The health emergency due to COVID-19 has highlighted the need of new and flexible digital methodologies for learning and teaching Mathematics, which can support the individual student’s needs and help shape education. In this paper, we propose to use Automatic Formative Assessment (AFA) activities designed according to an innovative model, framed on the theories of formative assessment and feedback. The model includes: availability of the activities and multiple attempts; algorithmic questions; open mathematical answers; contextualized tasks; immediate and interactive feedback. We analyzed an experience using AFA in a blended module in Mathematics for 96 first-year students in Biotechnology. We collected data from the platform on grades and attempts of AFA activities and cross-checked them with the final exam grades. The results show that the feedback gained from AFA helped students improve their performance and supported them in the exam preparation. In light of these results, we can conclude that similar activities can be an effective solution to support students’ self-study during and after the pandemic.

Effectiveness of Automatic Formative Assessment for learning Mathematics in Higher Education

Alice Barana;Marina Marchisio;Matteo Sacchet
2021

Abstract

The health emergency due to COVID-19 has highlighted the need of new and flexible digital methodologies for learning and teaching Mathematics, which can support the individual student’s needs and help shape education. In this paper, we propose to use Automatic Formative Assessment (AFA) activities designed according to an innovative model, framed on the theories of formative assessment and feedback. The model includes: availability of the activities and multiple attempts; algorithmic questions; open mathematical answers; contextualized tasks; immediate and interactive feedback. We analyzed an experience using AFA in a blended module in Mathematics for 96 first-year students in Biotechnology. We collected data from the platform on grades and attempts of AFA activities and cross-checked them with the final exam grades. The results show that the feedback gained from AFA helped students improve their performance and supported them in the exam preparation. In light of these results, we can conclude that similar activities can be an effective solution to support students’ self-study during and after the pandemic.
7th International Conference on Higher Education Advances (HEAd’21)
Valencia, Spain
22-23 giugno 2021
Proceedings of 7th International Conference on Higher Education Advances (HEAd’21)
Universitat Polit`ecnica de Val`encia
1
8
Automatic assessment, digital learning environment, formative assessment, higher education, interactive feedback, mathematics education
Alice Barana, Marina Marchisio, Matteo Sacchet
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2318/1792339
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