A Characterization of College Algebra Assessment during the Transition to Emergency Remote Teaching




Demian, Ashraf F.

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The COVID-19 pandemic led to a global lockdown and compelled institutions to shift to emergency remote teaching. This transition and the lack of knowledge of using technology affected teaching practices, including assessment. Confronted with new contexts for assessment and threats to validity caused by ineffective proctoring, many instructors had to rethink how to evaluate student progress. This study investigates the common characteristics of college algebra assessment in six dimensions and determines which changes occurred during emergency remote teaching. In addition, the analysis compares the college algebra instructors’ views about the purpose of evaluation. The finding showed that almost 40% of the items of tests required students to recall and apply procedures, 40% conceptual understanding, and 20% apply understanding activities. However, there was considerable variation between instructors and a significant decrease in the proportion of apply understanding items during the pandemic. The results also showed that most of the instructors had a concern about test integrity. The research suggests observing more tests besides students’ work to better understand the characteristics of college algebra tests.



assessment, ERT, college algebra, COVID-19 pandemic, Mathematics


Demian, A. F. (2023). A characterization of college algebra assessment during the transition to emergency remote teaching (Unpublished dissertation). Texas State University, San Marcos, Texas.


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