Enabling and Integrating Online Formative Assessment in a Flipped Calculus Course

Autor/inn/en	Schroeder, Larissa Bucchi; Dorn, Brian
Titel	Enabling and Integrating Online Formative Assessment in a Flipped Calculus Course
Quelle	In: PRIMUS, 26 (2016) 6, S.585-602 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2015.1050619
Schlagwörter	Formative Evaluation; Blended Learning; Technology Uses in Education; Educational Technology; Homework; Video Technology; Calculus; Mathematics Instruction; Action Research; Teaching Methods; Comprehension; Cooperative Learning; College Students; College Mathematics; Student Surveys + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hausaufgabe; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Kooperatives Lernen; Collegestudent; Schülerbefragung
Abstract	The increased use of videos in mathematics courses means that direct instruction, traditionally part of class lectures, now often occurs outside of the classroom. Although students come to class with some baseline level of understanding, instructors lose opportunities to assess students' understanding of content as it is seen for the first time. This action-based research study embedded formative assessments into videos used in an inverted Calculus I course. In this article, we describe how a web-based media player, Transformative Anchored Collaboration Environment (TrACE), was integrated into the course and how feedback on students' understanding of the videos' content was used to alter instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01