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Journals / International Journal of Computers in Education / 2026 / Volume: 9 Issue: 1

Extending Moodle’s Workshop Functionality to Support Group Submissions and Evaluations

Paula Diz(Universidade de Vigo)0000-0002-7136-0690
Antonio Fernández(Universidade de Vigo)0000-0002-4320-2409
Pages
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Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The proposed methodology enhances consistency and transparency in group-based peer assessment and provides a reproducible framework for similar teaching contexts.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Moodle's Workshop plugin is designed for individual assignments and does not adequately handle group submissions, often resulting in discrepancies in the grades assigned to members of the same group.
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Key Findings & Data:We illustrate the approach through a case study with first-year Marine Science undergraduates at University of Vigo, where students completed a practical teamwork assignment involving the calculation of the calcium carbonate content of a sediment.
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Conclusion & Impact:The proposed methodology enhances consistency and transparency in group-based peer assessment and provides a reproducible framework for similar teaching contexts.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Moodle · peer assessment · teamwork

Abstract

Moodle's Workshop plugin is designed for individual assignments and does not adequately handle group submissions, often resulting in discrepancies in the grades assigned to members of the same group. In this study, we present an external, open-access Python tool that automatically extracts grading data from Moodle Workshop, identifies group membership, calculates submission grades for each group (the same for all team members), and exports final grades to the Moodle gradebook. We illustrate the approach through a case study with first-year Marine Science undergraduates at University of Vigo, where students completed a practical teamwork assignment involving the calculation of the calcium carbonate content of a sediment. Our analysis shows that the modified group grades slightly differ from the default Moodle grades. The proposed methodology enhances consistency and transparency in group-based peer assessment and provides a reproducible framework for similar teaching contexts.

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Cite This Article

Diz, P., Fernández, A. (2026). Extending Moodle’s Workshop Functionality to Support Group Submissions and Evaluations. International Journal of Computers in Education, Volume: 9 Issue: 1. https://doi.org/10.64693/ijce.1925844

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References (11)

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