Point Reward System: A Method of Assessment that Accommodates a Diversity of Student Abilities and Interests and Enhances Learning

Students' abilities and interests vary dramatically in the college mathematics classroom. How do we teach all of these students effectively? In this paper, we present the Point Reward System (PRS), a new method of assessment that addresses this problem. We designed the PRS with three main goals...

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Bibliographic Details
Published in:PRIMUS : problems, resources, and issues in mathematics undergraduate studies resources, and issues in mathematics undergraduate studies, 2016-04, Vol.26 (3), p.250-268
Main Authors: Derado, Josip, Garner, Mary L., Tran, Thu-Hang
Format: Article
Language:English
Subjects:
Academic Ability
Academic Persistence
Assessment
Assessments
Calculus
Classrooms
College Mathematics
Colleges
Comparative Analysis
differentiated instructions
Evaluation Methods
Georgia
Learner Engagement
Learning
Learning Experience
Learning Processes
Mathematical analysis
Mathematics education
Mathematics Instruction
Rewards
Student Diversity
Student Evaluation
Student retention
Students
Teaching Methods
undergraduate teaching
Universities
WFD rates
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Summary:Students' abilities and interests vary dramatically in the college mathematics classroom. How do we teach all of these students effectively? In this paper, we present the Point Reward System (PRS), a new method of assessment that addresses this problem. We designed the PRS with three main goals in mind: to increase the retention rates; to keep all students actively engaged in the learning process; and to enhance the students' learning experience. At the same time, we wanted to keep implementation of the PRS practical while not diminishing its potential to facilitate the learning process. We compared PRS to the traditional assessment method that currently prevails at the universities and colleges. The data showed that use of the PRS significantly lowered WFD rates compared with the traditional assessment method. PRS was also more successful in keeping students engaged in the course throughout the semester and it had more impact on students' learning.
ISSN:1051-1970
1935-4053
DOI:10.1080/10511970.2015.1095262