COMMUNITY CASE STUDY article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1583160
This article is part of the Research TopicEmpowerment Through Education Innovative Interventions for Higher Education StudentsView all 21 articles
Assessment and feedback: an experience of teaching innovation
Provisionally accepted
- 1departamento de didactica, universidad de cadiz, Cadiz, Spain
- 2University of Cádiz, Cádiz, Spain
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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.
Keywords: mathematics education, assessment, Initial teacher training, Feedback, mathematical knowledge
Received: 25 Feb 2025; Accepted: 11 Aug 2025.
Copyright: © 2025 COSTADO DIOS. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: MARIA TERESA COSTADO DIOS, departamento de didactica, universidad de cadiz, Cadiz, Spain
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