Author(s)

Carlos Augusto Aguilar Júnior¹, Amanda Azevedo Abou Mourad², Rafael Guimarães de Assis Motta²

¹University College Geraldo Reis, Federal Fluminense University, Niterói, Brazil.
²Federal Fluminense University, Niterói, Brazil.

In the present study, we report the experience with formative assessment and the use of (formative) feedback during the Remote Education process in the pandemic academic year 2020. Using a qualitative methodological approach, we collected the answers given by students in interdisciplinary activities in a remote online learning platform and, based on it, we developed individualized training feedback for students from a federal elementary school of UFF (COLUNI-UFF) at Federal Fluminense University (UFF), located in the city of Niterói (RJ), in Brazil. To perform this feedback, a database was created with the students’ responses to the proposed interdisciplinary activities. With this exercise, there was a significant improvement in the performance of the students, so that the error was seen as a learning possibility. This process was important for the project fellows, graduating in Mathematics, who realized the importance of formative assessment and the use of formative feedback aimed at the effective learning of students.

Feedback, Formative Assessment, Mathematics Education, COVID-19 Pandemic, E-Learning

Júnior, C. , Mourad, A. and de Assis Motta, R. (2021) Formative Assessment and Feedback: Report of Mathematics Teacher’s Professional Formation Project. Creative Education, 12, 1867-1880. doi: 10.4236/ce.2021.128142.