RT journal article
T1 Assessment and feedback: an experience of teaching innovation
A1 Costado Dios, María Teresa
A2 Didáctica
K1 mathematical knowledge
K1 feedback
K1 initial teacher training
K1 assessment
K1 mathematics education
AB Assessing the learning process of students is not easy, as it is difficult to verify that their learning is adequate. In this research, several individual tests are carried out to assess in a continuous, controlled, formative and summative way whether the learning process of mathematical knowledge is effective, as well as to complete this assessment with concise and individualized feedback. The more than 300 participants are students of the Primary Education Degree from four generations and two mathematical knowledge subjects. The results show that the first three generations show an average level of initial mathematical knowledge compared to the fourth control generation, increasing to an intermediate or high success rate in the intermediate tests that form part of the continuous assessment. Likewise, the final tests reflect a high cumulative performance rate, around 90%, considering this as a commitment of the student to his or her own educative process. In conclusion, the fourth generation, the control group where this controlled evaluation process has not been carried out, obtains worse academic results.
PB Frontiers Media SA
SN 2504-284X
YR 2025
FD 2025-09
LK http://hdl.handle.net/10498/39265
UL http://hdl.handle.net/10498/39265
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 05-nov-2026