How to design innovative on-line continuous self-evaluation tests

Posted by Maria Noelia Faginas Lago, Sanjiv Prashar, Natasa Brouwer, on Feb. 23, 2022, 8:06 a.m.

Sanjiv Prashar, José M. Méndez-Arriaga, Josefa Ortiz-Bustos, Diana Díaz-García, Miguel Díaz-Sánchez, Santiago Gómez-Ruiz, M. Noelia Faginas-Lago

University Rey Juan Carlos, Spain, University of Perugia , Italy

Challenge and goal

It is very common for students to lose interest and motivation during lesson, especially when the lessons are developed exclusively in a traditional manner. Lecturers need to learn how to use the new online tools to improve their methodology and make the lessons visually appealing and interesting. They also must design questions that allows students to measure their learning progress, modulating learning according to the needs of each student. To achieve this objective, the H5P software is proposed as a useful tool


Topic of the user case

Lack of knowledge, lack of motivation, visual learning, self-assessment, curricular adaptation

Local context (specific)

After the COVID-19 situation during the last months of 19-20 course, the lessons had to be adapted to an online format at the University Rey Juan Carlos (as well as all the other universities). Many of the lecturers of the URJC did not have the experience and knowledge to adapt completely their lessons to an efficient online model.

The aim of the present user case is to help teachers to adapt online test and lessons using H5P tools. However, principally, the idea is to use these new tools arising from the pandemic, to solve the long standing problem of the decay of student motivation during the course.

Local CPD goals

Increase the awareness of teachers of the utility of the new online tools to improve the quality of their lectures and capture the interest of students in subject content. A microMOOC about how to carry out periodic test using H5P will be developed.


Needs defined in STEM-CPD Roadmap

19 design active learning classes / sessions using digital technology
4 engage students and arouse interest for the discipline in the class
24 use blended learning approach
3 inspire a positive attitude in their class.
5 following online courses / MOOC about teaching and learning.
10 attending workshops that are organized generally for lecturers from different disciplines.

CPD activities at the local university

Include the created microMOOC as part of the official training courses offered to teachers at URJC.

Teaching and learning materials

MicroMOOC: guide for the development and implementation of online tests based on H5P.


Sustainable implementation


Expected impact of the CPD User Case


Plans for eventual continuation of the CPD within the same topic


Competence design interactive teaching, Engagement and motivation, facilitation discipline specific learning, Blended learning (type P1-2b, P1-3b, P1-4b)

This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to use blended learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity.
In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.

Learning environment

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