Visão geral dos sistemas de avaliação automática on-line em matemática
Tipo de documento
Autores
Lista de autores
Gaona, Jorge
Resumen
Este artigo faz uma revisão sistemática da literatura que trata dos sistemas de avaliação em linha a partir de uma perspectiva instrumental. O contexto em que estes sistemas são implementados é analisado: país, nível educacional, disciplina matemática, e características dos sistemas. Juntos, são categorizados em três focos: estudantes, professores e artefatos. Os resultados mostram que existe uma grande variedade de sistemas e que o trabalho se concentra (i) no impacto nos estudantes: desempenho, variáveis socio-afectivas e formas de trabalho; e (ii) nos artefatos: atributos do artefato, características do artefato cujo utilizador é o professor e características das tarefas mediadas por estes sistemas.
Fecha
2020
Tipo de fecha
Estado publicación
Términos clave
Afectividad | Instrumentos | Otro (tipos estudio) | Práctica del profesor | Rendimiento
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
Abboud-Blanchard, M. (2014). Teachers and Technologies : Shared Constraints, Common Responses. En A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), Technology in Mathematics Teaching (pp. 297–317). Dordrecht: Springer Netherlands. https://doi.org/https://doi.org/10.1007/978-94-007-4638-1_13 Acosta-Gonzaga, E. & Walet, N. (2018). The role of attitudinal factors in mathematical on- line assessments: a study of undergraduate STEM students. Assessment and Evaluation in Higher Education, 43(5), 710–726. https://doi.org/10.1080/02602938.2017.1401976 Aldon, G., Hitt, F., Bazzini, L. & Gellert, U. (2017). Mathematics and technology. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-51380-5 Aldon, G. & Tragalová, J. (2019). Technology in Mathematics Teaching. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-19741-4 Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245–274. https://doi.org/https://doi.org/10.1023/A:1022103903080 Attali, Y. (2015). Effects of multiple-try feedback and question type during mathematics problem solving on performance in similar problems. Computers and Education, 86, 260–267. https://doi.org/10.1016/j.compedu.2015.08.011 Attali, Y. & van der Kleij, F. (2017). Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving. Computers and Education, 110, 154–169. https://doi.org/10.1016/j.compedu.2017.03.012 Babaali, P. & Gonzalez, L. (2015). A quantitative analysis of the relationship between an online homework system and student achievement in pre-calculus. International Journal of Mathematical Education in Science and Technology, 46(5), 687–699. https://doi.org/10.1080/0020739X.2014.997318 Bartelet, D., Ghysels, J., Groot, W., Haelermans, C. & van den Brink, H. M. (2016). The differential effect of basic mathematics skills homework via a web-based intelligent tutoring system across achievement subgroups and mathematics domains: A randomized field experiment. Journal of Educational Psychology, 108(1), 1–20. https://doi.org/10.1037/edu0000051 Béguin, P. & Rabardel, P. (2000). Concevoir pour les activités instrumentées. Revue d’Intelligence Artificielle, 14(1–2), 35–54. Berg, C. & Boote, S. (2015). Format Effects of Empirically Derived Multiple-Choice Versus Free-Response Instruments When Assessing Graphing Abilities. International Journal of Science and Mathematics Education, 15(1), 19–38. https://doi.org/https://doi.org/10.1007/s10763-015-9678-6 Berková, A. J. (2017). Effect of the use of computer-aided assessment system in the teaching of mathematical analysis with regard to students’ approaches to learning. Journal on Efficiency and Responsibility