PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Differential Participation In Formatve Assessment And Achievement In Introductory Calculus
Page: 78
Prior formative assessment research has shown positive achievement gains when classes using formative assessment are compared to classes that do not. However, little is known about what, if any, benefits students that are not participating regularly in formative assessment gain from these assignments. The purpose of this study was to investigate the achievement of the students in two introductory calculus courses using formative assessment at the three different participation levels observed in class. Although there was no significant difference on any demographic variable other than gender and no significant difference in any achievement predictive variables between the groups of students at the different participation levels, there were significant differences in achievement on all but the first activity write-up and the final exam.