Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences.

ABSTRACT: Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009-2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers' work. Additionally, one questionnaire about teachers' practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers' practices are influenced by the exams, and they usually approach their teaching meth

SUBMITTER: Rodriguez-Muniz LJ 

PROVIDER: S-EPMC5147902 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature