Literaturnachweis - Detailanzeige
| Autor/inn/en | Shorter, Nichole A.; Young, Cynthia Y. |
|---|---|
| Titel | Comparing Assessment Methods as Predictors of Student Learning in an Undergraduate Mathematics Course |
| Quelle | In: International Journal of Mathematical Education in Science and Technology, 42 (2011) 8, S.1061-1067 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-739X |
| DOI | 10.1080/0020739X.2010.550946 |
| Schlagwörter | Student Projects; Student Evaluation; Predictor Variables; Scores; Calculus; College Mathematics; Undergraduate Study; Evaluation Methods; Mathematics Tests; Homework; Computer Uses in Education; Grades (Scholastic); College Freshmen; Algebra; Trigonometry |
| 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. (Contains 3 tables.) (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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