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

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dc.contributor.advisorWhite, Alexander
dc.contributor.authorDemian, Ashraf F.
dc.contributor.committeeMemberObara, Samuel
dc.contributor.committeeMemberStrickland, Sharon
dc.contributor.committeeMemberAcee, Taylor
dc.date.accessioned2023-08-09T18:34:43Z
dc.date.available2023-08-09T18:34:43Z
dc.date.issued2023-08
dc.description.abstractThe 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.
dc.description.departmentMathematics
dc.formatText
dc.format.extent225 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationDemian, A. F. (2023). A characterization of college algebra assessment during the transition to emergency remote teaching (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/17105
dc.language.isoen
dc.subjectassessment
dc.subjectERT
dc.subjectcollege algebra
dc.subjectCOVID-19 pandemic
dc.subjectMathematics
dc.titleA Characterization of College Algebra Assessment during the Transition to Emergency Remote Teaching
dc.typeDissertation
thesis.degree.departmentMathematics
thesis.degree.disciplineMathematics Education
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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