PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
Learning trajectories and formative assessment in first semester calculus
Page: 2-406
While formative assessment, assignments given for feedback rather than grades, raise student achievement, the literature lacks an explanation for how these assessments affect student learning. The purpose of this case study of an introductory calculus class using the approximation framework was to investigate how adding formative assessments to an introductory class using the approximation framework changed the learning trajectory for the class. The preliminary analysis of the formative assessments suggested that the assessments appeared to scaffold metacognition, self-reflection, and transfer of the approximation framework between units.