Immediate Feedback Assessment Technique in a Mathematics Course for Non Technical Majors.
Conference Tracks
Teaching Practices (Poster Only) – Analysis, synthesis, reflection, and discussion
Abstract
Material retention, test anxiety levels and student enjoyment were improved by using the Immediate Feedback Assessment Technique (IF_AT) in a freshman mathematics class for non technical majors. Weekly quizzes were given using the IF-AT scratch cards which provide immediate feedback about the accuracy of their answer and give them the opportunity to try again if they selected the wrong answer. The success of the study was assessed though grade comparison as well as student surveys. The results show an obvious increase in the performances of the students and their material retention and a very positive impact on their test anxiety.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Drullion, Frederique, "Immediate Feedback Assessment Technique in a Mathematics Course for Non Technical Majors." (2019). SoTL Commons Conference. 70.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/70
Immediate Feedback Assessment Technique in a Mathematics Course for Non Technical Majors.
Posters
Material retention, test anxiety levels and student enjoyment were improved by using the Immediate Feedback Assessment Technique (IF_AT) in a freshman mathematics class for non technical majors. Weekly quizzes were given using the IF-AT scratch cards which provide immediate feedback about the accuracy of their answer and give them the opportunity to try again if they selected the wrong answer. The success of the study was assessed though grade comparison as well as student surveys. The results show an obvious increase in the performances of the students and their material retention and a very positive impact on their test anxiety.
