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A Proposal to Assess Student Learning on Math Exams as an Epistemic Community Applied in the Undergraduate Classroom by Modeling STEAM Education
Abstract
This chapter, about an action research carried out in a university training, is presented here as a consequence of a process of innovation in undergraduate learning assessment, implemented in a statistics course in the risk prevention engineering degree. It accounts for university teaching with an assessment approach for learning, and not of learning, which allowed the competency-based teaching approach of the courses to be aligned with the institutional learning assessment guidelines, based on the STEAM education approach. The results raise a proposal to strengthen the formal evaluation processes, by virtue of the epistemic reality of community work among mathematics experts, also allowing to measure, compare, and justify the impact of the pedagogical interventions carried out, to report and project the results of the use of diversified evaluation strategies based on a mixture of modalities and instruments used in another mathematics courses.
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