in Education and Science, 10(3), 71–75. https://doi.org/10.7160/eriesj.2017.100302 Callahan, J. T. (2016). Assessing Online Homework in First-Semester Calculus. Primus, 26(6), 545–556. https://doi.org/10.1080/10511970.2015.1128501 Calm, R., Masià, R., Olivé, C., Parés, N., F, P., Ripoll, J. & Sancho-Vinuesa, T. (2017). Use of WIRIS quizzes in an online calculus course. Journal of Technology and science Education, 5(3), 184–193. Calvo, M., Carnicer, A., Cuadros, J., Martori, F., Miñarro, A. & Serrano, V. (2019). Computer-assisted assessment in open-ended activities through the analysis of traces: A proof of concept in statistics with R commander. Eurasia Journal of Mathematics, Science and Technology Education, 15(9). https://doi.org/10.29333/ejmste/108456 Cazes, C. & Vandebrouck, F. (2008). Panorama sur les bases d’exercices en ligne. En F. Vandebrouck (Ed.), La classe de mathématiques : activités des élèves et pratiques des enseignants (pp. 183–196). Toulouse: Octarès. Chow, A. F. (2015). Online homework impact in undergraduate mathematics and business statistics courses. Educational Studies, 41(3), 244–248. https://doi.org/10.1080/03055698.2014.961902 Clark-Wilson, A., Robutti, O. & Sinclair, N. (2014). The Mathematics Teacher in the Digital Era. Dordrecht: Springer. https://doi.org/10.1007/978-94-007-4638-1 Duval, R. (1995). Sémiosis et pensée humaine: registres sémiotiques et apprentissages intellectuels. Suisse: Peter Lang. Faber, J. M., Luyten, H. & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & Education, 106, 83–96. https://doi.org/10.1016/j.compedu.2016.12.001 Figueroa-Canas, J. & Sancho-Vinuesa, T. (2017). Exploring the Efficacy of Practicing with Wiris-Quizzes in Online Engineering Mathematics. Revista Iberoamericana de Tecnologias del Aprendizaje, 12(3), 141–146. https://doi.org/10.1109/RITA.2017.2735499 Fyfe, E. R. (2016). Providing feedback on computer-based algebra homework in middle- school classrooms. Computers in Human Behavior, 63, 568–574. https://doi.org/10.1016/j.chb.2016.05.082 Gaona, J. (2018a). Elaboración de un sistema de evaluación en línea como proceso de formación de profesores de matemáticas. Université Sorbonne Paris Cité - Université Paris Diderot. Recuperado de https://tel.archives-ouvertes.fr/tel-02458946/ Gaona, J. (2018b). Instructors’ decision making when designing resources: the case of online assessments. En V. Giritana, T. Miyakawa, M. Rafalska, & S. Soury-Lavergne (Eds.), Re(s)sources 2018 International Conference (pp. 279–282). Lyon: École Normale Supérieure de Lyon. Gaona, J. (2018c). Integrar tecnología en la enseñanza-aprendizaje de las matemáticas, factores claves. Revista de Gestión de la Innovación en Educación Superior, 3, 75–93. Recuperado de http://ojs.inacap.cl/index.php/regies/article/view/102 Gaona, J. & Marquès, D. (2018). Développer dans Moodle une base d’exercices mathématiques en ligne. Problématiques croisées entre didacticiens et informaticiens : le cas de Wiris au Chili. Cahiers du laboratoire de didactique André Revuz, 19, 23–31. Recuperado de https://hal.archives-ouvertes.fr/hal-02111650 Gaona, J., Reguant, M., Valdivia, I., Vásquez, M. & Sancho-Vinuesa, T. (2018a). Feedback by automatic assessment systems used in mathematics homework in the engineering field. Computer Applications in Engineering Education, 26(4), 994–1007. https://doi.org/10.1002/cae.21950 Gaona, J., Reguant, M., Valdivia, I., Vásquez, M. & Sancho-Vinuesa, T. (2018b). Feedback by automatic assessment systems used in mathematics homework in the engineering field. Computer Applications in Engineering Education, 26(4), 994–1007. https://doi.org/10.1002/cae.21950 