Modelo para a concepção de um instrumento de aprendizagem adaptativa e avaliação do conhecimento algébrico

Autores

DOI:

https://doi.org/10.35699/1983-3652.2022.37264

Palavras-chave:

Álgebra, Aprendizagem adaptativa, Competências, Ensino superior, Avaliação adaptativa

Resumo

O objetivo deste estudo é desenvolver um teste a partir da abordagem de aprendizagem adaptativa, que facilite um diagnóstico que resulte em uma trajetória personalizada de atividades de aprendizagem para estudantes universitários com base no nível de domínio das habilidades para a disciplina de álgebra. Três professores participaram do projeto e ele foi aplicado a 46 estudantes universitários. O teste obteve pontuação com consistência interna de 0,85. O aplicativo permitiu o desenho de trajetórias personalizadas com as quais os alunos tiveram que iniciar e progredir em seu desempenho. Os resultados permitem indicar que as trajetórias personalizadas constituem um suporte essencial na aplicação da aprendizagem adaptativa ao trabalhar em modelos baseados em competências.

Downloads

Não há dados estatísticos.

Referências

ALEXANDER, Bryan y col. EDUCAUSE Horizon Report: 2019 Higher Education Edition. Louisville, CO, 2019. ISBN 978-1-933046-02-0.

ANDERSON, Jeremy. Busting the Top 5 Myths about Adaptive Learning. [S.l.: s.n.], 2019. Disponible en: http://blog.realizeitlearning.com/blog/top-5-myths-about-adaptive-learning. Acceso en: 2 feb. 2022.

BLACK, Paul y WILIAM, Dylan. Classroom assessment and pedagogy. en. Assessment in Education: Principles, Policy & Practice, v. 25, n. 6, p. 551-575, nov. 2018. ISSN 0969-594X, 1465-329X. DOI: 10.1080/0969594X.2018.1441807. Disponible en: https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1441807. Acceso en: 31 ene. 2022.

BOYCE, Steven y O’HALLORAN, Joyce. Active Learning in Computer-based College Algebra. en. PRIMUS, v. 30, n. 4, p. 458-474, abr. 2020. ISSN 1051-1970, 1935-4053. DOI: 10.1080/10511970.2019.1608487. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10511970.2019.1608487. Acceso en: 31 ene. 2022.

CASTILLO SILVA, Flavio de Jesús. Andragogía, andragogos y sus aportaciones. Voces de la Educación, ago. 2018. Disponible en: https://hal.archives-ouvertes.fr/hal-02528598. Acceso en: 31 ene. 2022.

CRETCHLEY, Gail y CASTLE, Jane. OBE, RPL and adult education: good bedfellows in higher education in South Africa? en. International Journal of Lifelong Education, v. 20, n. 6, p. 487-501, nov. 2001. ISSN 0260-1370, 1464-519X. DOI: 10.1080/02601370110088463. Disponible en: http://www.tandfonline.com/doi/abs/10.1080/02601370110088463. Acceso en: 31 ene. 2022.

CSAPÓ, Benő y MOLNÁR, Gyöngyvér. Online Diagnostic Assessment in Support of Personalized Teaching and Learning: The eDia System. Frontiers in Psychology, v. 10, 2019. ISSN 1664-1078. Disponible en: https://www.frontiersin.org/article/10.3389/fpsyg.2019.01522. Acceso en: 31 ene. 2022.

DOMENECH, Iluminada Sánchez. La andragogía de Malcom Knowles: Teoría y tecnología de la educación de adultos. 2015. Tesis (Doctorado) – Universidad Cardenal Herrera.

DZIUBAN, Charles y col. Adaptive Learning: A Tale of Two Contexts. Current Issues in Emerging eLearning, v. 4, n. 1, mar. 2017. ISSN 2373-6089. Disponible en: https://scholarworks.umb.edu/ciee/vol4/iss1/3.

DZIUBAN, Charles D. y col. Adaptive Learning in Psychology: Wayfinding in the Digital Age. en. Online Learning, v. 20, n. 3, p. 74-96, sep. 2016. ISSN 1939-5256. Disponible en: https://eric.ed.gov/?id=EJ1113343. Acceso en: 31 ene. 2022.

