This study assesses the effectiveness and reliability of the test tool provided by the Blackboard platform, widely used in higher education for online assessments. The evaluation was conducted through a 100-question multiple-choice exam administered to 115 undergraduate students enrolled in the "Topography and Geographic Information Systems" course within the Agricultural Engineering program at the University of Almeria. Each question offered four possible answers, and both the question order and the response options were randomized for each student to minimize bias and academic dishonesty.

The analysis focuses on measuring the difficulty level and average score associated with each content block of the course. This block-level approach allows for a more nuanced understanding of student performance and the tool’s capacity to differentiate levels of comprehension. Particular attention is given to the diagnostic potential of the test in identifying areas of weakness or uneven learning, both at individual and cohort levels.

The results highlight the pedagogical value of Blackboard's test tool not only as an assessment mechanism but also as a diagnostic instrument to support continuous improvement in teaching and learning. The study underlines the importance of detailed analytics in enhancing academic quality and guiding future instructional design within technical disciplines.

Keywords: Agricultural Engineering, Higher Education, Academic curriculum, Blackboard's test tool, exam, skills.