García, T., Betts, L., González-Castro, P., González-Pienda, J. A. & Rodríguez, C. (2016). Evaluación on-line del proceso de resolución de problemas matemáticos en estudiantes de quinto y sexto curso: auto-regulación y logro. Revista Latinoamericana de Investigacion en Matematica Educativa, 19(2), 165–186. https://doi.org/10.12802/relime.13.1922 Gergelitsová, Š., & Holan, T. (2016). GeoTest - A system for the automatic evaluation of geometry-based problems. Computer Applications in Engineering Education, 24(2), 297–304. https://doi.org/10.1002/cae.21712 Ginsburg, H., Lee, Y. S., & Pappas, S. (2016). A research-inspired and computer-guided clinical interview for mathematics assessment: introduction, reliability and validity. ZDM - Mathematics Education, 48(7), 1003–1018. https://doi.org/10.1007/s11858- 016-0794-8 Greenhow, M. (2015). Effective computer-aided assessment of mathematics; principles, practice and results. Teaching Mathematics and its Applications, 34(3), 117–137. https://doi.org/10.1093/teamat/hrv012 Gwynllyw, R., Weir, I. & Henderson, K. (2016). Using DEWIS and R for multi-staged statistics e-Assessments. Teaching Mathematics and its Applications, 35(1), 14–26. https://doi.org/10.1093/teamat/hrv018 Habre, S. (2015). Effects of web-based homework on students’ performance in freshman calculus at an American college in Lebanon. Turkish Online Journal of Educational Technology, (Special Issue 1), 220–226. Habre, S., & Abboud, M. (2006). Students’ conceptual understanding of a function and its derivative in an experimental calculus course. The Journal of Mathematical Behavior, 25(1), 57–72. Hanna, G., Reid, D. & Villiers, M. de. (2019). Proof Technology in Mathematics Research and Teaching (Vol. 14). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-28483-1 Hauk, S., Powers, R. A. & Segalla, A. (2015). A Comparison of Web-based and Paper-and- Pencil Homework on Student Performance in College Algebra. Primus, 25(1), 61– 79. https://doi.org/10.1080/10511970.2014.906006 Herbert, K., Demskoi, D. & Cullis, K. (2019). Creating mathematics formative assessments using LaTeX, PDF forms and computer algebra. Australasian Journal of Educational Technology, 35(5), 153–167. https://doi.org/10.14742/ajet.4539 Hoogland, K., & Tout, D. (2018). Computer-based assessment of mathematics into the twenty-first century: pressures and tensions. ZDM - Mathematics Education, 50(4), 675–686. Hoyles, C. & Lagrange, J.-B. (2010). Mathematics Education and Technology-Rethinking the Terrain. New York: Springer US. https://doi.org/10.1007/978-1-4419-0146-0 Jonsdottir, A. H., Bjornsdottir, A. & Stefansson, G. (2017). Difference in learning among students doing pen-and-paper homework compared to web-based homework in an introductory statistics course. Journal of Statistics Education, 25(1), 12–20. https://doi.org/10.1080/10691898.2017.1291289 Kiili, K. & Ketamo, H. (2018). Evaluating Cognitive and Affective Outcomes of a Digital Game-Based Math Test. IEEE Transactions on Learning Technologies, 11(2), 255– 263. https://doi.org/10.1109/TLT.2017.2687458 Kobylanski, M. (2019). WIMS: Innovative Pedagogy with 21 Year Old Interactive Exercise Software. En G. Hanna, D. Reid, & M. de Villiers (Eds.), ProofTechnology in Mathematics Research and Teaching (pp. 123–144). