Search results for "Assessment practices in university mathematics education"
showing 4 items of 4 documents
Engaging with feedback: How do students remediate errors on their weekly quiz
2018
International audience; Maths for Business is a first-year mathematics module for approximately 500 non-mathematics specialists. It has continuous assessment consisting of ten weekly quizzes, worth 40% of the final mark. In 2016/17, students who did not receive the maximum five marks on their weekly quiz were offered the opportunity to resubmit their quiz, with correction(s) and an explanation of their error(s), for one additional mark. We refer to this process as ‘remediation'. In this paper, we examine how students remediate their errors in order to identify features of a ‘good' remediation. These features are identification, description, and correction of errors. By analysing a subset of…
Weekly homework quizzes as formative assessment for Engineering students are a fair and effective strategy to increase learning?
2018
International audience; A strategy to apply online weekly homework quizzes as formative assessment for Engineering students was designed and tested in order to study if it increases student's learning. The strategy was to make optional weekly online quizzes not randomly generated that students may retry over and over again until to reach the correct answer, they contribute to 10% of grade but only if students get 45% or more in traditional assessment.The quizzes were applied to two different mathematics courses (Single and Multivariable Calculus) of two different Engineering degrees, each one to around 100 students and during a semester. Student's adherence was very high, nearly all student…
From single to multi-variable Calculus: a transition?
2018
International audience; We recently used the notion of praxeology from the Anthropological Theory of the Didactic to model the knowledge that is necessary for students to learn in order to succeed in an undergraduate multivariable Calculus course. We considered the presence and absence of elements of the knowledge to be taught, as proposed by curricular documents, in the knowledge to be learned, as indicated by final exams. Our results indicate that the mathematical activities expected of students at this level align with the activities observed in differential and integral Calculus, where exercise-driven assessments set students' work mainly in the recognition of types of tasks and recolle…
Determining your own grade – Student perceptions on self-assessment in a large mathematics course
2018
International audience; In our poster, we report on students' perceptions on self-assessment in large undergraduate course context taught with the DISA model (Digital Self-Assessment) in which the final exam is replaced by self-assessment. The students found that practising self-assessment skills was valuable and encouraged them to study for themselves. At the same time, self-assessment was considered unfamiliar and therefore difficult. We argue that the DISA model encouraged students to take more responsibility on their own learning.