Date of Award:
12-2025
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Mathematics and Statistics
Committee Chair(s)
Brynja Kohler
Committee
Brynja Kohler
Committee
Brennan Bean
Committee
James Cangelosi
Committee
Jessica Shumway
Committee
Kady Schneiter
Committee
Tye Campbell
Abstract
The purpose of this research investigate how undergraduate students in Calculus I at Utah State University learn and reflect on their level of understanding of Calculus I. In the study, self-assessment practices refer to students reflecting on what they have learned, rating their level of understanding and providing examples that illustrate their level of understanding. The structured and unstructured self-assessment rubrics were the two types of self-assessment rubrics used in the study. The structured self-assessment rubric provides a clear list of objectives of Calculus I topics for students to rate themselves on, while the unstructured self-assessment rubric is an open rubric that asks students to describe their learning in small groups. The research took place in multiple sections in Calculus I sections over three semesters (Fall 2023, Spring 2024, and Fall 2024) and included sections from classes that used the self-assessment rubric (self-assessment group) as well as those that did not have self-assessment practices (non-self-assessment group). The study adopted an observational mixed research method, where both quantitative and qualitative methods of data collection and analysis were used to examine the influence of the structure of the calculus I course on students’ values (intrinsic value, attainment value, utility value, and cost value) beliefs about math, their learning outcomes (success in Calculus I competency-based exams-CBE), and their process and perceptions of self-assessment. The findings provide evidence that the structure of the self-assessment Calculus I course structure slightly influences students’ value beliefs in mathematics and performances on the first attempt on the CBEs. Students’ self-assessment process validated prior research with initial self-reflection, judgment formation, calibration, and reassessment added. Also, the findings on students’ perception of self-assessment using the Strength-Weakness-Opportunity-Threat (SWOT) analysis framework with an inductive content analysis technique show a balance of both benefits and challenges of students’ perceptions of self-assessment practices. These insights can help teachers implement, modify, and develop more effective self-assessment methods to support student learning, not just through teaching, but by encouraging students to think more deeply about their own thought processes and learning.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Neequaye, Bertha Naa Dei, "Self-Assessment in Calculus I" (2025). All Graduate Theses and Dissertations, Fall 2023 to Present. 625.
https://digitalcommons.usu.edu/etd2023/625
Included in
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .