Oral Assessments: Improving Retention, Grades, and Understanding
Oral Assessments: Improving Retention, Grades, and Understanding
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口头评估：提高记忆力、成绩和理解
DOI：
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发表时间：
2010
期刊：
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通讯作者：
M. Nelson
中科院分区：
文献类型：
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作者：
M. Nelson
本文报告了一种创新的微积分I教学方法，该方法是在一门为期两个学期的课程中启动的，该课程是为有可能不能通过微积分I的学生设计的，治疗包括在每次笔试前进行自愿的口头评估。分析表明，处理组的学生在课程成绩以及测试概念和程序的普通期末考试中的表现明显好于对照组。根据课程开始时的安置分数被指定为高危学生，完成微积分一的治疗学生被保留在大学，并以显著高于对照组高危学生的比率录取并通过微积分二。随后，口语被引入大型课堂，并取得了令人振奋的结果。
Abstract This article reports on an innovative approach to teaching Calculus I which was initiated in a two-semester course designed for students at risk of failing Calculus I. The treatment consisted of voluntary oral assessments offered before every written examination. Analyses showed that the treatment students did significantly better than the control group on course grades as well as a common final exam that tested both concepts and procedures. Treatment students designated at-risk due to their placement scores at the outset of the course, completed Calculus I, were retained at the university, and enrolled in and passed Calculus II at dramatically higher rates than at-risk students in the control group. Subsequently, orals have been introduced in large lecture classes with promising results.