Continuous Formative Assessment in the Teaching and Learning of Calculus: Improving Academic Achievement in Vocational Students
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This study explores the impact of continuous formative assessment on the teaching of calculus in professional education, focusing on how student motivation and academic performance are related. Using a qualitative approach, groups of students undergoing formative assessments were compared with control groups, complemented by qualitative interviews with teachers to delve into implementation and perceptions of calculus teaching and learning. The findings revealed significant improvements in the motivation and academic performance of students exposed to formative assessment practices, highlighting the positive valuation of immediate and constructive feedback. These findings are discussed in accordance with related literature, highlighting the contribution of the study to educational practices in calculus and the importance of continuous teacher training to overcome the rejection of change. In conclusion, the study confirms the effectiveness of continuous formative assessment as a pedagogical and didactic tool to enrich calculus learning, emphasizing the need for pedagogical innovation and institutional commitment for its effective implementation. Formative assessment is proposed as a key to improve teaching and learning in calculus, preparing students for future academic and professional challenges.
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