Assessing student learning in first-year quantitative courses at Babson college: implementation and analysis

Abstract

This paper reports on the implementation of the experiments we designed to assess how well our first-year students learn statistics and mathematics with electronic quizzes. It describes many issues that arose in our attempts to study the impact of such quizzes. An explanation of these issues should assist others who wish to assess the impact of technology in the classroom. The paper concludes with a preliminary analysis of the data from our experiments in fall semester of 2006 and a description of similar experiments planned for the spring semester of 2007.