PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
The effects of formative assessment on students’ Zone of Proximal Development in introductory calculus
Page: 2-480
One of the challenges of teaching introductory calculus is the large variance in student backgrounds. Formative assessment can be used to target which students need help, but little is known about why formative assessment is effective with adult learners. The purpose of this qualitative study was to investigate which functions of formative assessment as described by Black & William’s 2009 framework help students progress through their Zone of Proximal Development. By regularly collecting information from low-stakes opportunities for students to demonstrate their current understanding, instructors were able to target subsequent class discussion on critical scaffolding for student growth. The formative assessments also enabled students to evaluate their own progress and ask clarifying questions and, provided students who would not ordinarily ask questions during class opportunities for legitimate peripheral participation.