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The Role of Digital, Formative Testing in e-Learning for Mathematics: A Case Study in the Netherlands

El papel de los exámenes formativos digitales en el aprendizaje virtual de matemáticas: un estudio de caso en los Países Bajos

RUSC, Universities and Knowledge Society Journal volume 9, pages 284–305 (2012)Cite this article

Abstract

Repeated formative, diagnostic assessment lies at the heart of student-centred learning, providing students with a continuous stream of information on the mastery of different topics and making suggestions to optimize the choice of subsequent learning activities. When integrated into a system of e-learning, formative assessment can make that steering information instantaneous, which is a crucial aspect for feedback in student-centred learning. This empirical study of the role of formative assessment in mathematics e-learning focuses on the important merit of integrating these assessments into a system of state or national testing. Such tests provide individual students with crucial feedback for their personal learning, teachers with information for instructional planning, and curriculum designers with information on the strengths and weaknesses in the mastery states of students in the program and the need to accommodate any shortcomings. Lastly, they provide information on the quality of education at state or national level and a means to monitor its development over time. We shall provide examples of these merits based on data from the national project ONBETWIST, part of the Dutch e-learning program Testing and Test-Driven Learning.

Resumen

La repetida evaluación diagnóstica y formativa es uno de los elementos clave del aprendizaje centrado en el alumno, ya que ofrece a los estudiantes un flujo continuo de información sobre su nivel de conocimientos en distintas materias y permite optimizar la posterior elección de actividades de aprendizaje. Cuando se integra en un sistema de aprendizaje virtual, la evaluación formativa puede convertir esta información en instantánea, lo que constituye un aspecto crucial para el retorno de información en un aprendizaje centrado en el alumno. Este estudio empiríco sobre el papel de la evaluación formativa en el aprendizaje virtual de matemáticas se centra en la ventaja de integrar estas evaluaciones en un sistema national o estatal de exámenes. Estos exámenes proporcionan a los estudiantes una información crucial para su aprendizaje personal; suministran a los profesores los datos necesarios para llevar a cabo la planificación docente; y ofrecen a los encargados de elaborar los planes de estudio la información necesaria sobre las fortalezas y las debilidades de los estudiantes de cada programa y la necesidad de solucionar cualquier deficiencia. En último lugar, ofrecen información sobre la calidad de la enseñanza a escala national o estatal y son un medio para controlar su desarrollo a través del tiempo. Daremos ejemplos de todas estas ventajas según los datos del proyecto nacional ONBETWIST, que forma parte del programa de aprendizaje virtual holandés «Los exámenes y el aprendizaje basado en exámenes».

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Authors and Affiliations

  1. Maastricht University School of Business & Economics, Tongersestraat 53 - Room A2.20, 6211 LM, Maastricht, The Netherlands

    Dirk T. Tempelaar & Boudewijn Kuperus

  2. Technische Universiteit Eindhoven, Den Dolech 2, 5612 AZ, Eindhoven, The Netherlands

    Hans Cuypers

  3. Freudenthal Institute, Universiteit Utrecht, P.O. Box 80125, 3508 TC, Utrecht, The Netherlands

    Henk van der Kooij

  4. Open Universiteit, P.O. Box 2960, 6401 DL, Heerlen, The Netherlands

    Evert van de Vrie

  5. Universiteit van Amsterdam (UvA), Spui 21, 1012 WX, Amsterdam, The Netherlands

    André Heck

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  1. Dirk T. Tempelaar
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  2. Boudewijn Kuperus
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  3. Hans Cuypers
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  4. Henk van der Kooij
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  5. Evert van de Vrie
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  6. André Heck
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Correspondence to Dirk T. Tempelaar.

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Tempelaar, D.T., Kuperus, B., Cuypers, H. et al. The Role of Digital, Formative Testing in e-Learning for Mathematics: A Case Study in the Netherlands. Revista de Universidad y Sociedad del Conocimiento 9, 284–305 (2012). https://doi.org/10.7238/rusc.v9i1.1272

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