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Communication Dans Un Congrès Année : 2023

Mathematical assessment for first-year STEM students: Development, experience, and outlook at the University of Innsbruck

Résumé

Mathematical competencies are essential for a successful transition into STEM studies. This article aims to exemplify how an assessment for an early diagnosis of mathematical deficits in such fields can be developed, implemented, and evaluated. Specifically, research questions regarding the relationship between performance on the developed assessment and academic success, measured by ECTS credits achieved per semester and dropout, are addressed. For this purpose, data from 301 first-year STEM students who voluntarily participated in the mathematics bridging course at the University of Innsbruck are analysed by means of linear and logistic regression. The analysis shows that an increase in the assessment solving frequency is associated with a significant increase in ECTS credits achieved per semester as well as a significant decrease in the risk of dropping out. Regarding these findings, further ideas and possible applications for the mathematical assessment are presented.
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Dates et versions

hal-04413566 , version 1 (23-01-2024)

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  • HAL Id : hal-04413566 , version 1

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Pia Tscholl, Florian Stampfer, Tobias Hell. Mathematical assessment for first-year STEM students: Development, experience, and outlook at the University of Innsbruck. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04413566⟩

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