Online assessment in higher education: a mathematics teacher's view of STACK potentials
Learning assessments raise issues relevant to teaching practice. In remote learning, adopted due to the Covid-19 pandemic, the theme acquired new aspects, with an emphasis on technology-mediated assessment. This article presents the potential of STACK, an open source, online assessment system for ma...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | ETD - Educação Temática Digital |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8672931 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8672931 |
| Access Level: | acceso abierto |
| Palabra clave: | Evaluación STACK Cálculo Álgebra lineal Assessment Calculus Linear algebra Avaliação Álgebra linear |
| Sumario: | Learning assessments raise issues relevant to teaching practice. In remote learning, adopted due to the Covid-19 pandemic, the theme acquired new aspects, with an emphasis on technology-mediated assessment. This article presents the potential of STACK, an open source, online assessment system for mathematics, which integrates with Moodle, in supporting the teaching work of developing instruments that allow measuring the mathematical learning of higher education students in a Brazilian public university. There is a description of two evaluative proposals in mathematics implemented in STACK and applied in the Introduction to Calculus and Linear Algebra courses, from Computer Science and Mathematics programs during remote teaching. Among the opportunities identified in the tool, the possibility of answers with different mathematical representations, randomization of questions and specific and general feedback are highlighted, providing opportunities for the students to identify their errors and review concepts, and for the teacher to diagnose the gaps in student learning and diversify the assessment instruments in their practice. |
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