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ERIC Number: EJ1217838
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
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Anderson, Jacqueline
PRIMUS, v29 n2 p124-137 2019
A common challenge among mathematics professors is to structure a course so that students are motivated to complete enough work to master the material without creating an unmanageable grading workload. We will discuss a strategy that the author devised to successfully confront this challenge (after many other failed attempts): using online surveys to collect feedback about daily uncollected problem sets and reading assignments. These surveys also serve as a form of formative assessment by providing the instructor with valuable feedback that informs decisions about content coverage and allocation of class time. This article will address the content and implementation of these surveys in classes ranging from Calculus to Abstract Algebra and their effect on student progress, participation, and engagement.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A