Inquiry: The Journal of the Virginia Community Colleges
Abstract
Transparent Design in Learning and Teaching (TILT) is widely promoted as an evidence-based framework intended to clarify expectations, promote equity, and improve student learning. While prior research reports positive outcomes across many disciplines, less is known about how transparency functions in quantitative, problem-solving courses such as calculus, where students often value efficiency and autonomy. This study examines the effects of a TILT-informed assignment redesign in two sections of Calculus I at a Virginia Community College System institution. One section completed a traditional assignment, while the other completed an equivalent task redesigned to make the purpose, task, and evaluation criteria explicit. Quantitative analysis revealed a statistically significant and large improvement in student performance for the TILT section. At the same time, student feedback revealed ambivalence toward the added structure, with some students perceiving it as unnecessary or intrusive. These findings suggest that while transparency can improve measurable outcomes in mathematics, its reception by students is shaped by disciplinary norms. The study argues for a discipline-sensitive application of transparency rather than a uniform pedagogical prescription.
Recommended Citation
Horelick, S. (2026). Assessing the Effectiveness of TILT-Informed Assessments in Calculus I. Inquiry: The Journal of the Virginia Community Colleges, 29 (1). Retrieved from https://commons.vccs.edu/inquiry/vol29/iss1/8