Math 108Paul Smith2007-09 Assessment Report
Outcome 1 / MeasurableCriteria / Measurement
Tool / Time Frame
Math 108 students will demonstrate critical thinking. / 80% of students in Math 108 will successfully develop an action plan, which includes statistical methods taught in class, to conduct a statistical inquiry. / A scenario question will be included on the final exam and evaluated using the college-wide critical thinking rubric. / One of several scenario questions will be included on eachof the Math 108 final exams over the next five quarters.
Results:
Baseline
Spring 2008 / Outcome B / Outcome D
Average / 2.4 / 2.5
Standard dev. / .96 / .98
Subsequent Quarters
Overall Fall 2008 – Spring 2009
Overall / Outcome B / Outcome D
Average / 2.6 / 2.3
Standard dev. / .95 / 1.05
Scored 2 or better on Criteria D
Spring 2008 / 87%
Fall 2008 / 81%
Winter 2009 / 78%
Spring 2009 / 74%
Overall / 79%
Analysis and Action:The baseline established in Spring 2008 showed that on outcomes B and D that student response to a statistics scenario question fell in about the middle of the scale. I would expect this level of success with the question because math 108 is a first course in statistics, and the assessment questions pushed them beyond the specific material covered in the course. In subsequent quarters the average outcomes did not change dramatically. Overall outcome B improved by 2/10th of a point while outcome D decreased by 2/10th of a point.
I have several observations from this assessment that will help with future assessments. Here they are.
- It’s not a good idea to ask a question that is beyond the scope of the course. It encourages the teacher to do more in the class than should be done. A less involved question is more appropriate for a first course.
- Many students have difficulty writing their thoughts on problem solving and technical matters clearly and concisely. I see a lot of good writers that have trouble with math and a lot of good math students who have trouble with writing. Students who are good at both are rare.
- A beginning statistics class is more about computation than critical thinking.
The last table in the results above shows that overall 79% of the students made at least a decent effort to use course knowledge to answer the scenario question which is encouraging.
Outcome 2 / Measurable
Criteria / Measurement
Tool / Time Frame
Math 108 students will become proficient using a statistical calculator. / 80% of students in Math 108 will successfully answer 80% of test questions which require a statistical calculator. / A test question which includes a data set too large to manipulate by hand and calculations too involved to be done by hand or with a non-statistical calculator will be included on in-class exams. / Over the next five quarters the second in-class exam in Math 108 will focus on statistical calculator questions.
Results: In the time frame of this report cycle I administered the math 108 calculator measurement tool in four different classes and four different quarters. The target criteria was to achieve a class average of 80% or more on a set of calculator questions on the first test. Results of the evaluations are as follows:
Quarter / No. of Students / Calculator Proficiency (%)
Spring 2008 / 41 / 84
Fall 2008 / 39 / 94
Winter 2009 / 46 / 83
Spring 2009 / 52 / 78
Total / 178 / 84
Analysis and Action:I devised a lecture and exercise that explains and practices students with all the calculator features needed to be successful in Math 108. Probability and statistical calculator features are new to almost all the students and mastering them is essential to success in the course. In the past many students complained they understood the problem and its solution but did not know how to use a calculator to solve the problem.
The first test of the quarter includes questions that mimic the practice exercise and thus allow the measurement done here.
Overall I am quite satisfied with the results of this assessment. The target was achieved overall and in each quarter except fall 2008 where the class was two percentage points below target. On the other hand Fall 2008 was especially high, at 94%. I believe it is very likely that the high and low percentages here reflect the typical variation we see in student performance from class to class.
My action plan is to continue with the lecture, practice exercises, and quiz early in the quarter to maintain the calculator proficiency numbers seen here.
As a final note, I taught these classes in a room that had a document camera; classes prior to these did not. The efficiency and effectiveness of using the camera for this instruction is amazing and contributed a lot to meeting the target here without taking excessive class time.
Outcome3 / Measurable
Criteria / Measurement
Tool / Time Frame
Struggling students are adequately supported during each course so that all students can be successful. / 70% of those students using the math center and math tutoring services on campus find them helpful. / Twice each quarter conduct an in-class survey. / Ongoing over the next five quarters.
Results:I polled the Math 108 students as to whether or not they used the Math Lab. Here are the results over the last five quarters.
No. of Students / No. Who Used the Lab / % Students Who Used the Lab
Spring 2008 / 41 / 20 / 49
Fall 2008 / 39 / 14 / 36
Winter 2009 / 46 / 16 / 34
Spring 2009 / 52 / 18 / 35
Overall / 178 / 68 / 38
Analysis and Action: I am a little surprised by these percentages. The Math lab is in a very small room (only seats about 10 students) and is very often crowed, especially as the quarter goes on. I suspect the percentages would be higher if more room was available in the Math Lab.
Recurring positive comments students have shared about the Math Lab:
Tutors are pleasant, helpful, and patient.
Hours of operation are convenient.
The Math lab is a great place to meet and work with other students in class (and other classes)
Recurring negative comments students have shared about the Math Lab:
The Math Lab is too crowed at the time I can use it.
Sometimes I get wrong answers from the tutors.
Sometimes when I come in the Tutor does not know my subject
The College offers three choices for students to get help with math classes; their teacher, Smart Thinking Web Site, or the Math Lab. Of those three my discussions and polling in class strongly suggest that the Math Lab is most available and most used. Minimally the Math Lab needs a larger room; my experience here as well as multiple studies done by the Math Lab have come to the same conclusion.
I plan continue this work, recording the percentage of students using the three college offered options.
Natural and Applied Sciences Division1