Instructors’ Lived Experiences of Using Authentic Assessments in College Calculus Courses Across the United States: A Phenomenological Study

Instructors’ Lived Experiences of Using Authentic Assessments in College Calculus Courses Across the United States: A Phenomenological Study

Applied

The purpose of this transcendental phenomenological study was to describe the lived experiences of instructors with authentic assessments in college calculus courses across the United States. The theory guiding this study was Astin’s student involvement theory, which provided a framework to study the involvement of students in higher education. The central research question for this study was: What are the lived experiences of instructors who utilize authentic assessments in college calculus courses across the United States? This study used a qualitative design following the transcendental phenomenological approach of Moustakas. The sample included 12 instructors from two-year and four-year colleges in the United States. Data collection included journal prompts, individual interviews, and focus groups. The data was analyzed by following the methods of Moustakas. Analysis resulted in four themes: instructors value authentic assessments, positive student characteristics, challenges with authentic assessments, and inconsistent involvement outside of class. This study demonstrated that the use of authentic assessments in college calculus courses increased positive student factors, including class involvement and attitude towards mathematics, and enriched the learning experiences of students. This study also revealed that student-instructor dynamics benefited from the use of authentic assessments.