This paper intends to contribute to the research on formative assessment in Mathematics providing a model of automatic assessment aimed at enhancing learning and self-regulation. The model was developed at the Department of Mathematics of the University of Turin (Italy). The main features of the model are: availability, algorithmic questions, open answers, immediate feedback, interactive feedback, and real-life contextualization. The effectiveness of the model to enact formative strategies is discussed though the results of a didactic experimentation involving 299 students of 8th grade, where automatically assessed assignments have been used both during Mathematics classes and as online homework.

Strategies of formative assessment enacted through automatic assessment in blended modality

Alice Barana;Marina Marchisio
2019

Abstract

This paper intends to contribute to the research on formative assessment in Mathematics providing a model of automatic assessment aimed at enhancing learning and self-regulation. The model was developed at the Department of Mathematics of the University of Turin (Italy). The main features of the model are: availability, algorithmic questions, open answers, immediate feedback, interactive feedback, and real-life contextualization. The effectiveness of the model to enact formative strategies is discussed though the results of a didactic experimentation involving 299 students of 8th grade, where automatically assessed assignments have been used both during Mathematics classes and as online homework.
Eleventh Congress of the European Society for Research in Mathematics Education
Utrecht
5-10 Febbraio 2019
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
Freudenthal Group & Freudenthal Institute
4041
4048
978-90-73346-75-8
Automatic assessment, computer assisted instruction, feedback, formative assessment
Alice Barana; Marina Marchisio
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/1731995
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