Abstract
Learning is a non-deterministic complex dynamical system where students transform inputs (classes, assignments, personal work, gamification activities, etc.) into outcomes (acquired knowledge, skills, and competencies). In the process, students generate outputs in a variety of ways (exams, tests, portfolios, etc.). The result of these outputs is a grade aimed at measuring the (level of) competencies achieved by each student. We revisit the relevance of continuous assessment to obtain this grading. We simultaneously investigate the generated outputs in different moments as modifiers of the system itself, since they may reveal a variation of the level of competencies achievement previously assessed. This is a novelty in the literature, and a cornerstone of our methodology. This process is called a Dynamical Continuous Discrete assessment, which is a form of blended assessment that may be used under traditional or blended learning environments. This article provides an 11-year perspective of applying this Dynamical Continuous Discrete assessment in a Mathematics class for aerospace engineering students, as well as the students’ perception of continuous assessments.
Highlights
The learning process runs throughout various activities, such as master classes, problem solving, gamification activities, or lab sessions, where students play a more or less active role with student-centered activities, such as project-based learning, flipped teaching (FT) [6,7,8,9], or a combination of these, with the so-called blended learning (BL) methodologies [10,11,12,13,14,15,16]
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Paradigm shifts have existed throughout history as situations and conception evolve, and we must adjust [67]
Summary
We simultaneously investigate the generated outputs in different moments as modifiers of the system itself, since they may reveal a variation of the level of competencies achievement previously assessed This is a novelty in the literature, and a cornerstone of our methodology. Under teacher-centered methodologies, the assessment traditionally targeted concepts mastery by students, but with the outreach of competency-based education [26,27,28,29], some form of continuous assessment (CA) is usually run to provide a grade that reflects the level of competencies achievement [30,31,32]. Within this context and related to getting data on the students’ learning process, Elliott/Resing/Beckmann [36] distinguish between dynamic testing and dynamic assessment, the former being of particular interest for academic researchers in psychology with a focus on the study of reasoning and problem-solving, and the latter for those having a practitioner orientation and tending to be concerned with exploring the Academic Editors: Brenno Caetano
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