In this paper we discuss the use of close-ended questions in self-training and formative self-assessment in mathematics e-learning. Besides the undeniable value of automatic feedback and assessment, we argue how to avoid drawbacks of this tool offered by e-learning platforms, and focus on how to exploit the potential of this tool also by taking into account some key features of mathematics learning, such as multisemioticity. We give some indications on how to construct effective close-ended questions apt to actually evaluate competencies and not only contents.
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