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

¿Por qué una propuesta de evaluación formativa con feedback automático en una asignatura de matemáticas en linea?


This article presents a new teaching methodology implemented on a basic mathematics course for Engineering students at the Open University of Catalonia (UOC). The experience of its implementation in the 2010/11 academic year is described and the results are discussed. This methodology is based on formative assessment. As well as doing the activities contained in the course materials, students take weekly practice and assessment quizzes and receive automatic feedback. Not only are they told whether their answers are correct, but they also receive suggestions and comments on the possible sources of their errors. The results suggest that this teaching methodology gives students the opportunity to regulate their own learning processes while allowing lecturers to identify and react to problems in a responsive, timely manner. They also suggest that it fosters interaction among students and between students and lecturers. Moreover, since the teaching methodology was introduced, the number of students dropping out of the subject has fallen considerably.


En 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 cuestionaries de práctica y de evaluación con feedback automático, además de la realización de actividades propias del material del curse. En la retroalimentación del sistema, ne solamente se informa de la validez de la respuesta, sine que se proporcionan sugerencias y cementarios del posible origen de su errer. Per un lado, les resultados obtenidos sugieren que la metodología docente implementada da a los estudiantes la oportunidad de regular su propio proceso de aprendizaje y al profesorado, la posibilidad de detectar problemáticas y reaccionar con agilidad; por otro lado, fomenta las interacciones con contenide matemático tanto entre estudiantes como entre estudiante y profesor. Además, con esta estrategia docente, el númere de estudiantes que abandonan la asignatura se ha reducido notablemente.


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Correspondence to Teresa Sancho-Vinuesa.

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Sancho-Vinuesa, T., Escudero Viladoms, N. A Proposal for Formative Assessment with Automatic Feedback on an Online Mathematics Subject. Int J Educ Technol High Educ 9, 240–260 (2012).

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