Authors:
Alice Barana
1
;
Cecilia Fissore
2
and
Marina Marchisio
3
Affiliations:
1
Department of Mathematics, University of Turin, Via Carlo Alberto 10, 10123 Turin, Italy
;
2
Department of Foreign Languages, Literatures and Modern Culture, Via Giuseppe Verdi, 10, 10124 Turin, Italy
;
3
Department of Molecular Biotechnology and Health Sciences, University of Turin, Via Nizza 52, 10126, Turin, Italy
Keyword(s):
Automatic Formative Assessment, Automatic Assessment System, Adaptive Teaching, Interactive Feedback, Self-regulation, Teacher Training, Mathematics.
Abstract:
The use of technology in education is constantly growing and can integrate the experience of school learning allowing an adaptive teaching. One of the teaching practices in which technology can play a fundamental role is the assessment: standardized, summative and formative. An Automatic Assessment System can offer fundamental support to teachers and to students, and it allows adaptive teaching: promoting practices of formative assessment, providing effective and interactive feedback, and promoting self-regulated learning. Our university has successfully developed and tested a model for automatic formative assessment and interactive feedback for STEM through the use of an Automatic Assessment System. This article presents a training course for teachers focused on the adaptation of questions designed for standardized assessment to questions for formative assessment to develop mathematical skills, problem solving and preparation for INVALSI (national standardized tests). The teachers c
reated questions with automatic formative assessment, reflecting on how to adapt the requests to the different needs of students and how to create guided learning paths. The activities created by the teachers, their reflections on the training module and on the activity carried out with students are analyzed and discussed.
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