Practice Makes Proficient: A Randomized Controlled Trial of Growth-Based Assessments in Introductory Calculus Courses

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Abstract

Introductory calculus courses often pose barriers to STEM persistence, particularly for students with limited prior math preparation. Using a randomized controlled trial (N = 539), we tested a growth mindset intervention (i.e., growth-based assessments) in college calculus. The growth-based-assessment intervention involved receiving the opportunity to retake tests and receiving growth-mindset-supportive messages from instructors. Results revealed that compared to students in the Standard condition (i.e., no retake opportunities or instructor messages), those in the growth-based-assessment condition demonstrated higher learning proficiency on the final exam and across assessments as well as lower performance-avoidance goals. These findings suggest that embedding growth-mindset-supportive strategies in instruction can promote performance and reduce maladaptive motivational beliefs, even in challenging math environments.

Authors

• Michelle K Francis, University of Virginia

• Delaram A. Totonchi, University of Virginia

• Joshua Davis, University of Virginia

• Daneil James, University of Virginia

• Jim Rolf, University of Virginia

• Chris S. Hulleman, University of Virginia

• Yoi Tibbetts