Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial

Logue, A. W.; Watanabe-Rose, Mari; Douglas, Daniel

doi:10.3102/0162373716649056

Cited by 67 publications

(81 citation statements)

References 27 publications

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“…The third did not matriculate that fall, and later graduated from a nonCUNY college.The remaining two Stat-WS students passed their assigned statistics classes in fall 2013 and then took and passed more advanced mathematics classes, up to and including calculus. There is no evidence in this table that assigning a student to statistics instead of elementary algebra resulted in a lower probability of a student completing a mathematics-intensive major.Listing of All EA and Stat-WS Students inLogue et al (2016) Graduating With a Degree at Any Accredited Institution of Higher Education Within Three Years of the Intervention With Majors That Required College Algebra and/or More Advanced Mathematics Courses…”

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confidence: 99%

Corequisite Mathematics Remediation: Results Over Time and in Different Contexts

Logue

Douglas²,

Watanabe-Rose

2019

Educational Evaluation and Policy Analysis

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Traditional mathematics remediation is based on the theory that traditional mathematics remedial courses increase students’ subsequent academic performance. However, most students assigned to these courses do not pass them and thus cannot graduate. An alternative approach, corequisite remediation, assigns students instead to college-level quantitative courses with additional academic support, often aligned to a student’s major. Here, we report the longer-term results of a randomized controlled trial comparing corequisite remediation (with statistics) and traditional algebra remediation (297 students per group). The corequisite group not only demonstrated significantly higher quantitative course pass rates but also success in many other disciplines, as well as significantly higher graduation rates. We also report the results of two quasi-experimental analyses (propensity score matching) demonstrating higher pass rates for corequisite mathematics remediation with 347 additional students in different settings. Policies requiring corequisite mathematics remediation can result in greater student success than is obtained with traditional remediation.

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confidence: 99%

Corequisite Mathematics Remediation: Results Over Time and in Different Contexts

Logue

Douglas²,

Watanabe-Rose

2019

Educational Evaluation and Policy Analysis

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“…Briefly stated, the typical approach to developmental math instruction focuses primarily on procedural fluency. Other dimensions of mathematical proficiency (Kilpatrick, Swafford, & Findell, ) are overshadowed by the focus on learning and applying the rules. This exacerbates the very problem that has brought students to the developmental math classroom: the weaknesses of math instruction in the K‐12 system (Hinds, ).…”

Section: Assessing the Effectiveness Of Developmental Education Reformmentioning

confidence: 99%

Persistent Pedagogical Challenges in Developmental Education Reform

Cox

2018

New Drctns Community Coll

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“…These courses aim is to deepen and consolidate Math skills and competences acquired during high school, specifically of Science courses and Technologies (for ESMAD degrees in the field of Web Technologies, Information Systems and Game Design) and Socio-economic Sciences (for ISCAP and ESHT degrees in the Management field). Based and seconded by own and several other's experiences ( [30], [34][35][36]), even at a College-level ( [37]), blended and flipped strategies were developed, trying to make good use of the new technological advances, encouraging students' participation and engagement through digital and technological resources (trying to take advantage of students' digital skills), among several other stratagems and schemes, that went further beyond teachers' scientific and academic training. The sections: Supporting Texts and Proposed Application Exercises were divided in several subsections by revision and syllabus item.…”

Section: Formative Assessment Based On Matactiva and M100s Projects Qmentioning

confidence: 99%

Online Assessment Through Moodle Platform

Soares¹

2018

ICERI Proceedings

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The differences between secondary education and Higher Education (HE) are numerous, both in terms of teaching methodologies and as well as evaluation/validation procedures. Until a few years ago, the HE assessment practices were reduced, with some exceptions from practical/laboratory curricular units, to written exams, carried out on the same day and at the same time by all, or, at most, two frequencies (tests) over the course of the semester or year. With growing concerns in terms of learning outcomes and students' success, globalisation and the massification of education, several alternative models have been tested, both in terms of teaching/learning methodologies (flipped, project-based, "blended", among others) and assessment practices (portfolio, continuous, segmented, formative, and others). The fast development of electronic devices has been promoting the development and sharing of several digital educational tools and their use seem to be a good choice to promote actual students'/professors' interaction and corresponding socialization, even in some assessment tasks. In this particular case, online activities can be transformed into powerful self-assessment resources for students, stimulating reflection and promoting independent learning. Moodle, as an open Learning Management System (LMS), has all the requisites and potential features to be a fine supporting tool to several activities, specifically to assessing ones. In this paper, we will briefly describe Moodle potentialities, with some application examples based on literature review and present the work developed on several Mathematic curricular units from different schools of the Polytechnic of Porto, where Moodle is used as an online assessment tool, to promote a continuous/segmented model with specific and different activities designed for each course.

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Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial

Cited by 67 publications

References 27 publications

Corequisite Mathematics Remediation: Results Over Time and in Different Contexts

Corequisite Mathematics Remediation: Results Over Time and in Different Contexts

Persistent Pedagogical Challenges in Developmental Education Reform

Online Assessment Through Moodle Platform

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