scholarly journals Interactive Feedback for Learning Mathematics in a Digital Learning Environment

2021 ◽  
Vol 11 (6) ◽  
pp. 279
Author(s):  
Alice Barana ◽  
Marina Marchisio ◽  
Matteo Sacchet
Keyword(s):  
Formative Assessment ◽  
Assessment Practices ◽  
Digital Learning ◽  
Automatic Assessment ◽  
Digital Learning Environment ◽  
Learning Mathematics ◽  
Quantitative Analyses ◽  
Closing The Gap ◽  
Support Students ◽  
Interactive Feedback

The COVID-19 pandemic has evidenced a need for tools and methodologies to support students’ autonomous learning and the formative assessment practices in distance education contexts, especially for students from challenging backgrounds. This paper proposes a conceptualization of Interactive Feedback (IF) for Mathematics, which is a step-by-step interactive process that guides the learner in the resolution of a task after one or more autonomous tentative. This conceptualization is grounded on theories and models of automatic assessment, formative assessment, and feedback. We discuss the effectiveness of the IF for engaging students from low socio-economic contexts in closing the gap between current and reference performance through a didactic experimentation involving 299 Italian students in grade 8. Using quantitative analyses on data from the automatic assessment, we compared the results of the first and last attempts in activities with and without IF, based on algorithmic parameters so that the task changes at every attempt. We found that IF was more effective than other kinds of activities to engage learners in actions aimed at improving their results, and the effects are stronger in low socio-economic contexts.

Methods and Strategies: Formative Assessment Practices to Support Students who Struggle in Science

2017 ◽  
Vol 055 (02) ◽  
Author(s):  
Audrey Martinez-Gudapakkam ◽  
Karen Mutch-Jones ◽  
Jennifer Hicks
Keyword(s):  
Formative Assessment ◽  
Assessment Practices ◽  
Support Students

Formative Assessment in a Teacher Education Course

2020 ◽  
pp. 71-88
Author(s):  
Kerryn Dixon
Keyword(s):  
Critical Pedagogy ◽  
Formative Assessment ◽  
Student Teachers ◽  
Critical Literacy ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Assessment Practices ◽  
Literacy Teachers ◽  
Postgraduate Students ◽  
Support Students

Although many teachers are sympathetic to critical literacy's social justice agenda, they are often unsure about how to implement it in their classrooms. This is particularly so in contexts where increased accountability requires standardized forms of assessment. The challenge for teacher educators is to find ways to support student teachers and teachers who are new to critical literacy. The chapter focuses on how postgraduate students new to critical literacy learn to use this approach with young children. The chapter explicates the ways in which formative assessment is practiced as part of a critical pedagogy to support students' understandings of critical literacy, it describes how low-risk opportunities to put critical literacy into practice are provided, furthermore it considers the ways in which dialogue works to support inexperienced critical literacy teachers and finally examines the benefits of formative assessment practices within a critical pedagogy from a teacher educator perspective.

scholarly journals The Use of Videos in the Training of Math Teachers

2017 ◽  
pp. 128-145
Author(s):  
Giorgio Bolondi ◽  
Federica Ferretti ◽  
Alessandro Gimigliano ◽  
Stefania Lovece ◽  
Ira Vannini
Keyword(s):  
Teacher Training ◽  
Formative Assessment ◽  
Video Recording ◽  
Observational Research ◽  
International Project ◽  
Assessment Practices ◽  
Structured Grid ◽  
Math Teachers ◽  
Learning Mathematics ◽  
Training Courses

The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.

scholarly journals Reliability of Digital Formative Assessment Practices and Instruments

2021 ◽  
pp. 171-193
Author(s):  
Tiago da Silva Carvalho ◽  
Pedro Almeida ◽  
Ana Balula
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Adaptive Learning ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Digital Learning ◽  
Evaluation Systems ◽  
Mobile Assisted Language Learning ◽  
Collaborative Platform ◽  
Adaptive Learning Systems

The rise of enthusiasts in mobile-assisted language learning (MALL), benefiting from well-established benefits of consuming audiovisual content for autonomous learning, has proliferated during the last decade. Simultaneously, there is constant debate about how reliable digital evaluation systems are, and therefore, what are the best instruments/practices to assess language learning remotely? After contextualizing the motivation for this research, this chapter will provide a rundown of state of the art related to digital learning assessment, with a particular focus on online formative assessment practices and adaptive learning systems, as well as contexts they were implemented. The purpose is to identify valid practices, pinpointing strengths and weaknesses and ending with an assessment instrument proposal for an online collaborative platform (OCP), in which learners—either autonomously, or supported by their EFL teachers—follow steps to get certification in a given communicative skill, by the consuming, mapping, producing, and uploading audiovisual content.

The Use of Videos in the Training of Math Teachers

2018 ◽  
pp. 261-278
Author(s):  
Giorgio Bolondi ◽  
Federica Ferretti ◽  
Alessandro Gimigliano ◽  
Stefania Lovece ◽  
Ira Vannini
Keyword(s):  
Teacher Training ◽  
Formative Assessment ◽  
Video Recording ◽  
Observational Research ◽  
International Project ◽  
Assessment Practices ◽  
Structured Grid ◽  
Math Teachers ◽  
Learning Mathematics ◽  
Training Courses

The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.

scholarly journals Effectiveness of Automatic Formative Assessment for learning Mathematics in Higher Education

2021 ◽  
Author(s):  
Alice Barana ◽  
Marina Marchisio ◽  
Matteo Sacchet
Keyword(s):  
Formative Assessment ◽  
First Year ◽  
Final Exam ◽  
First Year Students ◽  
Learning And Teaching ◽  
Exam Preparation ◽  
Learning Mathematics ◽  
Self Study ◽  
The Individual ◽  
Support Students

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.

scholarly journals Learning with Friction—Students’ Gestures and Enactment in Relation to a GeoGebra Simulation

2021 ◽  
Author(s):  
Lorena Solvang ◽  
Jesper Haglund
Keyword(s):  
Learning Environment ◽  
Video Data ◽  
Digital Learning ◽  
School Students ◽  
Representational Competence ◽  
Physics Students ◽  
Digital Learning Environment ◽  
Upper Secondary ◽  
Collaborative Learning Environment ◽  
Why Questions

AbstractThe present study contributes to the understanding of physics students’ representational competence by examining specific bodily practices (e.g. gestures, enactment) of students’ interaction and constructions of representations in relation to a digital learning environment. We present and analyse video data of upper-secondary school students’ interaction with a GeoGebra simulation of friction. Our analysis is based on the assumption that, in a collaborative learning environment, students use their bodies as means of dealing with interpretational problems, and that exploring students’ gestures and enactment can be used to analyse their sensemaking processes. This study shows that specific features of the simulation—features connected with microscopic aspects of friction—triggered students to ask what-if and why questions and consequently, to learn about the representation. During this sense-making process, students improvised their own representations to make their ideas more explicit. The findings extend current research on students’ representational competence by bringing attention to the role of students’ generation of improvised representations in the processes of learning with and about representations.

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