obtained using a huge question bank with the aim to perform a random quiz. Mixed items (multiple choice, numerical and matching) also contribute to achieving a quiz in which different skills and abilities of physical chemistry have been inquired. In addition, the similar results obtained in this experience along the years, with different students' population, would also prove the validity and reliability of the designed quizzes. This study shows how the analysis of statistical and psychometric parameters allows checking if the design of an educative activity based on Moodle quizzes can be used as an assessment tool to evaluate the skill and competences of a particular subject along the semester.

**Supplementary Materials:** The following are available online at https://www.mdpi.com/article/ 10.3390/educsci11090500/s1, Definition of psychometric parameters, Figure S1: FI-DI diagrams corresponding to the two quiz types, Figure S2: DE diagrams corresponding to the ten items (true/false) of each BQ, Figure S3: FI-DI diagrams of the different items in each TBQ.

**Funding:** This research and the APC were funded by University of Málaga, through Educational Innovation Projects, PIE15-027 and PIE19-051.

**Institutional Review Board Statement:** Not applicable.

**Informed Consent Statement:** Informed consent was obtained from all subjects involved in the study.

**Data Availability Statement:** All data reported in this work are based on the present study with an own elaboration.

**Acknowledgments:** The author thanks to Servicio Central de Informática of University of Málaga for technical support.

**Conflicts of Interest:** The author declares no conflict of interest.

#### **References**

