![]() The quizzes were designed following MATH taxonomy (Mathematical Assessment Task Hierarchy). Quiz questions were not randomly generated, so all students got the same questions and naturally, students shared the solutions with each other. The students did not have a time limit to answer the questions, but it was mandatory for them to reach a certain level to enter the midterm test. Six batteries of quizzes were administered online, every two or three weeks, one for each chapter of the course. One advantage of regular quizzes is that they encourage students to keep up with the course content as it is presented, to provide immediate feedback to students about their level of learning and help the tutor identify parts of the course content that students are struggling with and that require further explanation in class. It was a preliminary experiment conducted inside a second course of calculus for about 200 students in Managerial and Electronic Engineering at University of Udine. ![]() Abstract:This work explains the design of nine multiple-choice quizzes used as formative e-assessment for teaching multivariable differential calculus, they included GeoGebra and problem solving tools as well.
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