The Development of PSLOs and PSLO Assessments at MiraCosta

College

Shannon GraceyMiraCosta College

sgracey@miracosta.edu

Types of Assessment Methods

• Course Mapping – Ideal for Programs which have very few “program completers”– Math– History http://

mathchick.net/SWC/ace/history_programassessmentplan.PDF

• Satisfaction Survey – Useful tool to complement a direct assessment– Teacher AA http://

mathchick.net/SWC/ace/teacher_programassessmentplan.PDF

Types of Assessment Methods Continued…

• Focus Group – Great method for capturing program completers– Liberal Arts AA Degrees– Sociology http://

mathchick.net/SWC/ace/sociology_programassessmentplan.PDF

• Capstone Course – Provides an entire semester of assessment

opportunity for the Program

Using Math Course SLOs in the Development of PSLOs and PSLO

Assessments

Gaining an Overall Perspective

• The Mathematics Department typically has very few “program completers”– Small sample size• We were concerned about using such potentially biased

data to assess our program’s effectiveness

– How to Assess?

Using “Core” Course SLO Data to Evaluate the Program

• The Calculus Series– Services Mathematics majors and related majors

such as Engineering, Computer Science, etc.– In considering program effectiveness, shouldn’t

we also consider these related disciplines which use this series as core preparation?

Math 150 (Calculus I) Student Learning Outcomes:1. Given a function, a student will be able to recognize and apply the appropriate technique(s) to find the derivative of the function.2. Given a function, a student will be able to recognize the appropriate technique(s) to find the integral of the function.3. Given an applied problem from differential or integral calculus, a student will be able to recognize and demonstrate an appropriate technique to solve the problem.Math 155 (Calculus II) Student Learning Outcomes:1. Given a function, apply advanced integration techniques to find the integral of the function.2. Given an infinite series, analyze convergence.3. Apply the concepts of differential and integral calculus to polar and parametric functions.Math 260 (Calculus III) Student Learning Outcomes:1. Given a function and a region in two or three dimensional space, a student will be able to construct and evaluate the integral of the function over the region, applying the appropriate coordinate system.2. Students will be able to find and use partial derivatives to analyze functions of several variables3. Given an applied problem from multivariable calculus, a student will be able to apply appropriate techniques to solve the problem.

Math 150 Student Learning Outcomes:1. Given a function, a student will be able to recognize and apply the appropriate technique(s) to find the derivative of the function.2. Given a function, a student will be able to recognize the appropriate technique(s) to find the integral of the function.

Math 155 Student Learning Outcomes:1. Given a function, apply advanced integration techniques to find the integral of the function.3. Apply the concepts of differential and integral calculus to polar and parametric functions.

Math 260 Student Learning Outcomes:1. Given a function and a region in two or three dimensional space, a student will be able to construct and evaluate the integral of the function over the region, applying the appropriate coordinate system.2. Students will be able to find and use partial derivatives to analyze functions of several variables

The Math PSLO

The following Math Program SLO is based on the General Education Program Student Learning Outcomes (GE PSLOs) and Institutional Student Learning Outcomes (ISLOs):• Effective Communication• Critical Thinking and Problem Solving

Upon successful completion of the required Math transfer preparation courses (Math 150, 155 and 260), the student should be able to:• Given a function of one or more variables, apply appropriate

techniques to differentiate and integrate the function.

Assessment

• Average– Weighted Average

• Numerator = # of students who met competency• Denominator = # of students assessed• Set minimum competency as “_____% of students score at least

_____%”

– Bernoulli—Success or Failure• Numerator = # of CSLOs that met competency• Denominator = # of CSLOS assessed• Set minimum competency as “at least _______% of CSLOs met

competency”

Benefits

• Large sample size• Easy to assess

Challenges

• Assessment includes results from students who are not graduating in math

• Assessment only addresses the Math Degree

Liberal Arts Graduate Focus Groups

Liberal Arts AA Degree

• PSLO– This multi-disciplinary approach will enable

students to develop communication, critical thinking and intellectual skills that effectively prepare them for lifelong learning and for advanced study in a wide range of majors at the university level

• Applies to all areas of emphasis

Assessment

• Satisfaction Survey– Online during the spring– Invitation to focus group– Indirect assessment

• Focus Group– Watson-Glaser critical thinking test http://

mathchick.net/SWC/ace/Focus%20Group%202013%20CT%20activity.docx

– Productive Work Habits• Faculty Moderators

Benefits

• Face-to-face contact with the students• Both direct and indirect assessments in one

sitting

Challenges

• Student participation– Food– Drawing

• Faculty participation– During activity– Post activity

The Data…

• Don’t forget about it!!!– http://

mathchick.net/SWC/ace/SLO%206%20year%20summary%20report.docx

• Discuss results– Department SLO Committees

• Be creative!!!