Th04: Did Transforming Assessments in Large-Enrollment Introductory Statistics Impact Student Achievement? Surprisingly, Only for Those Who Needed It!

Information

Wondering how to reach those students with lesser mathematical preparedness in introductory statistics courses? Using regression discontinuity methodology, large-enrollment introductory statistics courses at a large, western, R! research, public univeristy were compared before and after implementing Formative Assessment Cycles (Hadfield, 2023). FACs (frequent formative assessments, automatic feedback, and the opportunity for reassessment) were implemented as a curricular intervention to address the call for improving student pathways for completing their introductory statistics requirement (Peck, 2019). The results showed meaningful differences in course achievement, specifically, that FACs helped students with less mathematical preparedness successfully navigate this quantitative requirement. In this poster, participants will see how co-requisite courses can benefit from FACs and how to implement them to improve student achievement.