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The use of technology in a model of formative assessment

This work describes a formative assessment model for a Mathematical Analysis course taken by engineering students. It includes online quizzes with feedback, a portfolio with weekly assignments, exams involving the use of mathematical software and a project to be completed in small groups of two or three students. | Journal of Technology and Science Education JOTSE, 2016 – 6(2): 91-103 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 http://dx.doi.org/10.3926/jotse.190 THE USE OF TECHNOLOGY IN A MODEL OF FORMATIVE ASSESSMENT Alfonsa García López , Francisco García Mazarío Department of Mathematics Applied to ICTs Technical University of Madrid (Spain) alfonsa.garcia@etsisi.upm.es, gmazario@etsisi.upm.es Received October 2015 Accepted December 2015 Abstract This work describes a formative assessment model for a Mathematical Analysis course taken by engineering students. It includes online quizzes with feedback, a portfolio with weekly assignments, exams involving the use of mathematical software and a project to be completed in small groups of two or three students. The model has been perfected since 2009, and during the 2014-15 academic year the creation of a pilot online learning community was added. Based on Google+, it has been used for a peer assessment experiment involving student projects, among other uses. Keywords – Formative assessment, Moodle quizzes, Social networks, Technology in assessment. ---------- 1. Introduction Adaptation to the European Higher Education Area presents a model of learning that is both student focused and competence based, which implies new rules for assessment. Competence is defined as “.a roughly specialized system of abilities, proficiencies, or skills that are necessary to reach a specific goal ” (Weinert, 2001). Along with specific competences in the subject matter, the degree programs -91- Journal of Technology and Science Education – http://dx.doi.org/10.3926/jotse.190 include generic or multidisciplinary competences and thus the faculty is obliged to design activities that enable them to be developed and assessed. A good assessment model is essential for effective learning and must consider, along with the summative aspect (needed to assign a grade), a formative component that relies on feedback strategies, which may be .