Abstract:

"The cheat-proof calculus test" presents a new approach to assessment in calculus classes, either in a remote or in-person setting. The COVID-19 pandemic quickly showed us that the traditional method of a timed, in-class test was problematic for remote instruction. Online classrooms quickly became surveillance states, with instructors trying to track students' hand and eye movements over webcams.

In response to the COVID-19 pandemic, the author flipped the testing strategy for his calculus class by having students create their own tests with questions and graphs. This take-home quiz allowed students to demonstrate their understanding by creating questions about limits, derivatives, and integrals and designing a graph to support their questions. Students were given prompts for the types of questions they should create, and the number of questions increased as the semester progressed. The grading process involved the author taking the quiz and comparing the student's solution to his own to determine if the work met the criteria. This take-home quiz was a summative assessment that provided students with opportunities for self-expression and promoted a deep understanding of calculus concepts.

After returning to in-person classes, the author continues to use this assessment strategy as some students struggled with high-stakes, timed tests.

Keywords:

Remote assessment, student creativity, text anxiety.