Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3666
Title: Formative Assessment: Reducing Math Phobia and Related Test Anxiety in a Geology Class for Non-Science Majors
Authors: Svihla, Vanessa
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Svihla, V. (2006). Formative Assessment: Reducing Math Phobia and Related Test Anxiety in a Geology Class for Non-Science Majors. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 998-999). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: Math and test anxiety are common in science classes for non-science majors. Formative assessment was used to prepare such students for exams. This included weekly quizzes that were challenging, graded harshly, and completely correctable (corrected grade completely replaced original grade). By the midterm, 100% of the students mastered rate calculations, and when retested at the final, 80% of the students retained the ability to solve the rate calculations. Students also reported feeling less math phobic.
URI: https://doi.dx.org/10.22318/icls2006.998
https://repository.isls.org//handle/1/3666
Appears in Collections:ICLS 2006

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