Using Affordances and Constraints to Evaluate the Use of a Formative e-Assessment System in Mathematics Education

被引:1
作者
Hadjerrouit, Said [1 ]
机构
[1] Univ Agder, Inst Math Sci, Kristiansand, Norway
来源
PROCEEDINGS OF THE 12TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION (CSEDU), VOL 1 | 2020年
关键词
Affordance; Constraint; e-Assessment System; Formative Feedback; Mathematical Learning; Numbas; FEEDBACK;
D O I
10.5220/0009352503660373
中图分类号
TP39 [计算机的应用];
学科分类号
081203 ; 0835 ;
摘要
e-Assessment systems provide affordances for learning mathematics by means of formative feedback. However, there is a lack of research on affordances of e-assessment systems, and work remains to be done before evaluating their effect on mathematical learning. This paper uses the e-assessment system Numbas and proposes a framework to capture the affordances and constraints of the system at the technological, student, classroom, mathematics subject, and assessment level. The aim of the paper is to explore affordances and constraints that emerge at these levels, and the effect of formative feedback on mathematical learning. Based on the results, some concluding remarks and recommendations for future work are proposed.
引用
收藏
页码:366 / 373
页数:8
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