Teaching and assessment of mathematics in higher education in a pandemic context: comparison of two experiences

Abstract

According to UNESCO, due to the pandemic, about 90% of students around the world were affected by the closure of schools. The rapid closure led to profound changes in the teaching and assessment method. In this work we will present a comparison between two different methodologies used in two curricular units (CU) in ​​mathematics. The comparison will be based on an anonymous questionnaire that was made available to students enrolled in these CU.

In both CUs, students had online theoretical classes, but practical classes had different regimes. In one of the CU, each student only had face-to-face practical classes every 15 days and in the others week he was in autonomous study. In the other UC, each student had one-week face-to-face practical classes and in the other week, online practical classes.

Regarding the evaluation, in both CUs there were 2 midterms and tests in Moodle. But in the first one, Moodle tests were done in all face-to-face classes and, in the second one, students took five Moodle tests that were performed in practical classes online.

As can be seen from the answers to the questionnaire, the students felt the lack of face-to-face classes, especially those who only had practical classes every fortnight. However, they liked the method of assessment and felt that the Moodle tests helped them to have a continuous study.

From the results of the questionnaire, it seems to the authors that the mixture of different assessment elements helps the student to learn and maintain motivation even in these troubled times.