Impact of Auto-evaluation Tests as Part of the Continuous Evaluation in Programming Courses

The continuous evaluation allows for the assessment of the progressive assimilation of concepts and the competences that must be achieved in a course. There are several ways to implement such contin uous evaluation system. We propose auto-evaluation tests as a valuable tool for the student to judge his level of knowledge. Furthermore, these tests are also used as a small part of the continuous evaluation process, encouraging students to learn the concepts seen in the course, as they have the feeling that the time dedicated to this study will have an assured reward, binge able to answer correctly the questions in the continuous evaluation exams. New technologies are a great aid to improve the auto evaluation experience both for the students and the teachers. In this research work we have compared the results obtained in courses where auto-evaluation tests were provided against courses where they were not provided, showing how the tests improve a set of quality metrics in the results of the courseMinisterio de Economía y Competitividad TIN2017-88209-C2-

Levumi: A Web-Based Curriculum-Based Measruement to Monitor Learning Progress in Inclusive Classrooms

Our paper introduces and assesses the Levumi platform’s web-based assessment of reading fluency. One challenges of inclusive education is meeting the needs of the learners with special education needs (SEN). Children with SEN and other risk factors face an increased risk of failing in schools and manifesting academic and social problems over the time. Web-based curriculum-based measurement (CBM) can provide an effective tool to track progress of learners and limit such risks. In particular, it can ease the challenges of test administration in inclusive classrooms through automation and providing multiple difficulty levels without the need of different paper-forms. Furthermore, Levumi can help educators track children and thus provide support for learners. Levumi takes advantage of the strengths of web-based CBM to assess reading fluency in primary school students. We confirmed the reading fluency test’s test-retest reliability (n = 334), its ability to measure learning over time in individual learners with SEN (n = 8, across 14 MPs), and its applicability to learners with SEN (n = 300, including n = 46 with SEN). We evaluate Levumi’s overall usefulness in assessing different types of learners, and discuss its contributions to CBM research