AI 中文总结
本科微积分 I 课程实施课前/课后评估循环，解决学生学习难题，通过课前评估、课后问题及反思提示，分析学生表现等数据，为本科数学课程嵌入低风险评估和反思提供实用模型。
AI 中文摘要
本文描述了在本科微积分 I 课程中为期一个学期的课前/课后评估循环实施情况。该活动旨在解决低年级数学课程中的一个常见难题：学生在进入新单元时，往往不知道哪些先前的知识相关、哪些概念值得特别关注，或者在高风险考试前如何判断自己的进展。在主要课程单元之前进行简短的课前评估，相关的课后评估问题在教学后重新审视关键思想。学生还完成了关于他们学到了什么、哪些仍然具有挑战性以及他们的理解如何变化的简短反思提示。本文分析了学生的表现数据、参与模式和反思性回答，以研究这些循环如何支持准备、反思和学习。该研究为将低风险评估和反思嵌入本科数学课程的常规结构提供了一个实用模型。
英文摘要
This article describes a semester-long implementation of pre/post-assessment cycles in an undergraduate Calculus I course. The activity was designed to address a common difficulty in lower-division mathematics courses: students often enter a new unit without knowing which prior ideas are relevant, which concepts deserve special attention, or how to judge their own progress before high-stakes exams. Brief pre-assessments were administered before major course units, and related post-assessment questions revisited key ideas after instruction. Students also completed short reflection prompts about what they learned, what remained challenging, and how their understanding changed. The paper analyzes student performance data, participation patterns, and reflective responses to examine how these cycles supported preparation, reflection, and learning. The study contributes a practical model for embedding low-stakes assessment and reflection into the regular structure of an undergraduate mathematics course.
