As a result of the COVID-19 pandemic, faculty members transitioned their courses online. This paper describes how assessment practices were altered in online “active learning” STEM recitations at a large research university. Survey data collected for this study included aspects of the in-person recitation that were retained, lost, or modified due to emergency remote teaching. Findings indicate that assessment practices were altered from the traditional in-person recitation model. Many of these practices will continue to exist even when recitations are offered in person again. This study collates the perspectives of faculty to provide a window into assessment practices.
BaeplerP.WalkerJ. D.DriessenM. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236. https://doi.org/10.1016/j.compedu.2014.06.006
2.
BonwellC. C.EisonJ. A. (1991). Active learning: Creating excitement in the classroom. ASHE ERIC Higher Education Report No. 1: The George Washington University, Washington, DC.
3.
BrookhartS. M.GuskeyT. R.BowersA. J.McMillanJ. H.SmithJ. K.SmithL. F.StevensM.T.WelshM. E. (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 86(4), 803–848. https://doi.org/10.3102/0034654316672069
4.
DocktorJ.DornfeldJ.FrodermannE.HsuL.JacksonK. A.MasonA.RyanQ. X.YangJ.HellerK. (2016). Assessing student written problem solutions: A problem-solving rubric with application to introductory physics. Physical Review– Physics Education Research, 12(1), 010130. http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.010130
5.
FreemanS.EddyS. L.McDonoughM.SmithM. K.OkoroaforN.JordtH.WenderothM. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
6.
García-PeñalvoF. J.CorellA.Abella-GarcíaV.Grande-de-PradoM. (2021). Recommendations for mandatory online assessment in higher education during the COVID-19 pandemic. In Radical solutions for education in a crisis context (pp. 85–98). Springer.
7.
GuskeyT. R. (2021). Undoing the traditions of grading and reporting. The School Administrator, 78(5), 32–35.
8.
HakeR. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
HsuE.MurphyT. J.TreismanU. (2008). Supporting high achievement in introductory mathematics courses: What we have learned from 30 years of the Emerging Scholars Program. Making the Connection: Research and Teaching in Undergraduate Mathematics Education, 18(73), 205–220. https://doi.org/10.5948/UPO9780883859759.017
11.
MayerR. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. The American Psychologist, 59(1), 14–19. https://doi.org/10.1037/0003-066X.59.1.14
12.
OliM. C. (2021). Assessment strategies and feedback practices by college instructors: A cross-sectional study. Psychology and Education Journal, 58(1), 1250–1269. https://doi.org/10.17762/pae.v58i1.874
13.
ReinholzD. L. (2015). Peer-assisted reflection: A design-based intervention for improving success in calculus. International Journal of Research in Undergraduate Mathematics Education, 1(2), 234–267. https://doi.org/10.1007/s40753-015-0005-y
14.
TheobaldE. J.HillM. J.TranE.AgrawalS.ArroyoE. N.BehlingS.ChambweN.CintrónD. L.CooperJ. D.DunsterG.GrummerJ. A.HennesseyK.HsiaoJ.IranonN.Jones 2ndL.JordtH.KellerM.LaceyM. E.LittlefieldC. E., … ,& FreemanS. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
