Abstract

GARCIA-OLIVEROS, Gloria et al. College mathematics assessment practices: Tensions and challenges in their conceptual network. Uniciencia [online]. 2020, vol.34, n.1, pp.246-262. ISSN 2215-3470.  http://dx.doi.org/10.15359/ru.34-1.14.

This paper analyses the transition from performance assessment to formative assessment, based on a propaedeutic project framework for college mathematics teaching. An exploratory qualitative study was conducted to analyze the changes in the professor assessment practices during first-year math courses, in which the different types of assessment are assigned integrative purposes to guide the learning process. Data was gathered from interviews and tests applied by 21 college professors teaching the Math Foundations courses for the Engineering (MFI) and Economics and Business Administration (FMEA) Programs in the first semester of 2018. Results reveal predominance of assessment practices based on quantitative judgment for grading purposes, as well as assessment practices based on academic performance as certification, in which grades objectively guarantee the level of mathematical knowledge acquired by the student. It is concluded that the challenge of configuring interactive assessment systems between the two existing types requires updating the professional competence of university professors.

Keywords : formative assessment; assessment of academic performance; assessment systems of classroom learning.

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