Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics

Abstract

The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak.

Factors for Sustainable Online Learning in Higher Education during the COVID-19 Pandemic

“…Other than the delivery side of teaching and learning, more focus should be given on how to prepare students in online environment, since we believe their technology competency also plays an important part of facilitating peer learning and their ability to work with different style of materials presented online [70]. Moreover, now is the best opportunity to study ways to incorporate information technology and digital tools in enhancing classroom experience for the future, since an array of tools have already been purchased for the cause of teaching during COVID-19 outbreak.…”

Evaluación para los aprendizajes matemáticos en la educación media: una revisión de literatura sobre las tensiones y nuevos desafíos generados por la pandemia por COVID-19

“…Baran, 2021;Nilsberth et al, 2021;Thurm et al, 2022), la evaluación es el proceso de formar un juicio acerca de conductas o conocimientos de un estudiante y asignarle un resultado (comúnmente una calificación) justo dentro del contexto evaluativo y debe darse a conocer al estudiante en forma de retroalimentación o a través de un puntaje asignado. La forma de una evaluación debe ser determinada según su propósito, el cual, de acuerdo con Bocanet et al (2021), puede ser resumido tradicionalmente por cuatro tipos:…”

Impact of asynchronous Web-based learning environment on students' interest and motivation in mathematics: a quantitative research study

“…It refers to the course content's validity as shown by real-world examples. Bocanet et al (2021) suggest using suitable technologies to bring the material to life, which increases student participation. When it comes to selecting material and content for online classes, online instructors should be very careful.…”

“…It refers to the course content's validity as shown by real-world examples. Bocanet et al. (2021) suggest using suitable technologies to bring the material to life, which increases student participation.…”