Computer-Based Support Tools for the Self-Assessment of Learning

Abstract

This paper presents the outcome of the implementation of one of the activities planned within the framework of the research project “Evaluation for Understanding in the Mathematics Area, Faculty of Economic Sciences, National University of Jujuy”, approved and funded by that institution. In this project, evaluation is conceived “as a constant process of verifying learning that makes it possible to introduce adjustments in the ways of teaching and learning” (Santos Guerra, 2005). In practice, however, this theoretical position constitutes a real challenge when seeking to promote meaningful learning among students.

This problem becomes more pronounced in the context of state-run public universities during the first two years of study. One possible cause of this difficulty is the large number of students attending face-to-face classes and the limited number of teachers assigned to guide the educational process.

What alternatives, then, emerge in this context? It is essential to promote pedagogical methods aimed at enabling students to self-regulate their own evaluation. The use of digital tools to promote activities that help monitor and stimulate learning, generate opportunities for the analysis of correct answers and errors, and allow continuous feedback on students’ progress constitutes a valid option within the framework of real accessibility currently available to the vast majority of students.

It is estimated that the implementation of this evaluation modality in the subjects Algebra and Analytic Geometry and Mathematical Analysis at the Faculty of Economic Sciences of the National University of Jujuy will contribute to the improvement of educational practices.