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-19741-4_6 Kuzniak, A., Nechache, A. & Drouhard, J. P. (2016). Understanding the development of mathematical work in the context of the classroom. ZDM - Mathematics Education, 48(6), 861–874. Recuperado de http://link.springer.com/10.1007/s11858-016-0773-0 Lowe, T. W. (2015). Online quizzes for distance learning of mathematics. Teaching Mathematics and its Applications, 34(3), 138–148. https://doi.org/10.1093/teamat/hrv009 Luz, Y. & Yerushalmy, M. (2019). Students’ conceptions through the lens of a dynamic online geometry assessment platform. Journal of Mathematical Behavior, 54. https://doi.org/10.1016/j.jmathb.2018.12.001 Maharaj, A. & Dlomo, T. (2018). Revelations from an online diagnostic arithmetic and algebra quiz for incoming students. South African Journal of Science, 114(5–6), 1– 7. https://doi.org/10.17159/sajs.2018/20170078 Martins, S. G. (2017). Weekly online quizzes to a mathematics course for engineering students. Teaching Mathematics and its Applications, 36(1), 56–63. https://doi.org/10.1093/teamat/hrw011 Martins, S. G. (2018). A study of the application of weekly online quizzes in two courses of mathematics for engineering students - is it a fair and effective strategy to increase student learning? International Journal of Innovation in Science and Mathematics Education, 26(1), 46–59. Massing, T., Schwinning, N., Striewe, M., Hanck, C. & Goedicke, M. (2018). E-Assessment Using Variable-Content Exercises in Mathematical Statistics. Journal of Statistics Education, 26(3), 174–189. https://doi.org/10.1080/10691898.2018.1518121 Monaghan, J., Trouche, L. & Borwein, J. M. (2016). Tools and Mathematics (Vol. 110). Berlin: Springer, Cham. https://doi.org/10.1007/978-3-319-02396-0 Murchan, D. & Oldham, E. (2017). Exploring the role of computer-based assessment in diagnosing children’s mathematical errors in primary education in Ireland. Irish Educational Studies, 36(4), 489–510. https://doi.org/10.1080/03323315.2017.1393765 Murphy, R., Roschelle, J., Feng, M. & Mason, C. A. (2020). Investigating Efficacy, Moderators and Mediators for an Online Mathematics Homework Intervention. Journal of Research on Educational Effectiveness, 13(2), 235–270. https://doi.org/10.1080/19345747.2019.1710885 Ocaña, A., Pulido, D., Gil, S. & Zuluaga, M. (2019). Changes in the performance of students of a mathematical thinking course through formative assessment with an online question bank. Interdisciplinaria, 36(1), 7–22. OCDE. (2015). Students, Computers and Learning. Making the connection. Paris: OECD Publishing. Olsher, S. (2019). Making Good Practice Common Using Computer-Aided Formative Assessment. En G. Aldon & J. Trgalová (Eds.), Technology in Mathematics Teaching (pp. 31–47). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-19741-4_2 Olsher, S., Yerushalmy, M. & Chazan, D. (2016). How might the use of technology in formative assessment support changes in mathematics teaching? For the Learning of Mathematics, 36(3), 11–18. Pacheco-Venegas, N. D., López, G. & Andrade-Aréchiga, M. (2015). Conceptualization, development and implementation of a web-based system for automatic evaluation of mathematical expressions. Computers & Education, 88, 15–28. Pásztor, A., Molnár, G. & Csapó, B. (2015). Technology-based assessment of creativity in educational context: The case of divergent thinking and its relation to mathematical achievement. Thinking Skills and Creativity, 18, 32–42. https://doi.org/10.1016/j.tsc.2015.05.004 Pelkola, T., Rasila, A. & Sangwin, C. (2018). Investigating bloom’s learning for mastery in mathematics with online assessment. Informatics in Education, 17(2), 363–380. https://doi.org/10.15388/infedu.2018.19 Rabardel, P. (1995). Les hommes et les technologies; approche cognitive des instruments contemporains. Paris: Armand Colin. Ramamurthy, M., Kousika, N., Mohana, G. S. & Mageswari, K. (2017). Scope of E- assessment of answers in mathematical domain. International Journal of Civil Engineering and Technology, 8(10), 