Point Reward System: A Method of Assessment that Accommodates a Diversity of Student Abilities and Interests and Enhances Learning

Abstract

Students’ abilities and interests vary dramatically in the college mathematics classroom. How do we teach all of these students effectively? In this paper, we present the Point Reward System (PRS), a new method of assessment that addresses this problem. We designed the PRS with three main goals in mind: to increase the retention rates; to keep all students actively engaged in the learning process; and to enhance the students’ learning experience. At the same time, we wanted to keep implementation of the PRS practical while not diminishing its potential to facilitate the learning process. We compared PRS to the traditional assessment method that currently prevails at the universities and colleges. The data showed that use of the PRS significantly lowered WFD rates compared with the traditional assessment method. PRS was also more successful in keeping students engaged in the course throughout the semester and it had more impact on students’ learning.

Keywords:

• Assessment
• differentiated instructions
• undergraduate teaching
• WFD rates
• calculus

Additional information

Notes on contributors

Josip Derado

Josip Derado is an Assistant Professor of Mathematics at Kennesaw State University. His field of expertise is harmonic analysis and wavelets. He has been teaching mathematics for the last 15 years. His main goal as an educator is to improve learning experiences of the students and teachers at the college level.

Mary L. Garner

Mary L. Garner is Professor Emeritus of Mathematics and Mathematics Education at Kennesaw State University. Her research and service revolves around providing mathematically enriching experiences for both K-12 teachers of mathematics, K-12 students, and adults.

Thu-Hang Tran

Thu-Hang Tran is a student of mathematics at Kennesaw State University.