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ERIC Number: EJ930103
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1947-7503
Assessing Multiple Abstract Assessments
Soto-Johnson, Hortesia; Dalton, Casey; Yestness, Nissa
Investigations in Mathematics Learning, v1 n3 p1-26 Spr 2009
In this qualitative study, we initiate a discussion as to why instructors should implement numerous assessments into their mathematics courses. We describe the purpose and structure of formative and summative assessments implemented in an undergraduate two-semester sequence of abstract algebra. The evaluations included homework, exams, projects, oral assessments, worksheets, and presentations. We discuss student' reactions to these assessments and summarize how the students believed the assessments contributed to their learning. We describe students' perceptions of how the assessments measured their abstract algebra knowledge and helped them learn the material in an interactive environment. Through the students' voices, we illustrate how the assessments promoted interaction among the students and modeled potential alternative assessments for preservice teachers.
Research Council on Mathematics Learning. Web site: http://www.unlv.edu/RCML
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A