A Proposal for Formative Assessment with Automatic Feedback on an Online Mathematics Subject

Abstract

CC CC ResumenEn este artículo se presenta una nueva estrategia docente en un curso básico de matemáticas para estudiantes de ingeniería de la Universitat Oberta de Catalunya; se describe la experiencia de su implementación en el curso 2010-2011 y se discuten los resultados obtenidos. Esta metodología, basada en la evaluación formativa, se concreta en la realización semanal de cuestionarios de práctica y de evaluación con feedback automático, además de la realización de actividades propias del material del curso. En la retroalimentación del sistema, no solamente se informa de la validez de la respuesta, sino que se proporcionan sugerencias y comentarios del posible origen de su error. Por un lado, los resultados obtenidos sugieren que la metodología docente implementada da a los estudiantes la ¿Por qué una propuesta de evaluación formativa con feedback automático en una asignatura de matemáticas en línea? ARTÍCULO

The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: an illustrative example

“…These findings may reflect the social context in which each of the TEFA takes place -whereas the ARS occurs within the classroom context as a group, the practice quizzes are completed online, independently -and eventually on demandso they may garner greater participation. These findings align with the suggestion that practice quizzes foster interaction among students and between students and instructors (Sancho & Escudero, 2012) as well as favourable experiences (Blanco & Ginovart, 2013).…”

“…These findings suggest that practice quizzes provide students the opportunity to regulate their own learning but that this learning is predicated on access to information beyond whether their answers are correct. Indeed, the work of Sancho and Escudero (2012) supports this line of thinking -that practice quizzes provide the opportunity for immediate feedback to inform students about how they are performing related to the course expectations yet these activities are most useful when they can be completed on-demand and aligned with students' needs.…”

Exploring the effectiveness of continuous activity with automatic feedback in online calculus

“…This involves reviewing the teaching strategy and the assessment system and including ICT tools [25]. This research proposes applying an active methodology and formative and summative assessment based on quizzes.…”

“…A new approach in educational practice has been proposed to improve learning outcomes in mathematics and engineering studies and to reduce the dropout rate. This involves reviewing the teaching strategy and the assessment system and including ICT tools [25]. This research proposes applying an active methodology and formative and summative assessment based on quizzes.…”

Learning/training video clips: an efficient tool for improving learning outcomes in Mechanical Engineering

“…This type of strategy is characterised by the convergence of traditional face-to-face systems and online distance learning systems, thus forming integrated and complementary environments (Graham, 2006;Osorio, 2010;Gámiz Sánchez et al 2014). Online methodologies in general and blended-learning models in particular have been well received by lecturers and students because of their usefulness, the flexibility they allow and the greater degree of student involvement and participation they permit (Sancho & Escudero, 2012;Seluakumaran et al 2011). The implementation of blended-learning strategies has also been found to improve academic performance (Cabero et al 2013;Garrison and Vaughan 2008).…”