EDU TRENDS. Aprendizaje y evaluación Adaptativos. [S.l.], jul. 2014.

EDUCAUSE (ASSOCIATION). 2020 EDUCAUSE Horizon Report : Teaching and Learning Edition. Louisville, CO USA: [s.n.], 2020. ISBN 9781933046037. Disponible en: https://library.educause.edu/-/media/files/library/2020/3/2020_horizon_report_pdf.pdf.

ESSA, Alfred y LASTER, Stephen. Bloom’s 2 Sigma Problem and Data-Driven Approaches for Improving Student Success. In: FELDMAN, Robert S. (Ed.). The First Year of College. 1. ed. [S.l.]: Cambridge University Press, dic. 2017. p. 212-246. ISBN 9781316811764 9781107176287 9781316629383. DOI: 10.1017/9781316811764.009. Disponible en: https://www.cambridge.org/core/product/identifier/9781316811764%23CN-bp-8/type/book_part. Acceso en: 31 ene. 2022.

GONZÁLEZ, Jaime Ricardo Valenzuela y FAHARA, Manuel Flores. Fundamentos de investigación educativa. Volumen 1. Primera edición. [S.l.]: Editorial Digital del Tecnológico de Monterrey, nov. 2014.

INEE, (Instituto Nacional Para la Evaluación de la Educación). La educación obligatoria en México. Perfiles Educativos, v. 41, n. 164, p. 188-199, abr. 2019. ISSN 2448-6167, 0185-2698. DOI: 10.22201/iisue.24486167e.2019.164.59386. Disponible en: http://perfileseducativos.unam.mx:80/iisue_pe/index.php/perfiles/article/view/59386. Acceso en: 31 ene. 2022.

JAVIDANMEHR, Zahra y ANANI SARAB, Mohammad Reza. Cognitive Diagnostic Assessment: Issues and Considerations. International Journal of Language Testing, v. 7, n. 2, p. 73-98, oct. 2017. ISSN 2476-5880. Disponible en: https://www.ijlt.ir/article_114441.html. Acceso en: 31 ene. 2022.

KNOWLES, Malcolm S. Andragogia - El Aprendizaje de Los Adultos. México: Oxford University Press, 2006.

KNOWLES, Malcolm S. The modern practice of adult education: from pedagogy to andragogy. Chicago: Association Press; Follett Pub. Co, 1980.

LAU, Alice Man Sze. ‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature. en. Journal of Further and Higher Education, v. 40, n. 4, p. 509-525, jul. 2016. ISSN 0309-877X, 1469-9486. DOI: 10.1080/0309877X.2014.984600. Disponible en: http://www.tandfonline.com/doi/full/10.1080/0309877X.2014.984600. Acceso en: 31 ene. 2022.

MARZANO, Robert J. y KENDALL, John S. Designing & assessing educational objectives: applying the new taxonomy. Thousand Oaks: Corwin Press, 2008. ISBN 9781412940344 9781412940351.

MERRIAM, Sharan B. Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, v. 2001, n. 89, pág. 3, 2001. ISSN 10522891, 15360717. DOI: 10.1002/ace.3. Disponible en: https://onlinelibrary.wiley.com/doi/10.1002/ace.3. Acceso en: 31 ene. 2022.

MORILLO LOZANO, María del Carmen. Aprendizaje adaptativo. spa, 2016. Disponible en: https://uvadoc.uva.es/handle/10324/21000. Acceso en: 31 ene. 2022.

MOSKAL, Patsy; CARTER, Don y JOHNSON, Dale. 7 Things You Should Know About Adaptive Learning. [S.l.], 2017. Disponible en: https://library.educause.edu/resources/2017/1/7-things-you-should-know-about-adaptive-learning.

