Núñez Peña, María IsabelBono Cabré, RoserSuárez Pellicioni, Macarena2016-06-032016-06-032015-07-221877-0428https://hdl.handle.net/2445/99225Our objective was to implement and evaluate a formative assessment system in a mandatory course of the degree in Psychology. With this system, students received feedback from the tests they performed. We found a positive correlation between feedback classes' attendance and students' grades. The correlation between math anxiety and course's performance was not significant, suggesting that feedback could have helped to reduce the negative impact of math anxiety on performance7 p.application/pdfspacc-by-nc-nd (c) Elsevier, 2015http://creativecommons.org/licenses/by-nc-nd/3.0/esAvaluació formativaEducació superiorAnsietatMatemàticaFormative evaluationHigher educationAnxietyMathematicsinfo:eu-repo/semantics/article6537782016-06-03info:eu-repo/semantics/openAccess