Mastery-based assessment in a proof-based mathematics course: formative assessment in a transformative class
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Ben Y. Wormleighton
[1]
;
Nelson L. Carter
[2]
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[1] Washington University in St. Louis
Washington University in St. Louis
Estados Unidos
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[2] University of Houston–Clear Lake
University of Houston–Clear Lake
Estados Unidos
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 12, 2025, págs. 2457-2472
- Idioma: inglés
- DOI: 10.1080/0020739X.2025.2571125
- Texto completo no disponible (Saber más ...)
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Resumen
In Mastery-Based Assessment (MBA), students have multiple attempts to meet standards set via course learning outcomes (Collins et al. [2019]. Mastery-based testing in undergraduate mathematics courses. PRIMUS, 29(5), 441–460. https://doi.org/10.1080/10511970.2018.1488317), often as it pertains to lower-stakes assessments like homework or quizzes. This mixed methods case study focuses on evaluating an implementation of MBA in an introductory proof class for undergraduates at a private R1 university in order to assess its impact on learning and student experience. In spring 2023, the first author taught two classes of such a course simultaneously; one heavily using MBA and the other using a traditional assessment scheme. Both classes were given common examinations and submitted regular reflections. The distributions of examination scores from each class were analysed in several ways, including the difference in performance between the midterm and final examinations. Student reflection data were inductively coded, and analysed for emergent themes. Findings suggest: (a) there was no significant difference in the distributions of examination scores between the classes; (b) there was no significant difference in the relative performance of students between the two examinations between the classes; (c) students had a strongly positive perception of MBA. We believe longer-term studies into ‘hybrid’ assessment featuring mastery-based and traditional assessment practices in tandem are warranted.
