دورية أكاديمية
Promoting Socioeconomic Equity through Automatic Formative Assessment
| العنوان: | Promoting Socioeconomic Equity through Automatic Formative Assessment |
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| اللغة: | English |
| المؤلفون: | Alice Barana (ORCID |
| المصدر: | Journal on Mathematics Education. 2024 15(1):227-252. |
| الإتاحة: | Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools |
| Descriptors: | Equal Education, Sustainable Development, Socioeconomic Status, Mathematics Achievement, Formative Evaluation, Automation, Interaction, Grade 8, Secondary School Students, Feedback (Response), Academic Achievement, Learning Activities, Evaluation Methods, Student Evaluation, Educational Technology, Foreign Countries, Technology Uses in Education |
| مصطلحات جغرافية: | Italy |
| تدمد: | 2087-8885 2407-0610 |
| مستخلص: | Ensuring equity in education is a goal for sustainable development. Among the factors that hinder equity, socioeconomic status (SES) has the highest impact on learning Mathematics. This paper addresses the issue of equity at the secondary school level by proposing an approach based on adopting automatic formative assessment (AFA). Carefully designed mathematical activities with interactive feedback were experimented with a sample of 299 students of grade 8 for a school year. A control group of 257 students learned the same topics using traditional methodologies. Part of the sample belonged to low SES. The learning achievement was assessed through pre-and post-tests to understand if the adoption of AFA impacted learning and whether the results depended on the students' SES. The results show a positive effect of the experimentation (effect size: 0.42). Moreover, the effect size of the experimentation restricted to the low-SES group is high (0.77). In the treatment group, the results do not depend on SES, while in the control group, they do, suggesting that AFA is an equitable approach while traditional instruction risks perpetuating inequalities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1413543 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2087-8885 2407-0610 |
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