The implementation of positive descriptive feedback based on daily assessment in a college developmental mathematics class
Abstract
The objective of this study is to examine if daily assessment, with positive feedback, during a college Developmental Mathematics class will help change students' academic performance. The data includes two classifications of college students: daily quizzed group with positive feedback, and the non daily quizzed group. The group that is quizzed daily is called the treatment group and the group not quizzed daily is called the comparison group. Data collected include a student survey on academic standings, and attitudes, pre- and post-examinations on selected problem solving concepts, and daily assessments. Quantitative methodologies are utilized to assess whether there are significant changes on student performances from pre- and post-exams, and between the academic performances of the treatment group quizzes. The treatment group consists of assessing 12 students in a ten minute interval, Monday through Friday for four weeks. The findings indicate that assessing on a daily basis with positive feedback, does not result in a statistically significant change on mean scores from pre-test to post-test.
Subject Area
Mathematics education
Recommended Citation
Melgoza, Lorraine, "The implementation of positive descriptive feedback based on daily assessment in a college developmental mathematics class" (2007). ETD Collection for University of Texas, El Paso. AAI1444079.
https://scholarworks.utep.edu/dissertations/AAI1444079