
05624177
j
2009f.00358
SotoJohnson, Hortensia
Dalton, Casey
Yestness, Nissa
Assessing multiple abstract algebra assessments.
Investig. Math. Learn. 1, No. 3, 126 (2009).
2009
Research Council on Mathematics Learning (RCML), Memphis, TN; Taylor \& Francis (Routledge), Philadelphia, PA
EN
D65
D45
C25
B55
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
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 twosemester 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.