College Algebra Exam Scores 2019 - 2024

Grounded in opportunity theory and research on academic integrity in online assessment in mathematics, this study examines how instructional shifts initially forced by the COVID-19 lockdown have influenced both assessment design and student performance in college algebra. The rapid move to remote instruction prompted the replacement of traditional symbolic math exams with an effort to focus on problem-solving, interpretation, and concept-based assessments intended to reduce opportunities for misconduct while emphasizing authentic mathematical reasoning. Using data from more than 5,000 students across ten semesters (Fall 2019–Fall 2024), term and final exam scores were compared across online unmonitored (OU), online monitored (OM), and in-person (IP) formats. Descriptive statistics indicated consistent performance across semesters, and nonparametric analyses (Wilcoxon Signed-Rank, Mann–Whitney U, and Spearman’s Rank Correlation tests) revealed statistically significant but small differences. Strong positive correlations showed that students who performed well on term exams tended to perform well on the final exam, regardless of modality. These results suggest that increased opportunity for misconduct during online testing did not produce academic advantage. Additionally, it demonstrates that conceptually focused assessment design can preserve rigor and integrity across delivery modes—even as artificial intelligence continues to transform the assessment landscape.