Using Formative Assessment and Self-Regulated Learning to Help Developmental Mathematics Students Achieve: A Multi-Campus Program
Abstract
The authors describe an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students enrolled in developmental mathematics courses. Their model includes the use of specially formatted quizzes designed to assess both the students' mathematics and metacognitive skill levels. When the corrected quizzes are returned, students are required to demonstrate how they used both the mathematics and metacognitive feedback to improve on their errors. Results indicate that program students earned higher mean grades and achieved higher pass rates than students enrolled in baseline classes.
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