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Journal of Contemporary Research in Education

Abstract

We collect and combine two types of assessment data for an AP Calculus course, standardized testing and student feedback. This data informs us, both directly and indirectly, about the efficacy of the existing pre-calculus high school curriculum. We apply this information to an analysis of the common core curriculum to which the school is currently transitioning. The assessment analysis is designed to focus the class examples and homework assignments in pre-requisite courses to strengthen concepts needed during the AP Calculus class, and to assist teachers in planning concepts to re-teach in follow on classes. More broadly, our approach is a useful paradigm that addressed the necessity of transition preparation as we move to the common core (or any set of standards) where either students may be behind or have not yet mastered all of the pre-requisite topics.

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