General Education Assessment in Mathematics General Education Assessment in Mathematics Courses: Finding What WorksCourses: Finding What Works

Teri Rysz, EdDTeri .Rysz @uc.edu

Margaret J. Hager, EdDMargaret.Hager@uc.edu

University of Cincinnati Clermont

AMATYC Las Vegas, 11/12/2009

BeginningsBeginnings

Summer, 2004 – New Associate Dean of Academics– 6 General Education Math Courses

were identified to be assessed.– General Education Course Assessment

Plan designed by all attendees.

Individual AssignmentsIndividual Assignments

Individual Assessment Assignments Designed for all courses.

Demonstrated Competence Rubric given to each student along with

the assignment.

High HopesHigh Hopes

Assignment was to be given to all students in every section.

Instructors would forward responses to Coordinator.

A random sample chosen to be ‘graded’ with rubric previously given to student.

Would a Random Sample Work?Would a Random Sample Work?

My argument was to have the assignments given every quarter to every student, thereby making the process something that instructors would have as a regular part of their syllabus.

FeedbackFeedback

Based on feedback from the first two rounds (with limited instructor buy-in):– Three assignments were tweaked.– It could work, but needed more

consistency with all instructors.

Changing of the GuardChanging of the Guard

Current Associate Dean decided that random sections would be assessed.

Coordinator was inconsistent in getting this information to instructors in a timely manner (once given to me in last week of the quarter ).

What Happened Next?What Happened Next?

Frustrated with the process, and deep into writing a dissertation, I could no longer be involved.

Coordinator was getting paid to do it, but wasn’t following through.

Needed ‘New Blood’: – Dr. Teri Rysz

General Education Mathematics General Education Mathematics Courses at ClermontCourses at Clermont

Math for Behavioral Sciences I (MATH 136)

Math for Behavioral Sciences II (MATH 137)

Statistics for Health Sciences (MATH 146)

College Algebra I (MATH 173)

Finite Math & Calculus I (MATH 225)

Calculus & Analytic Geometry I (MATH 261)

Pilot Study Pilot Study College Algebra I College Algebra I (MATH 173)(MATH 173)

Search for simple assessment question– 2 major concepts a successful College Algebra

I student learns– 10 real world application questions for inverse

functions– Colleague asked to choose question to ask

students– Question to current College Algebra I

instructors

First Assessment QuestionFirst Assessment Question

The table lists the total numbers of radio stations in the United States for certain years.

a) Determine a linear function f (x) = ax + b that models these data, where x is the number of years since 1950. Plot f (x) and the data on the same coordinate axes.

b) Find f -1 (x). Explain the significance of f -1.

c) Use f -1 (x) to predict the year in which there were 7,744 radio stations. Compare it with the true value, which is 1975.

Year Number 1950 2,773 1960 4,133 1970 6,760 1980 8,566 1990 10,819

RubricRubric

1 point – f (x) = 201.15x + 2,773 Slope could be anything close to 201.15.

1 point – f -1 (x) = (x – 2,773)/201.15 If incorrect function in part a, 1 point for correct

inverse function from stated function

1 point – inverse function predicts the year for a given number of radio stations

1 point – correct year for the inverse function determined or explanation of the process for a correct prediction

0 points - no correct responses

ResultsResults

Score Count

0 19

1 11

2 3

3 2

4 7

42 scores

Mean of 1.2

21.4% scored 3 or better

RevisionsRevisions

Graphing extraneous, eliminate plot directions

Because the data was not exactly linear, some students decided a function could not be determined. “Use the number of radio stations in the first and last year to determine an average rate of change for the slope in the function.”

Question was asked with different risk factors – Two sections: question on final exam– One section: review for final exam

Expectations for Next RoundExpectations for Next Round

Mean of 1.5 (1.2)

30% (21.4%) score a 3 or better Subsequent reflection on further

editions to the question and/or

instruction.

Revised QuestionRevised Question

The table lists the total numbers of radio stations in the United States for certain years.

a) Determine a linear function f (x) = ax + b that models these data, where x is the number of years since 1950. Use the first and last year to determine the average rate of change for the slope of the linear function.

b) Find f -1 (x). Explain the significance of f -1.

c) Use f -1 (x) to predict the year in which there were 7,744 radio stations. Compare it with the true value, which is 1975.

Year Number 1950 2,773 1960 4,133 1970 6,760 1980 8,566 1990 10,819

Revised ResultsRevised Results

Score Count

0 9

1 2

2 2

3 1

4 5

19 scores

one section “disappeared”

Mean of 1.52 (1.5)

31.6% (30%) scored 3 or better

PlansPlans

Mathematics for Behavioral Sciences II

– A student observes the spinner below and claims that the color red has the highest probability of appearing since there are two red areas on the spinner. What is your reply?

– Rubric 1 point – compares yellow area to red area 1 point – yellow has 50% of the area 1 point – yellow is greater area 1 point – yellow has higher probability 0 point – only false statement or no statement is made

– ResultsScore Count

0 4 45 responses

1 8

2 10 Mean is 2.4

3 11

4 12 51.1% scored 3 or better

Plans (continued)Plans (continued)

Academic Assessment Committee Mathematics instructors meeting

– Full time and adjunct– Improves instruction → improves learning– Collaborate and cooperate to learn from

results Continue building assessment coverage and

on-time reports