Title

Comparing Assessment Methods As Predictors Of Student Learning In An Undergraduate Mathematics Course

Keywords

Assessment; Continuous assessment; Cumulative assessment; Mathematics; Projects; Student learning

Abstract

This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicted student learning (dependent upon post-test grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled ‘Mathematics for Calculus’. A stepwise regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the post-test scores). Results indicated that ultimately the continuous assessment scores best predicted students’ post-test scores. © 2011 Taylor & Francis Group, LLC.

Publication Date

1-1-2011

Publication Title

International Journal of Mathematical Education in Science and Technology

Volume

42

Issue

8

Number of Pages

1061-1067

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/0020739X.2010.550946

Socpus ID

84857838126 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84857838126

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