Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment
Abstract
:1. Introduction
2. Materials and Methods
2.1. Assessment and Continuous Assessment
2.2. Formative and Summative Assessment
2.3. Competencies Assessment
2.4. Questionnaire
2.5. Participants and Data Collection and Management
3. Fostering Competencies Achievement with DCDA Hatchling
- Dynamical because the grading at some knots may be modified if the competence there assessed shows improvement in ulterior knots.
- Continuous because this falls within the standard CA paradigm.
- Discrete to recall that indeed all activities are run at specific moments, some of which may have high relevance. Nevertheless, this relevance should not be stressful if adequate activities have been taken by students in advance.
4. A DCDA Implementation Case
- Theory reading, understanding, and applied to problems solving;
- Lab practice, with weekly sessions and individual exams;
- Written exercises;
- Challenging activities, such as quizzes, either computer-aided or collaboratively executed;
- Gamified activities, such as escape rooms to promote the strengthening of the mathematical competencies and to boost positive emotions and motivation.
- Calculus I (C1) dealing with one real variable function and its applications;
- Linear Algebra (Al) dealing with vector spaces, matrices, and diagonalization;
- Calculus II (C2) dealing with real functions of several variables and its applications, including differentiation, multiple, and surface integration;
- Series (S) dealing with numerical, power, and Fourier series.
- TP1 → LE1 → LE2
- TP1 → TP3 → TP4 → LE2
- TP2 → LE2
5. Results
5.1. An 11-Year Perspective with DCD Assessment
5.2. Students’ Perception
6. Discussion
7. Conclusions
- -
- Encourages improvement of previously assessed competencies in the chains of topics,
- -
- Facilitates that all expected levels of competencies are achieved,
- -
- Has received a favorable perception by students evaluated with it,
- -
- Is flexible enough so that different instructors may apply it in a sensible way considering the structure of the course and each institution regulations,
- -
- Facilitates awareness of shallow learning hazards.
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Sánchez-Ruiz, L.-M.; Moll-López, S.; Moraño-Fernández, J.-A.; Roselló, M.-D. Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment. Mathematics 2021, 9, 2082. https://0-doi-org.brum.beds.ac.uk/10.3390/math9172082
Sánchez-Ruiz L-M, Moll-López S, Moraño-Fernández J-A, Roselló M-D. Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment. Mathematics. 2021; 9(17):2082. https://0-doi-org.brum.beds.ac.uk/10.3390/math9172082
Chicago/Turabian StyleSánchez-Ruiz, Luis-M., Santiago Moll-López, Jose-Antonio Moraño-Fernández, and María-Dolores Roselló. 2021. "Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment" Mathematics 9, no. 17: 2082. https://0-doi-org.brum.beds.ac.uk/10.3390/math9172082