Abstract
Repeated formative, diagnostic assessment lies at the heart of student-centred learning, providing students with a continuous stream of information on the mastery of different topics and making suggestions to optimize the choice of subsequent learning activities. When integrated into a system of e-learning, formative assessment can make that steering information instantaneous, which is a crucial aspect for feedback in student-centred learning. This empirical study of the role of formative assessment in mathematics e-learning focuses on the important merit of integrating these assessments into a system of state or national testing. Such tests provide individual students with crucial feedback for their personal learning, teachers with information for instructional planning, and curriculum designers with information on the strengths and weaknesses in the mastery states of students in the program and the need to accommodate any shortcomings. Lastly, they provide information on the quality of education at state or national level and a means to monitor its development over time. We shall provide examples of these merits based on data from the national project ONBETWIST, part of the Dutch e-learning program Testing and Test-Driven Learning.
Highlights
En los Países Bajos, SURF, una organización holandesa que trabaja en colaboración con instituciones de educación superior e institutos de investigación para lograr innovaciones en materia de TIC, puso en marcha el programa nacional «Los exámenes y el aprendizaje basado en exámenes» para estimular el diseño y el uso de evaluaciones intermedias, entre otras cosas
Ambas están diseñadas para utilizarse en la transición de la escuela secundaria a la universidad y, por esta razón, se denominan evaluaciones de acceso en los dos proyectos para los que fueron diseñadas
Las diferencias en la calificación del examen final de matemáticas entre los alumnos que han aprobado el curso de verano y los que no han participado en el mismo son estadísticamente significativas (1%) en todos los años académicos, excepto en 2008 y 2011
Summary
RUSC vol 9 n.o 1 | Universitat oberta de Catalunya | Barcelona, enero de 2012 | ISSn 1698-580X. El papel de los exámenes formativos digitales en el aprendizaje virtual de matemáticas
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