José Azevedo

e-Assessment in Mathematics Courses with Multiple-choice Questions Tests

With the implementation of the Bologna Process several challenges have been posed to higher education institution, particularly in Portugal. One of the main implications is related to the change of the paradigm of a teacher centered education, to a paradigm that is student centered. This change implies the change of the way to assess courses in higher education institutions. Continuous and formative assessments emerged as the focus, catalyzed by electronic assessment, or e-assessment. This paper presents a case of the implementation of an e-assessment strategy, implemented in order to allow continuous, formative assessment in numerous mathematics classes using multiple-choice questions tests implement in Moodle open-source learning management system. The implementation can be considered a success.

How Do Mathematics Teachers in Higher Education Look at E-assessment with Multiple-Choice Questions.

This paper presents a part of a global proposal aimed to create and put forward an e–assessment strategy using tests with multiple–choice questions (MCQ) implemented in Moodle. This strategy was planned in order to allow the use of continuous summative assessment in mathematics’ courses in a higher education institution, in classes with a large number of students. The main goal of this work was to analyse how this procedure can affect the teaching and learning processes. Changes in educational practices were ascertained using interviews with teachers. It was found an improvement in the way teachers create questions as well as in teamwork promotion. Furthermore, teachers reported that they pay more attention now on how they teach. Thus, the implementation of this e–assessment approach can be considered successful, namely because it allowed an adequate response to the main needs initially identified.

Learning Analytics: A Way to Monitoring and Improving Students' Learning

This paper focus on the potential contributes of Learning Analytics in the improvement students learning. The analysis of student’s data collected from Virtual Learning Environments is important to ascertain student’s engagement. This paper presents the analysis of data collected in the ambit of MatActiva project. Data was analysed with Google Analytics, Course Dedication and Moodle Reports. Promising results were obtained.