Automatic Assessment Systems empowered by mathematical engines allow the development of online assignments for Mathematics, which goes beyond multiple-choice modality. Automatically assessed assignments, used with formative purposes, can support teaching and learning from several perspectives, such as conceptual and procedural understanding, metacognition, enactment of adaptive strategies, and teachers’ management of the class. This paper reports on an experimentation where automatic assessment has been used in a blended modality according to a model of formative assessment and interactive feedback to enhance learning. The experiment involved a total number of 546 students of 8th grade in the town of Turin (Italy). The use of the automatic assessment is shown and exemplified. Data from learning tests, questionnaire and platform usage are analyzed and used to show the effectiveness of the interactive materials for enhancing mathematical understanding and self-assessment skills. Moreover, a profile of the students who did not use the online opportunities, defined as “reluctant users”, is drawn and discussed.

Advantages of Using Automatic Formative Assessment for Learning Mathematics

Barana, Alice;Marchisio, Marina;Sacchet, Matteo
2019

Abstract

Automatic Assessment Systems empowered by mathematical engines allow the development of online assignments for Mathematics, which goes beyond multiple-choice modality. Automatically assessed assignments, used with formative purposes, can support teaching and learning from several perspectives, such as conceptual and procedural understanding, metacognition, enactment of adaptive strategies, and teachers’ management of the class. This paper reports on an experimentation where automatic assessment has been used in a blended modality according to a model of formative assessment and interactive feedback to enhance learning. The experiment involved a total number of 546 students of 8th grade in the town of Turin (Italy). The use of the automatic assessment is shown and exemplified. Data from learning tests, questionnaire and platform usage are analyzed and used to show the effectiveness of the interactive materials for enhancing mathematical understanding and self-assessment skills. Moreover, a profile of the students who did not use the online opportunities, defined as “reluctant users”, is drawn and discussed.
The 2018 International Technology Enhanced Assessment Conference (TEA2018)
Amsterdam
10-11 dicembre 2018
Technology Enhanced Assessment
Springer
1014
180
198
Automatic assessment, Formative assessment, Mathematics education, Reluctant users, Self-assessment
Barana, Alice; Marchisio, Marina; Sacchet, Matteo
File in questo prodotto:
File Dimensione Formato  
Advantages of using an AAS for learning Mathematics - Proceedings.pdf

Accesso aperto

Tipo di file: PDF EDITORIALE
Dimensione 929.58 kB
Formato Adobe PDF
929.58 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/1711585
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 21
  • ???jsp.display-item.citation.isi??? ND
social impact