Use of Remote Mock Exams in Mathematics
An Educational Response to the COVID-19 Pandemic
DOI:
https://doi.org/10.37870/joqie.v14i24.436Keywords:
évaluation, e-learning, enseignement à distance, Enseignement des mathématiques au Maroc – STIM (Science, Technologie, Ingénierie et Mathématiques) – Pratiques d’enseignement déclarées – Pratiques d’évaluation déclaréesAbstract
The context of lockdown due to the Covid-19 pandemic has prompted a reflection on distance learning, professional practices, and assessment methods. Information and communication technologies (ICT) offer multiple possibilities for resource production and sharing, communication, and remote evaluation. In this article, we address questions related to the transition from in-person to remote assessment. This aims to exchange insights about the benefits and nuances of this type of assessment and to address issues related to grading and providing feedback to students remotely. The experience of educational continuity was an opportunity not only to test distance teaching approaches and methods but also to address questions that arose from this specific event.
References
Papi, C., Gérin-Lajoie, S., & Hébert, M.-H. (2020). Se rapprocher de l’évaluation à distance: dix pistes de réponse Évaluer. Journal international de recherche en éducation et formation, Numéro Hors-série, 1, 201-206.
Audet, L. (2011). Les pratiques et défis de l’évaluation en ligne. Le Réseau d’enseignement francophone à distance du Canada (REFAD). [Online]. Available: http://bv.cdeacf.ca/EA_PDF/158160.pdf.
Gérin-Lajoie, S., Beaupré, J., Contamines, J., Hébert, M.-H., & Paquette-Côté, K. (2020). L’évaluation des apprentissages en 20 questions. Manuscrit non publié, Université TÉLUQ, Département éducation. [Online]. Available: https://r-libre.teluq.ca/1952/.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. [Online]. Available: http://www.columbia.edu/~mvp19/ETF/Feedback.pdf.
Meek, S. E., Blakemore, L., & Marks, L. (2017). Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment & Evaluation in Higher Education, 42(6), 1000-1013.
Rodet, J. (2000). La rétroaction, support d’apprentissage ? Distances, 4(2), 45-73.
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2024 The Journal of Quality in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
