Use Case: Formative

  • Using an Online Simulation to Connect Linear Equations and Electrical Circuits

    Active learning through online simulations and explorations increases student participation, moving them beyond receiving information to creating knowledge. This particular example builds connections between the theory of solving one-step linear equations and the application of Ohm’s law and electric circuits.

  • Creating an AI Tutor to Support Precalculus Students When They Need It

    Recognizing that her precalculus students work full-time, have caregiving responsibilities, or face transportation barriers that prevent them from accessing an on-campus Math Center or an instructor’s student support hours, April Crenshaw has designed an AI tutor. This AI tutor provides 24/7 access to academic support, allowing students to get help when and where they need…

  • Student-designed AI Chatbot Lab Teaches Both Math Content and AI Literacy

    This activity is implemented as a low-stakes lab designed to support conceptual understanding of challenging integration techniques while simultaneously teaching responsible, effective use of generative AI as a learning tool.

  • Structured Online Discussions in Calculus

    Students engage in a structured online discussion process designed to deepen understanding and foster community.

  • Testing Probabilistic Intuition Using Thousands of Trials in a Digital Environment

    Students are directly engaged through hands-on coding and experimentation in R, rather than passively receiving information. They create simulations, run trials, visualize outcomes, and dynamically explore probabilistic concepts, thus becoming deeply embedded in their own learning process.

  • Using LMS Platforms and Discipline-Specific Digital Tools that Have Peer Assessment Features

    Maria Tackett, a professor of statistical science, employs peer assessment as a part of her overall statistics course structure the utilizes a self-created website and a GitHub repository. As a part of students’ main team project, they review other team’s projects and leave feedback directly within GitHub. Dr. Tackett uses GitHub and RStudio so that…

  • Using Online Quiz Tools to Assess Prior Knowledge

    Professor Kimberly Jackson uses Chem Quiz to assess how students are progressing and determine any gaps in instruction that she can address. Professors address specific learning needs, adjust pace, and provide supportive pathways when necessary. This knowledge informs the course content, helping professors address specific learning needs and and provide supportive pathways when necessary.

  • Using Quiz Tools to Offer Frequent Opportunities for Practice

    Professor Kimberly Jackson uses Canvas combined with Aktiv Chemistry to provide daily and pre-class quizzes for her students. Depending on the course, students can earn tokens by taking daily quizzes, which can be used to retake “Mastery Quizzes,” or can earn participation tickets. 

  • Question Embedded Videos with Low- to No-Stakes Assessment

    Professor Binyomin Abrams started the Abrams Research Group, which provides question-embedded videos for K-12 and college-level science education. Questions on foundational concepts are embedded at key points throughout Abrams Research Group videos for students to informally assess their understanding of the material.

  • Automated Formative Assessments to Give Timely and Targeted Feedback

    Professor Kimberly Jackson and her colleagues use auto-graded practice tests in Canvas and ALEKS. Students can receive immediate feedback, rather than waiting on their professor to grade the quiz and offer feedback. The immediacy of feedback allows students to quickly identify which concepts they will need to revisit before the exam.