RUME 28
2026
Alexandria, Virginia
Student Experiences of Active Assessment in Undergraduate Mathematics
Page: 153
Active-learning-based instructional practices are well-established in undergraduate mathematics. What it means to align assessment with those active learning methods is an emerging area of research and development. Here we present student experiences of “active assessment,” assessment strategies grounded in the values and practices of active learning. As part of a larger study, we gathered undergraduate student responses to survey and semi-structured focus group interview questions about their experiences with various active assessments. Their instructors all were part of a year-long Assessment Community of Practice focused on active assessment. In this paper, we focus on student-identified benefits of active assessments, as well as student perceptions about how the assessments were equitable or potentially inequitable. We conclude with suggestions for instructors and discussion of considerations for moving forward.