Model for detecting student difficulties in solving formative assessments

Abstract

From a previous review of state of art regarding to formative e-assessment is determined that researches are mainly addressed to learning environments and intended learning outcomes. Formative type takes advantage of both, peer review and teacher feedback. Teacher feedback when students are solving the assigned tasks has not been sufficiently explored because research has focused in contexts based on asynchronous learning technologies. Thus, in this paper is proposed a model aimed to enhance teacher feedback by means of synchronous detection of student difficulties during evaluation execution. The research experiment—composed by the model implementation and an evaluation questionnaire design—is focused on proving model capability for detecting difficulties. According to attained results is concluded that this model is able to detect early students difficulties when formative assessment is executed. The future work will be mainly addressed to propose a research for determining if the model can complement formative e-assessment environments.