Universitat de Barcelona
2016-06-03T15:58:42Z
2016-06-03T15:58:42Z
2015-07-22
2016-06-03T15:58:47Z
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
Artículo
Versión publicada
Castellano
Avaluació formativa; Educació superior; Ansietat; Matemàtica; Formative evaluation; Higher education; Anxiety; Mathematics
Elsevier
Reproducció del document publicat a: http://dx.doi.org/10.1016/j.sbspro.2015.07.023
Procedia - Social and Behavioral Sciences, 2015, vol. 196, p. 135-141
http://dx.doi.org/10.1016/j.sbspro.2015.07.023
cc-by-nc-nd (c) Elsevier, 2015
http://creativecommons.org/licenses/by-nc-nd/3.0/es
