The last decade of calculus research has showed students learn best when lecture is supplemented with thoughtful use of technology and group work; however, educators are given little direction of how they are to balance the already full first semester calculus class. Precision teaching is an instructional model that employs formative assessment to provide information on what topics are understood by students as well as indicate troublesome concepts. With this information, the instructor can adjust class time accordingly by incorporating supplemental activities most beneficial to students. The purpose of this interview study was to explore the perceived utility of precision teaching by eight students earning to see if further exploration of this topic was warranted. Although precision teaching requires more work for the instructor, students’ high perceived utility makes precision teaching a valuable method of undergraduate instruction because they claim to study more, understand material better, and earn higher grades


Calculus, Formative Assessment, Perceived Utility, Precision Teaching

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