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.
Highlights
Higher education didactics has been affected by the ongoing health emergency that we are living in these days, like every other aspect of our lives has
We propose to adopt a model of Automatic Formative Assessment (AFA) activities for Mathematics, largely used in secondary schools (Barana, Conte, et al, 2019), and we adapt it to higher education
As regards (RQ1), it is possible to affirm that the feedback obtained through AFA activities helped students of a scientific Bachelor degree improve their performance in Mathematics
Summary
Higher education didactics has been affected by the ongoing health emergency that we are living in these days, like every other aspect of our lives has. It is essential to use formative assessment to monitor and activate students as owners of their learning, allowing them to self-assess their achievements. We propose to adopt a model of Automatic Formative Assessment (AFA) activities for Mathematics, largely used in secondary schools (Barana, Conte, et al, 2019), and we adapt it to higher education. After introducing the model in the theoretical framework, we present an experience that makes use of AFA activities to support learning in a blended modality in a Mathematics module for first-year students of a scientific Bachelor degree. Analyzing and cross-checking data about the AFA activities and the results of the final exam, we show the effectiveness of the model for learning Mathematics
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
