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Fall 2011 Spring 2013 Plan
Program/Dept. Name: Mathematics
Submitted by: Daniel Graber Date: April, 2011
1. Program Objective 1: Students will be able to understand and apply concepts of mathematics and logical reasoning in a variety of contexts.(SVC Learning Value 8)
2. Intended Outcome13. Criteria or Target4. Comparison25. Assessment method or tools6. When /How Assessment will be accomplishedStudents will be able to:
interpret information and reasoning expressed mathematically (LO 8.3)
analyze problems to determine what mathematical principles apply (LO 8.1)
use logical reasoning and mathematical principles to solve problems (LO 8.2)
and communicate mathematical information effectively (LO 8.4).
The students will show a significant improvement in their test scores from the pre-test to the post-test. We will look at each question and see if there was a noticeable improvement between the two exams. We will also analyze the overall scores from quarter to quarter, and year to year, to identify patterns or concerns.We will create a pre-test and a post-test for Math 141 that tests the knowledge of topics that are covered in that class. The exam will be put on Moodle and all Math 141 students will be given access. The pre-test will be completed in the first week of classes, and the post-test will be done near the end of the quarter. The percentages on the exams will be calculated for each student, and we will also calculate the percentage of the entire class that got each question correct. Then this information will be compared between the two tests, and also to compare quarterly and annual performance.
What were the results of the assessments? data will be collected starting Fall 2011
How were the results used to improve? data will be collected starting Fall 2011
Student Learning Outcomes Assessment Plan
Fall 2008 - Spr 2011 Plan
Program/Dept. Name: Mathematics
Submitted by: Daniel Graber Date: December, 2008
1. Program Objective 1: Students completing a college level math course will learn mathematical skills specific to their choice of study and have the ability to apply them to appropriate problems. (8.1, 2.3, 8.2)
2. Intended Outcome13. Criteria or Target4. Comparison25. Assessment method or tools6. When /How Assessment will be accomplishedStudents will be able to:
Analyze problems to determine what mathematical principals apply and correctly apply them to solve problems.
Identify, interpret, and evaluate pertinent data and previous experience to reach conclusionsStudents who pass math 108 and 111 will successfully complete exit question with a score of at least 4 out of 5Students with passing grades versus students scoring 4 out of 5 on exit questions. Skilltesting question(s) embedded in regular coursework (test, quiz, etc.), using a standardized evaluation tool:
Math 108 students will carry out a hypothesis test.
Math 111 students skill testing question will analyze their general knowledge of algebra.Standardized questions will be embedded in regular coursework toward the end of the course.
What were the results of the assessments?Winter 2008 results
During winter quarter, the faculty developed and administered an exit question for Math 108, which consisted of a test of a hypothesis and related questions. This question was administered to regular sections on Mt. Vernon and Whidbey campuses at the end of winter term. Criteria were established for evaluating the question. To check for consistency of grades, seven faculty members evaluated each of 32 students responses. The overall average for mathematical accuracy was 3.99, 17 of 32 students scored at least a four, and 22 scored at least a three.
How were the results used to improve?
As a whole, students scored best on mathematical accuracy and worst at critical thinking. While this may not come as a big surprise, it did seem that the original question did not specifically ask students to display their conceptual understanding. There was a sense that the original question did not elicit the responses we were looking for, and that the weighting of some components did not accurately reflect their relative importance. Hence, the question and the grading criteria were revised. The revised question gives students more opportunity to display their conceptual understanding. We also found that student intent was much less clear if they did not include a graph. This has been included in the new question as well.
Perhaps 4 out of 5 is too high a goal, based on the weighting scale. These questions were probably graded more rigorously than they would be as part of a class grade. This question will be addressed later, after there has been time to see how the new grading criterion works.
No data was collected for 2009, 2010, 2011
Program Objective 2: Students completing a college level math course will acquire the ability to communicate mathematical information effectively. (8.4,3.6)
2. Intended Outcome13. Criteria or Target4. Comparison25. Assessment method or tools6. When /How Assessment will be accomplishedStudents will demonstrate the ability to recognize, comprehend, and use visual communication appropriate to a given context and also to communicate mathematical information effectively.Students who pass math 108 and 111 will successfully complete exit question with a score of at least 4 out of 5, based on the ability to communicate results appropriately.Students with passing grades versus students scoring 4 out of 5 on exit questions. Question(s) requiring solutions communicated in a mathematically appropriate format, embedded in regular coursework (test, quiz, etc.), using a standardized evaluation tool:
Math 108 students will carry out a hypothesis test.
Math 111 students skill testing question will analyze their general knowledge of algebra.Standardized questions will be embedded in regular coursework toward the end of the course.
7. What were the results of the assessments?
Winter 2008 results
During winter quarter, the faculty developed and administered an exit question for Math 108, which consisted of a test of a hypothesis and related questions. This question was administered to regular sections on Mt. Vernon and Whidbey campuses at the end of winter term. Criteria were established for evaluating the question. To check for consistency of grades, seven faculty members evaluated each of 32 students responses. The overall average for communication was 3.58 and 14 of 32 students scored at least a four.
