Evaluating students' mathematical performance in a Paper-pencil and an electronic-based dynamic assessment

The aim of the present study was to explore the ability of first-year mathematics major students to use a mathematical theorem to solve a problem through a paper-pencil and an electronic-based dynamic assessment. In this study, a convenient and purposeful sampling method was used. Thirty-five students from a public university in voluntarily participated in this study. Data gathering and analysis with both qualitative and quantitative approaches were used in a mixed method research format. The quantitative method used in this study was the descriptive method. Also, a semi-experimental design was used to compare students' performance in the paper-pencil assessment and the dynamic assessment. In the qualitative approach, students' attitudes toward dynamic assessment were also explored through semi-structured interviews with several students. Data analysis showed that most students did not perform well in applying the conditions of the theorem to solve the problem in the paper-pencil assessment, and that their performance improved after receiving instructional feedback in the dynamic assessment. Furthermore, most students believed that receiving feedback in the dynamic assessment had a positive impact on their performance and helped them to have a better understanding of the theorem. According to the obtained results, it seems dynamic assessment is an effective assessment method for university mathematical courses and could improve mathematical learning of university students.