RUME 28
2026
Alexandria, Virginia
An Analysis of Performance, Standard Mastery, and (Re)assessment Behaviors in a Coordinated College Algebra Course
Page: 626
The purpose of this report is to identify specific content topics and assessment or reassessment behaviors to classify students’ performance in a College Algebra course using alternative grading. Our data consist of students’ individual standard mastery marks, reassessment frequency, standards reassessed, and final letter grades (which were primarily based on the number of standards mastered in the course). Our analysis involved constructing logistic models and a random forest to identify predictor variables that reduced the Akaike Information Criterion (AIC) and the mean Gini Index. Our results describe two content standards and reassessment behaviors whose attributes were central to our classification models, which can inform the instruction or revision of traditional- and alternative grading-based College Algebra courses.