Análisis de mensajes de retroalimentación escrita en exámenes de matemática: Desafíos para la enseñanza y la evaluación en educación superior

Verónica Yáñez- Monje; Carol  Méndez-Salazar

doi:10.31637/epsir-2025-2087

Authors

Verónica Yáñez- Monje Universidad de Concepción https://orcid.org/0009-0006-0243-4576
Carol Méndez-Salazar Universidad Federico Santa María- Sede Concepción https://orcid.org/0000-0002-1391-9564

DOI:

https://doi.org/10.31637/epsir-2025-2087

Keywords:

feedback, mathematics, exams, higher education, three-dimensional analysis, quality criteria

Abstract

Introduction: This article examines the written forms of feedback provided by teachers on their students' mathematics exams. The research encompasses a strategic sample that involves three academics within the subject of Applied Mathematics, which is taught to first-year students at a Chilean university. Methodology: To explore the written messages, documentary analysis was used, this within an iterative process, throughout the constant comparison method. In particular, the analitycal approach comprised: categorization of the content of the reviewed messages, determination of the mathematical focus of the comments and their contrast with the components of the exam questions. Results: The main results highlight that the feedback is focused on the task and the task processes and their prevailing function is descriptive, although, its effect seems to be reduced as a consequence of the procedural mathematical focus entailed within the messages. Discussion: Likewise, the designed written comments reveal the challenge of accomplishing greater consistency amongst the quality elements observed and the criteria assessed within the questions posed within the exams. Conclusions: The implications of this study become relevant to strengthen feedback as a key pedagogical strategy in higher education.

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Author Biographies

Verónica Yáñez- Monje, Universidad de Concepción

Profesora asociada de la Universidad de Concepción. Ella completó un PhD in Assessment in Education por la Universidad King’s College de Londres. Su experiencia en la formación del profesorado se vincula estrechamente con evaluación formativa y retroalimentación. Sus publicaciones más recientes reportan hallazgos acerca de: criterios de evaluación y su influencia en la materialización de una perspectiva formativa en aula, modalidades de retroalimentación oral versus escrita y sus manifestaciones en el repertorio de prácticas docentes, categorización de mensajes de escritos y nociones de aprendizaje que subyacen múltiples estrategias de retroalimentación.
veyanez@udec.cl

Carol Méndez-Salazar, Universidad Federico Santa María- Sede Concepción

La autora es profesora de Matemática y Computación de la Universidad de Concepción y Magister en Didáctica de la Matemática (en curso). Se desempeña como profesora part time en la Universidad Federico Santa María, sede Concepción, en la que imparte asignaturas de Matemática para estudiantes de carreras técnicas universitarias y de ingeniería, tales como: Matemática I, Matemática II, Elementos de la Matemática, Matemática Aplicada, Fundamentos de la Matemática, Introducción al Cálculo y Matemática de Ingeniería I que abordan áreas tales como la aritmética, álgebra, geometría analítica, trigonometría y cálculo diferencial e integral.
carol.mendez@usm.cl

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