id: 05624177
dt: j
an: 2009f.00358
au: Soto-Johnson, Hortensia; Dalton, Casey; Yestness, Nissa
ti: Assessing multiple abstract algebra assessments.
so: Investig. Math. Learn. 1, No. 3, 1-26 (2009).
py: 2009
pu: Research Council on Mathematics Learning (RCML), Memphis, TN; Taylor \&
Francis (Routledge), Philadelphia, PA
la: EN
cc: D65 D45 C25 B55
ut: research; educational diagnosis; analysis of learning outcomes; student
student interaction; student attitudes; written examinations; oral
examinations; achievement measurement; instructional modes; homework;
university teaching; project method; student presentation; educational
media; worksheets; goals of mathematics education; learning objectives;
preservice teacher education cooperative learning
ci:
li:
ab: Summary: In this qualitative study, we initiate a discussion as to why
instructors should implement numerous assessments into their
mathematics courses. We describe the purpose and structure of formative
and summative assessments implemented in an undergraduate two-semester
sequence of abstract algebra. The evaluations included homework, exams,
projects, oral assessments, worksheets, and presentations. We discuss
students\rq reactions to these assessments and summarize how the
students believed the assessments contributed to their learning. We
describe students\rq perceptions of how the assessments measured their
abstract algebra knowledge and helped them learn the material in an
interactive environment. Through the students\rq voices, we illustrate
how the assessments promoted interaction among the students and modeled
potential alternative assessments for preservice teachers.
rv: