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2012, vol. 9, n. 1 >

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Title: El papel de los exámenes formativos digitales en el aprendizaje virtual de matemáticas: un estudio de caso en los Países Bajos
Authors: Tempelaar, Dirk
Kuperus, Boudewijn T. A.
Cuypers, Hans
van der Kooij, Henk
van de Vrie, Evert
Heck, André
Keywords: interim assessment
bridging education
heterogeneous international education
mathematics program reforms
Issue Date: 15-Jan-2012
Publisher: Universitat Oberta de Catalunya
Type: Article
Citation: Tempelaar, Dirk; Kuperus, Boudewijn T. A.; Cuypers, Hans; van der Kooij, Henk; van de Vrie, Evert; Heck, André (2012). "El papel de los exámenes formativos digitales en el aprendizaje virtual de matemáticas: un estudio de caso en los Países Bajos". RUSC. Revista de Universidad y Sociedad del Conocimiento, 2012, Vol. 9, núm 1.
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.
Description: Peer reviewed
Language: Spanish
Appears in Collections:2012, vol. 9, n. 1

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