8. How were the results used to improve?
As a whole, students scored best on mathematical accuracy and worst at critical thinking. While this may not come as a big surprise, it did seem that the original question did not specifically ask students to display their conceptual understanding. There was a sense that the original question did not elicit the responses we were looking for, and that the weighting of some components did not accurately reflect their relative importance. Hence, the question and the grading criteria were revised. The revised question gives students more opportunity to display their conceptual understanding. We also found that student intent was much less clear if they did not include a graph. This has been included in the new question as well.
Perhaps 4 out of 5 is too high a goal, based on the weighting scale. These questions were probably graded more rigorously than they would be as part of a class grade. This question will be addressed later, after there has been time to see how the new grading criterion works.
No data was collected for 2009, 2010, 2011
Program Objective 3: Students completing a college level math course will engage in mathematical reasoning and apply critical thinking skills in substantial mathematical problem solving. (8.2,8.3,2.3)
2. Intended Outcome13. Criteria or Target4. Comparison25. Assessment method or tools6. When /How Assessment will be accomplishedStudents will use critical thinking to reason beyond initial problems. They will also have the ability to interpret information and reasoning expressed mathematically and use this information to reach conclusions.Students who pass math 108 and 111 will successfully complete exit question with a score of at least 4 out of 5, based on the ability to use mathematical reasoning correctly.Students with passing grades versus students scoring 4 out of 5 on exit questions. Question(s) requiring mathematical reasoning will be embedded in regular coursework (test, quiz, etc.), using a standardized evaluation tool:
Math 108 students will carry out a hypothesis test, and interpret results that require an understanding of probability concepts. .
Math 111 students skill testing question will analyze their general knowledge of algebra.Questions will be embedded in regular coursework toward the end of the course.
What were the results of the assessments?
Winter 2008 results
During winter quarter, the faculty developed and administered an exit question for Math 108, which consisted of a test of a hypothesis and related questions. This question was administered to regular sections on Mt. Vernon and Whidbey campuses at the end of winter term. Criteria were established for evaluating the question. To check for consistency of grades, seven faculty members evaluated each of 32 students responses. The overall average for mathematical accuracy was 3.00, and 6 of 32 students scored at least a four; 22 at least a three.
How were the results used to improve?
As a whole, students scored best on mathematical accuracy and worst at critical thinking. While this may not come as a big surprise, it did seem that the original question did not specifically ask students to display their conceptual understanding. There was a sense that the original question did not elicit the responses we were looking for, and that the weighting of some components did not accurately reflect their relative importance. Hence, the question and the grading criteria were revised. The revised question gives students more opportunity to display their conceptual understanding. We also found that student intent was much less clear if they did not include a graph. This has been included in the new question as well.
Perhaps 4 out of 5 is too high a goal, based on the weighting scale. These questions were probably graded more rigorously than they would be as part of a class grade. This question will be addressed later, after there has been time to see how the new grading criterion works.
As for the affect these results will have in curriculum improvement, one colleagues response sums it up. This project has caused me to spend a lot of time thinking about the way I teach statistics. The things that I emphasized to my class came back pretty directly in the student responses to the assessment question. Its made me really think about what I need to do to help them improve their critical thinking, and I have some ideas for new approaches.
No data was collected for 2009, 2010, 2011
Program Objective 4: Students completing a college level math course will establish mathematical connections to other disciplines, as well as interrelationships with human culture. (0.2,2.7)
2. Intended Outcome13. Criteria or Target4. Comparison25. Assessment method or tools6. When /How Assessment will be accomplishedStudents will demonstrate:
Ability to identify and evaluate the relationships among different perspectives within mathematics and among different fields of study, and also identify and evaluate connections and relationships among disciplines.Students will respond positively to end of quarter survey questions. They will be able to connect mathematics to their every day lives and improve their overall understanding and view of mathematics.Survey of student opinions, including open-ended questions, and Likert scale questions.Survey of student opinions to be filled out toward the end of quarter.
What were the results of the assessments?
Winter 2008 results
This Fall quarter we surveyed our students in our Math 107, 146, and 141 classes with an 12 question survey about the students feelings, confidence, and experience, and appreciation of Mathematics. We had 80 students fill out our survey and the results were generally very positive. We asked specifically if our courses helped the students understand how math is used in their life/career, how it is relates to other courses. For both questions they used a scale of 1-5 with 1 being no change and 5 being significant change. In the Math 107 classes the students average response on the first two questions were 4 and 3.5, for Math 146 they were 3.6 and 3.8, and for Math 111 they were 3.9 and 4.1. The average response by any student that took the survey was approximately a 3.9 for each of the questions.
How were the results used to improve?
