The objective of this study is to analyse the quality of multiple-choice questions by applying such evaluative tools as a difficulty index (DIF), a discrimination index (DI), and a distractor efficiency (DE). Our analysis was based on the results of quizzes conducted in Trimester III of 2020-2021 for the course of Professional English at Astana IT University. DIF, DI, and DE of midterm quiz results of first year students with different language levels were analysed using Microsoft Excel and Moodle LMS. This study will examine multiple-choice questions (MCQs) in terms of their effectiveness with recommendations for improvement. The main three research questions are: What is the difficulty index of midterm multiple-choice questions? What is the discrimination index of midterm MCQ quizzes? What is the distractor efficiency of midterm MCQ distractors? As the study showed, the difficulty index of MCQs was below average as only 43 % (n=13) reached an acceptable level. Therefore, 57 % (n=17) of the questions that fall under the category of “too easy” should be revised in the test. The discrimination index evaluation revealed 100 % efficiency. As for the distractor efficiency, the study results equalled 88 %, which was a more than satisfactory level. By applying the DIF, DE and DI tools on a regular basis MCQ quizzes and distractors might be improved, leading to an annual accumulation of a better-quality pool of questions for a more effective student assessment.

This paper presents a study on designing and implementing a series of GIS assignments for an educational course on flood mapping, structured using Bloom’s Taxonomy and the scaffolding teaching method. Geographic Information Systems (GIS) education often involves the acquisition of complex technical skills, requiring a structured learning approach to ensure a progressive mastery of concepts. In this study, a sequence of practical assignments was developed at increasing levels of complexity corresponding to Bloom’s cognitive levels, from basic knowledge acquisition to higher-order evaluation tasks. The scaffolding approach was utilized to facilitate student learning, wherein extensive guidance was provided in early tasks and gradually removed in later ones as students gained competence. The research was conducted in an upper-level undergraduate course, “Methodology for Mapping Flood Emergency Areas”, at the Sarsen Amanzholov East Kazakhstan University, with 21 enrolled students. The assignments integrated real-world flood mapping scenarios using GIS tools such as ArcGIS Pro and QGIS, enabling students to apply theoretical knowledge in practical settings. Results from the study indicated that a structured, scaffolded approach significantly improved student performance and confidence in GIS skills. Quantitative analysis of assignment grades showed steady improvement as students progressed to more complex tasks, while qualitative feedback revealed high engagement and perceived learning value. The findings underscore the effectiveness of combining Bloom’s Taxonomy with scaffolded instruction in GIS education, providing a practical framework for curriculum design. This approach has the potential to enhance learning outcomes in technical subjects, particularly in geospatial analysis, and offers recommendations for educators on implementing scaffolded assignments effectively. Further research could explore long-term skill retention and the application of this methodology in other technical disciplines.

Every course delivered through a learning management system (LMS) opens with an electronic syllabus. Although what we mean by electronic syllabus is rarely examined on its own terms. This integrative literature review attempts to group research papers on electronic syllabus that have developed largely in isolation: 1) research on the syllabus as a pedagogical document, 2) research on learning management systems and technology integration, and 3) the literature on the digital transformation of Kazakhstani higher education. The synthesis of the reviewed literature groups the evidence into five pedagogical clusters: alignment of outcomes, activities and assessment; transparency of expectations; learner-centred framing and tone; structure, navigation and multimodality; and governance, standardisation and analytics. From these clusters the article proposes a three-layer model of the electronic syllabus, comprising design, communication and use. Astana IT University serves as an illustrative setting but not a site of field research. This article concludes with a research agenda built around document analysis of LMS-hosted syllabi and studies of their use.