Motlow State Community College
Program Student Learning Outcomes
Use of Assessment Results
Fall Semester 2013
Program Title: General Education, Tennessee Transfer Pathway
Course: MATH 1530 – Probability and Statistics
This course satisfies the mathematics requirements for the following emphases under the Tennessee Transfer Pathways: agriculture, art, biology, criminal justice administration, English, environmental science, general studies, geography, health & physical education, history, honors scholar, mass communications, political science, pre-law, pre-nursing, pre-physical therapy, pre-veterinary medicine, recreation, social science, social work, sociology, speech & theatre.
This course is an introduction to probability and statistics without calculus. Topics covered include sampling, frequency distribution, elementary probability, hypothesis testing, linear regression and correlation, analysis of variance and non-parametric statistics.
Expected Student Learning Outcome:
After completing MATH 1530, students will use mathematics to:
a. Solve problems and determine if the solutions are reasonable. (Questions 1 and 2)
b. Model real world behaviors and apply mathematical concepts to the solution of real-life problems (Questions 3 and 4)
c. Make meaningful connections between mathematics and other disciplines (Questions 5 and 6)
d. Use technology for mathematical reasoning and problem solving (Questions 7 and 8)
e. Apply mathematical and/or basic statistical reasoning to analyze data and graphs. (Questions 9 and 10)
Performance Measure(s): A pre-test was administered either the first or second day of class and the post-test containing exactly the same questions were embedded in tests just prior to the final or as a part of the final exam. (This detail was left to the discretion of the individual instructor). The questions included the following topics: frequency distribution, probability, measures of dispersion, Central Limit Theorem, normal distribution, confidence intervals, hypothesis testing and linear regression.
Effectiveness Standard: Effectiveness is determined according to the following two measures:
1. The post-test average score will be at least 20 percentage points higher than the pre-test average score.
2. Each item will have at least 50% correct responses.
Results of the pre-test were as follows:
a / 1 / 98 / 53 / 65% / 35%
a / 2 / 136 / 15 / 90% / 10%
b / 3 / 127 / 24 / 84% / 16%
b / 4 / 92 / 59 / 61% / 39%
c / 5 / 135 / 16 / 89% / 11%
c / 6 / 125 / 26 / 83% / 17%
d / 7 / 115 / 36 / 76% / 24%
d / 8 / 53 / 98 / 55% / 45%
e / 9 / 136 / 15 / 90% / 10%
e / 10 / 85 / 66 / 56% / 44%
Results of the post-test were as follows:
ExpectedSLO / Question / Missed / Correct / %
Missed / %
Correct / Change
In
Percentage
Points
a / 1 / 48 / 103 / 32% / 68% / +33
a / 2 / 83 / 68 / 55% / 45% / +35
b / 3 / 73 / 78 / 48% / 52% / +36
b / 4 / 68 / 83 / 45% / 55% / +16
c / 5 / 62 / 89 / 41% / 59% / +48
c / 6 / 50 / 101 / 33% / 67% / +50
d / 7 / 73 / 78 / 48% / 52% / +28
d / 8 / 25 / 126 / 17% / 83% / +38
e / 9 / 69 / 82 / 46% / 54% / +44
e / 10 / 5 / 146 / 3% / 97% / +53
151 students completed the pre-test and post-test.
1. Assessment results showed a 38.1 percentage point gain from pre-test to post test, as the average of pre-test scores was 25.1 and the average of the post-test was 63.2
2. Post-test data from item analysis indicate that greater than 50% of students responded correctly on all post-test questions, except question 2.
One hundred fifty – one students took both the pre-test and post-test. The average of the pre-test scores was 25% and the average of the post-test scores was 63%. Assessment results showed a 38.1 percentage point gain from pre-test to post-test, thus meeting the effectiveness standard that the post-test average score must be at least 20 percentage points higher than the pre-test average score.
The effectiveness standards that each item will have at least 50% correct responses on the post-test was met by all problems except question 2 – SLO – model real world behaviors and apply mathematical concepts to the solution of real-life problems.
Use of Assessment Results:
The math faculty discussed the results of the MATH 1530 results of the pre and post tests assessments on January 13, 2014. All goals were met except for one, problem 2. This is the same as the previous assessment results. This problem is an easily missed problem, but is also necessary for the assessment. Full-time and adjunct faculty participated in giving the pre-test and post-test during the spring semester.
From the analysis reports from the year 2013, the results are shown:
From the analysis, shown in the chart, the change in percentage points increased in SLO c - make meaningful connections between mathematics and other disciplines in a major way. There was an increase in 43 percentage points. Overall, there was an increase of 9.4 percentage points in the fall semester.
The math faculty discussed the pre and post test and decided to change one of the questions on the test. The question is for the SLO d - Use technology for mathematical reasoning and problem solving. This new question will be utilized in the spring semester 2014. This discussion can be seen in the math minutes for January 13, 2014. See Minutesmathspring2014a.docx