Application of Formative Assessment in Linear Algebra Courses
- DOI
- 10.2991/978-2-38476-309-2_38How to use a DOI?
- Keywords
- teaching evaluation; formative assessment; linear algebra
- Abstract
Teaching evaluation is a crucial element in the educational process, significantly contributing to the improvement of teaching quality. This study identifies and addresses the shortcomings and flaws in the current assessment model for basic mathematics courses in domestic universities. Considering the unique characteristics of the student population and the widespread application of AI technology, a comprehensive formative assessment scheme is introduced. The research thoroughly examines the benefits of incorporating formative assessment into course teaching, emphasizing its potential in promoting a deeper understanding of students’ learning outcomes. Moreover, the paper discusses the key aspects that need to be carefully considered during the implementation of this assessment method. Ultimately, this study aims to establish a theoretical framework and provide practical insights to optimize the teaching evaluation system, thereby enhancing overall teaching effectiveness, students’ knowledge accumulation, skill development, and quality improvement.
- Copyright
- © 2024 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Peilong Zhang PY - 2024 DA - 2024/12/09 TI - Application of Formative Assessment in Linear Algebra Courses BT - Proceedings of the 2024 9th International Conference on Modern Management, Education and Social Sciences (MMET 2024) PB - Atlantis Press SP - 313 EP - 319 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-309-2_38 DO - 10.2991/978-2-38476-309-2_38 ID - Zhang2024 ER -