Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

Abstract

Learning is a non-deterministic complex dynamical system where students transform inputs (classes, assignments, personal work, gamification activities, etc.) into outcomes (acquired knowledge, skills, and competencies). In the process, students generate outputs in a variety of ways (exams, tests, portfolios, etc.). The result of these outputs is a grade aimed at measuring the (level of) competencies achieved by each student. We revisit the relevance of continuous assessment to obtain this grading. We simultaneously investigate the generated outputs in different moments as modifiers of the system itself, since they may reveal a variation of the level of competencies achievement previously assessed. This is a novelty in the literature, and a cornerstone of our methodology. This process is called a Dynamical Continuous Discrete assessment, which is a form of blended assessment that may be used under traditional or blended learning environments. This article provides an 11-year perspective of applying this Dynamical Continuous Discrete assessment in a Mathematics class for aerospace engineering students, as well as the students’ perception of continuous assessments.

Self-Assessment in the Development of Mathematical Problem-Solving Skills

“…Besides self-assessment, there are a number of other forms of assessment which can contribute to activate a studentcentered paradigm in learning. These forms of assessment can be enacted through a variety of activities such as: Master classes, problem solving, gamification activities, or lab sessions [18]. Varying the range of activities within a course can help collect and return meaningful information about learning achievements, so that grades can acquire a deeper sense [18].…”

“…You properly use the mathematical codes by employing plots and symbols, but there are some inaccuracies and/or mistakes. L4 (14)(15)(16)(17)(18) You analyze and interpret the key points, the essential information and the links between them completely and in a relevant way. You are able to skip distractors and use mathematical codes by employing plots and symbols with mastery and accuracy.…”

“…You employ the appropriate formal instruments, even though with some uncertainties. L4 (17)(18)(19)(20)(21) You employ logical links clearly and with mastery. You efficiently identify the correct operating strategies.…”

“…The solution is generally consistent with the problem's context. L4 (17)(18)(19)(20)(21) You correctly employ the chosen strategy by using models and/or charts and/or symbols. You develop the solving process analytically, completely, clearly and correctly.…”

A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach

“…The experimental group's performance in the assessment was much better. The feedforward process stretched and challenged strong students to improve their grades and guided weak students to improve their work in order to pass [20]. Hence, feedforward is beneficial to all students.…”