We felt very good about these results. It is wonderful to see that students have a much greater understanding of how Math relates to their life/career and also other courses here at SVC. We did notice that the Math 107 students found it easier to relate the material to their real life than they did to other classes, while in Math 146 it is just the opposite. This is not surprising based on the topics in the class, but we feel that we should work on those connections that were below the overall average. To do this we are creating more learning communities that will involve our Math 107 class so that some of our students will find an immediate and obvious connection to other topics. We are also going to begin to collect problems from other disciplines that can be completed using techniques in our Math 107 class and insert them into our exams and worksheets. We are asking other instructors to share problems, and will also be looking through texts to start our collection. For Math 146 we are going to try to analyze more data that comes from articles and television and other entities that are integral in the students life. We will also assign projects that have a bit more freedom for the students to collect data that they would find relevant. We feel that these will be simple changes that will fit into our courses and will improve the relevance for our students.
No data was collected for 2009, 2010, 2011
Program Objective 5: Students completing a college level math course (MATH107) will gain an appreciation of the usefulness, beauty, and application of mathematics to our world. (7.2,2.7,0.2)
2. Intended Outcome13. Criteria or Target4. Comparison25. Assessment method or tools6. When /How Assessment will be accomplishedWe expect our students to be able to demonstrate knowledge of aesthetic principles and see how these apply and relate to mathematics and other disciplines.Students will express an appreciation for mathematics in end-of- quarter survey questions.Survey of student opinions, including open ended questions, and Likert scale questions.Survey of student opinions to be filled out toward the end of quarter.
What were the results of the assessments?
Winter 2008 results
The data we used to analyze this was also from our survey that was referenced in Program Objective 4 above. We had two sets of questions that asked about their feelings and confidence regarding math before they attended SVC and how they may have changed now. They again used 5 point scales to represent their feelings and confidence with Math where 1 was total dislike and having no confidence and 5 was really liking math and being completely confident. We also had two additional questions asking if their appreciation for the beauty of math and how it is used in the real world has changed positively or negatively since taking math courses at SVC. For the first two sets of questions about feelings and confidence we found that our Math 107 students improved their feelings by 0.2 points and their confidence by 0.7 on average. The Math 146 students improved their feelings by 0.5 and confidence by 0.4, and the Math 141 students improved feelings by 0.6 and confidence by 1.1. As for the questions about their appreciation of math, the Math 107 students response average was 3.6 for how it was used in the real world and 3.4 for the beauty of math. The Math 146 students responded 3.8 for how it was used in the real world and 3.7 for the beauty of math, while the Math 141 students averaged 3.8 for appreciation of real world applications and 3.7 for the beauty of math.
How were the results used to improve?
We were happy to see that there was an improvement to students feelings about math, confidence in math, appreciation of applications, and appreciation of beauty. The unfortunate part is the increase in confidence in our Math 146 students was not statistically significant, and neither was the increase in feelings about math from our Math 107 students. Most of our students that take Math 107 will not be continuing on in Mathematics and so we really feel that we want them to leave feeling better about Math and have a real appreciation of Math and its obvious use in the real world. Because we are not seeing significant improvement in these areas, we are considering a change in texts to something that focuses on applications and brings forth the beauty of math. As a department we are also going to work on a new class that would be an integrative experience that would meet once a week for a couple hours. We would discuss recent news and current findings in Math and Science from a perspective of understanding and appreciation. Hopefully this will allow students to just talk about and get comfortable with mathematics so we can increase our findings from above. Finally we are also going to start a Math movie night and open it up to all of our math students
No data was collected for 2009, 2010, 2011
Program Objective 6: Students will be able to use technology, appropriate to the context and task to effectively retrieve and manage information, solve problems, and facilitate communication.
2. Intended Outcome13. Criteria or Target4. Comparison25. Assessment method or tools6. When /How Assessment will be accomplishedStudents demonstrate an ability to use technology appropriate to the context and task to effectively retrieve and manage information, solve problems, and facilitate communications. Students will be able to perform basic operations on their calculators and complete problems that reflect real life scenarios and require a calculator to find the solution. We will have a general calculator question that will be nested in exams for our Math 107 classes. This question will be agreed upon by all instructors with a 107 class that quarter, and will remain similar in future quarters. We will compile the results from the individual classes at the end of the quarter and then analyze the overall performance as well as individual classes. We will then share strategies and such to help our students.
No data was collected for 2008 - 2011
What were the results of the assessments?
How were the results used to improve?
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GG0*GGK`@UnknownG* Times New Roman5Symbol3.* ArialA BCambria Math"1hf;fO+Q*GK@&GK@&!4dlKlK3qHX ?~2!xxProgram Objective 1: We will provide the information to assist students in choosing the appropriate math classes to meet their goals for degrees and university transferAmy Edwards
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Skagit Valley College:&lKProgram Objective 1: We will provide the information to assist students in choosing the appropriate math classes to meet their goals for degrees and university transferTitle
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