Semester

Summer

Date of Graduation

2023

Document Type

Dissertation

Degree Type

PhD

College

Eberly College of Arts and Sciences

Department

Mathematics

Committee Chair

David Miller

Committee Member

Ela Celikbas

Committee Member

Nicole Infante

Committee Member

Vicki Sealey

Committee Member

Melissa Sherfinski

Abstract

The traditional grading method that utilizes partial credit often falls short of effectively measuring students’ mastery of course material. To address this issue, this study explores the implementation of mastery grading, designed and enacted by the instructor in an introduction-to-proof course. The mastery grading conducted utilized a revision assessment together with an oral follow-up assessment as a mode of reassessing students’ mastery. The objectives of this study were to obtain a thorough narrative of the way the instructor ran the assessment and to evaluate students’ progress throughout the assessment process.

This dissertation is comprised of two distinct studies, both utilizing the same data sources. The first study focuses on the instructor’s oral communication during the oral assessment, aiming to generate patterns of the instructor’s way of assessing students’ revisions. The second study examines students’ capacity to progress through revision and oral follow-up assessment. The analysis presented both quantitative and qualitative aspects of the progress observed.

This study contributes to the growing body of research on an innovative assessment practice and its potential to enhance students’ learning. The findings highlight the advantages of utilizing mastery grading, incorporating revision and oral assessment procedures, as an effective tool in supporting students’ proficiency in the mathematical discourse. Future research should explore the long-term effects on students’ learning attitudes and academic success subsequent to the implementation of mastery grading.

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