dc.contributor.author
Núñez Peña, María Isabel
dc.contributor.author
Bono Cabré, Roser
dc.contributor.author
Suárez Pellicioni, Macarena
dc.date.issued
2016-06-03T15:58:42Z
dc.date.issued
2016-06-03T15:58:42Z
dc.date.issued
2015-07-22
dc.date.issued
2016-06-03T15:58:47Z
dc.identifier
https://hdl.handle.net/2445/99225
dc.description.abstract
Our objective was to implement and evaluate a formative assessment system in a mandatory course of the degree in Psychology. With this system, students received feedback from the tests they performed. We found a positive correlation between feedback classes' attendance and students' grades. The correlation between math anxiety and course's performance was not significant, suggesting that feedback could have helped to reduce the negative impact of math anxiety on performance
dc.format
application/pdf
dc.relation
Reproducció del document publicat a: http://dx.doi.org/10.1016/j.sbspro.2015.07.023
dc.relation
Procedia - Social and Behavioral Sciences, 2015, vol. 196, p. 135-141
dc.relation
http://dx.doi.org/10.1016/j.sbspro.2015.07.023
dc.rights
cc-by-nc-nd (c) Elsevier, 2015
dc.rights
http://creativecommons.org/licenses/by-nc-nd/3.0/es
dc.rights
info:eu-repo/semantics/openAccess
dc.source
Articles publicats en revistes (Psicologia Social i Psicologia Quantitativa)
dc.subject
Avaluació formativa
dc.subject
Educació superior
dc.subject
Formative evaluation
dc.subject
Higher education
dc.title
Evaluación formativa en Educación Superior: Impacto en estudiantes con ansiedad a las matemáticas
dc.type
info:eu-repo/semantics/article
dc.type
info:eu-repo/semantics/publishedVersion