533–537. Richard, P., Venant, F. & Gagnon, M. (2019). Issues and Challenges in Instrumental Proof. (D. Reid, Ed.). Cham: Springer International Publishing. https://doi.org/10.1007/978-981-32-9323-6_1 Rønning, F. (2017). Influence of computer-aided assessment on ways of working with mathematics. Teaching Mathematics and its Applications, 36(2), 94–107. https://doi.org/10.1093/teamat/hrx001 Roschelle, J., Feng, M., Murphy, R. F. & Mason, C. A. (2016). Online Mathematics Homework Increases Student Achievement. AERA Open, 2(4), 1–12. https://doi.org/10.1177/2332858416673968 Sangwin, C. (2015). Inequalities, assessment and computer algebra. International Journal of Mathematical Education in Science and Technology, 46(1), 76–93. https://doi.org/10.1080/0020739X.2014.941424 Sangwin, C. (2019). Reasoning by Equivalence: The Potential Contribution of an Automatic Proof Checker. En Proof Technology in Mathematics Research and Teaching (pp. 313–330). Cham: Springer International Publishing. https://doi.org/10.1007/978-3- 030-28483-1_15 Sangwin, C., Cazes, C., Lee, A. & Wong, K. (2010). Micro-level automatic assessment supported by digital technologies. En C Hoyles & J.-B. Lagrange (Eds.), Mathematics Education and Technology-Rethinking the Terrain (pp. 227–250). Boston MA: Springer US. https://doi.org/10.1007/978-1-4419-0146-0_10 Sangwin, C. & Jones, I. (2017). Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes. Educational Studies in Mathematics, 94(2), 205–222. https://doi.org/10.1007/s10649-016-9725-4 Sarmiento, C. P. (2017). Student perceptions of online homework in mathematics of accounting and finance. Advanced Science Letters, 23(2), 1122–1125. https://doi.org/10.1166/asl.2017.7513 Shotwell, M. & Apigian, C. H. (2015). Student performance and success factors in learning business statistics in online vs. on-ground classes using a web-based assessment platform. Journal of Statistics Education, 23(1). https://doi.org/10.1080/10691898.2015.11889727 Sikurajapathi, I., Henderson, K. & Gwynllyw, R. (2020). Using e-assessment to address mathematical misconceptions in engineering students. International Journal of Information and Education Technology, 10(5), 356–361. https://doi.org/10.18178/ijiet.2020.10.5.1389 Smolinsky, L., Marx, B. D., Olafsson, G. & Ma, Y. A. (2020). Computer-Based and Paper- and-Pencil Tests: A Study in Calculus for STEM Majors. Journal of Educational Computing Research. https://doi.org/10.1177/0735633120930235 Smolinsky, L., Olafsson, G., Marx, B. D. & Wang, G. (2019). Online and Handwritten Homework in Calculus for STEM Majors. Journal of Educational Computing Research, 57(6), 1513–1533. https://doi.org/10.1177/0735633118800808 Stacey, K. & Wiliam, D. (2013). Technology and assessment in mathematics. En M. A. K. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third international handbook of mathematics education (pp. 721–751). New York: Springer. https://doi.org/10.1007/978-1-4614-4684-2_23 Sureda-Negre, J. & Comas-Forgas, R. (2017). La revisión bibliográfica desde una perspectiva sistémica. En S. R. Pantoja & J. A. Rasco (Eds.), Investigación cualitativa en Educación (pp. 387–400). Buenos Aires: Miño y Dávila Editores. Vasko, M., Ritter, S. & Metzger, G. (2018). Online homework in engineering mathematics: can we narrow the performance gap? International Journal of Engineering Pedagogy, 8(1), 29–42. Walkington, C., Clinton, V. & Sparks, A. (2019). The effect of language modification of mathematics story problems on problem-solving in online homework. Instructional Science (Vol. 47). Springer Netherlands. https://doi.org/10.1007/s11251-019-09481- 6 Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001