PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Assessment in Undergraduate Inquiry-based Learning Mathematics Courses
Page: 1183
We report initial findings of a study that seeks to investigate the methods instructors’ use to assess their students’ learning and how these assessments affect the instruction in their classrooms. Using data collected from 23 instructors using inquiry-based learning methods, we seek to discuss the instructors’ goals for the students, the ways they measure the students’ progress towards these goals, the feedback they give students, and how these assessments affected their instruction. Our analysis of the data uses open coding of the transcripts and of the documents (e.g., syllabi, exams, homework assignments) that the instructors gave to the students. Instructors cite using informal assessments and focusing on presentations when asked about “knowing” that students are learning. They cite formal assessments and examinations when asked about “measuring” that students are learning. We seek input on the analysis of the materials as current results may depend on the coding system used.