AUTOMATED ASSESSMENT AND FEEDBACK IN DIFFERENTIAL CALCULUS AT THE MATHEMATICS EDUCATION DEPARTMENT

Abstract

Assessment and feedback are essential components in the learning process, particularly in Differential Calculus courses, which are characterized by complex conceptual and procedural content. This study aims to explore the implementation of technology-based automatic assessment and feedback systems in Differential Calculus learning within the Mathematics Education department. A descriptive qualitative method was employed through a case study approach involving digital platforms that offer automatic evaluation features and instant feedback. The results show that this system helps students quickly recognize errors, increases learning enthusiasm, and speeds up evaluation for lecturers. In addition, students are more active in assessing their mathematical thinking process through feedback generated by the system. These findings suggest that integrating automatic assessment technology can improve the effectiveness and efficiency of Differential Calculus instruction in higher education settings.