MURRAY, Meg y PEREZ, Jorge. Informing and Performing: A Study ComparingAdaptive Learning to Traditional Learning. Informing Science: The International Journal of an Emerging Transdicipline, v. 18, p. 111-125, jul. 2015. Disponible en: https://digitalcommons.kennesaw.edu/facpubs/3436.

NEWMAN, Adam. Learning to Adapt: A Case for Accelerating Adaptive Learning in Higher Education. [S.l.], 2013. Disponible en: https://tytonpartners.com/accelerating-adaptive-learning-in-higher-education/.

PEREIRA, Manuel Castro. La Conformación de un Modelo de Desarrollo Curricular con Base en los Principios de la Ciencia Andragógica. Ponencia, Caracas, Venezuela, 1990.

PICCIANO, Anthony. Artificial Intelligence and the Academy’s Loss of Purpose. Online Learning, v. 23, n. 3, sep. 2019. ISSN 2472-5730, 2472-5749. DOI: 10.24059/olj.v23i3.2023. Disponible en: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2023. Acceso en: 31 ene. 2022.

SADLER, D. Royce. Formative assessment and the design of instructional systems. Instructional Science, Springer Science y Business Media LLC, v. 18, n. 2, p. 119-144, jun. 1989.

SCRIVEN, Michael. The Methodology of Evaluation. In: TYLER, R.; GAGNÉ, R. y SCRIVEN, M. (Ed.). Perspectives of Curriculum Evaluation, AERA Monograph Series on Curriculum Evaluation. Chicago: Rand McNally, 1967. v. 1. p. 39-83.

SHARMA, Kshitij; PAPAMITSIOU, Zacharoula y GIANNAKOS, Michail. Building pipelines for educational data using AI and multimodal analytics: A “grey‐box” approach. en. British Journal of Educational Technology, v. 50, n. 6, p. 3004-3031, nov. 2019. ISSN 0007-1013, 1467-8535. DOI: 10.1111/bjet.12854. Disponible en: https://onlinelibrary.wiley.com/doi/10.1111/bjet.12854. Acceso en: 31 ene. 2022.

TAN GEOK SHIM, George; SHAKAWI, Abang Mohammad Hudzaifah Abang y AZIZAN, Farah Liyana. Relationship between Students’ Diagnostic Assessment and Achievement in a Pre-University Mathematics Course. Journal of Education and Learning, v. 6, n. 4, pág. 364, nov. 2017. ISSN 1927-5269, 1927-5250. DOI: 10.5539/jel.v6n4p364. Disponible en: http://www.ccsenet.org/journal/index.php/jel/article/view/69209. Acceso en: 31 ene. 2022.

TARAS, Maddalena. Assessment – summative and formative – some theoretical reflections. en. British Journal of Educational Studies, v. 53, n. 4, p. 466-478, dic. 2005. ISSN 0007-1005, 1467-8527. DOI: 10.1111/j.1467-8527.2005.00307.x. Disponible en: http://www.tandfonline.com/doi/abs/10.1111/j.1467-8527.2005.00307.x. Acceso en: 31 ene. 2022.

TARAS, Maddalena. Summative and formative assessment: Perceptions and realities. en. Active Learning in Higher Education, v. 9, n. 2, p. 172-192, jul. 2008. ISSN 1469-7874, 1741-2625. DOI: 10.1177/1469787408091655. Disponible en: http://journals.sagepub.com/doi/10.1177/1469787408091655. Acceso en: 31 ene. 2022.

VIRGILI, María Eulàlia Torras. Fundamentos y práctica del aprendizaje adaptativo. 2018. Tesis (Magíster) – Universidad Internacional de Valencia, Catalunya.

Publicado

2022-02-10

Como Citar

AZCORRA NOVELO, V. G.; GALLARDO CÓRDOVA, K. E. . Modelo para a concepção de um instrumento de aprendizagem adaptativa e avaliação do conhecimento algébrico. Texto Livre, Belo Horizonte-MG, v. 15, p. e37264, 2022. DOI: 10.35699/1983-3652.2022.37264. Disponível em: https://periodicos.ufmg.br/index.php/textolivre/article/view/37264. Acesso em: 1 jul. 2022.