MotlowStateCommunity College
Program Student Learning Outcomes
USE OF ASSESSMENT RESULTS
Fall 2014
Program Title: General Education Core Courses
Course: MATH 1630 – Finite Mathematics
This course is intended for the student who has selected a business or computer science related major, area of emphasis, or concentration. It is required in accounting, business administration, economics, and information systems in the Tennessee Transfer Pathway’s areas of emphasis in the University Parallel major and in all concentrations of the Business Technology major.
This course is a study of linear models, matrix algebra, linear programming, Mathematics of finance, combinatorics, and probability with application in each of these areas.
Expected Student Learning Outcome: After completing MATH 1630, students will use mathematics to:
a)Solve problems and determine if the solutions are reasonable. (Questions 3, 5, and 11)
b)Model real world behaviors and apply mathematical concepts to the solution of real-life problems. (Questions 1, 6, and 7)
c)Make meaningful connections between mathematics and other disciplines. (Questions 9, 12, and 15)
d)Use technology for mathematical reasoning and problem solving. (Questions 2, 4, and 13)
e)Apply mathematical and/or basic statistical reasoning to analyze data and graphs. (Questions 8, 10, and 14)
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. (This detail was left to the discretion of the individual instructor.) The questions included the following topics: break-even analysis, profit analysis, market equilibrium, linear programming, and mathematics of finance, set theory, problem solving, counting theory, and probability.
Effectiveness Standard:
Effectiveness is determined according to the following two measures:
- The post-test average score will be at least 10 percentage points higher than the pre-test average score.
- Each item will have at least 50% correct responses
Assessment Results:
Pre-Test Results
Expected SLO / Question / Missed / Correct / % Missed / % Correctb / 1 / 55 / 26 / 68% / 32%
d / 2 / 49 / 32 / 60% / 40%
a / 3 / 47 / 34 / 58% / 42%
d / 4 / 50 / 31 / 62% / 38%
a / 5 / 39 / 42 / 48% / 52%
b / 6 / 50 / 31 / 62% / 38%
b / 7 / 66 / 15 / 81% / 19%
e / 8 / 57 / 24 / 70% / 30%
c / 9 / 72 / 9 / 89% / 11%
e / 10 / 69 / 12 / 85% / 15%
a / 11 / 55 / 26 / 68% / 32%
c / 12 / 51 / 30 / 62% / 38%
d / 13 / 64 / 17 / 79% / 21%
e / 14 / 21 / 60 / 26% / 74%
c / 15 / 52 / 29 / 64% / 36%
Post-Test Results
Expected SLO / Question / Missed / Correct / % Missed / % Correctb / 1 / 37 / 44 / 46% / 54%
d / 2 / 25 / 56 / 31% / 69%
a / 3 / 6 / 75 / 7% / 93%
d / 4 / 36 / 45 / 44% / 56%
a / 5 / 5 / 76 / 6% / 94%
b / 6 / 10 / 71 / 12% / 88%
b / 7 / 24 / 57 / 30% / 70%
e / 8 / 38 / 43 / 47% / 53%
c / 9 / 25 / 56 / 31% / 69%
e / 10 / 32 / 49 / 40% / 60%
a / 11 / 13 / 68 / 16% / 84%
c / 12 / 27 / 54 / 33% / 67%
d / 13 / 33 / 48 / 41% / 59%
e / 14 / 5 / 76 / 6% / 94%
c / 15 / 16 / 65 / 20% / 80%
Assessment Results:
- Assessment results showed a 38.1 percentage point gain from pre-test to post-test, as the average of the pre-test scores was 34.5 and the average of the post-tests was 72.6.
- Post-test data from item analysis indicate that greater than 50 % of students responded correctly on all post-test questions.
Eighty-one (81) students took both the pre-test and the post-test. The average of the pre-test scores was 34.5% and the average of the post-test scores was 72.6%. Assessment results showed a 34.5 percentage point gain from pre-test to post-test, thus meeting the effectiveness standard that the post-test average score be at least 10 percentage points higher than the pre-test average score.
The effectiveness standard that each item will have at least 50% correct responses on the post-test was met by all problems.
Use of Assessment Results:
During the January 13, 2105 departmental meeting, the faculty discussed results of the pre/post-tests. The faculty will be submitting new questions for this test. After the 2013 meeting, a committee was formed to create some new problems for the MATH 1630 tests. The committee created one new question for each Expected Student Learning Outcome (SLO). The math faculty approved all the new questions. With the new test, both effectiveness standards have been met. Minutes from the meeting are attached.
The chart above shows the change in percentage points since 2010. The change has gotten better for all the five learning outcomes.
Minutes of Jan. 13, 2015
MSCC Mathematics Department
The meeting was called to order at 12:30pm. Members present were Dan Mcshea, Brian Mitchell, Doyle Hasty, Leslie Wurst, Elaine Robinson, Steve Smotherman, Margia Keel, Keith Claxton, Gary Nelson, and Sandra Arman.
Sandra Arman informed the group of the following developments:
The Math Dept. has the lowest success rate among all departments at MSCC.
All faulty are required to be trained in d2L annually.
All students must do Title 9 training.
Larry Turner has taken Shelly Mccoy’s place as Director of Instructional Technology.
TR1 forms must be turned in to Dawn Anderson at least 2 weeks in advance.
Contracts are sent, signed, and turned in online.
Faculty in Simon Hall must empty their offices by graduation.
Faculty must do Academic Alert after each class meeting. If no alerts are necessary then faculty should check the green box to indicate no alerts.
The faculty talked about the outcomes from the new MATH 1630 test. The committee were commended for their outstanding work of creating one new question for each learning outcome. The faculty noted that both effectiveness standards were met. The percentage of every correct answer on the post-test was greater than 50%. This is the first time this has happened.
The Math Dept. has a meeting with Dr. Tristan Denley, Vice Chancellor of Academic Affairs on Jan. 15 at 9:30am.
The creation of a math lab at all locations is being discussed.
The Math Dept. will meet after Spring Break in Smyrna.
There is currently no easy, quick way to verify that an incoming freshman has passed SAILS in high school. It is possible that some of these students may be erroneously enrolled in Learning Support.
Faculty must contact their assigned advisees to set up a meeting for advisement.
MATH 1530 and 1710 will be assessed via the pre/post-test this semester.
Faculty must do Attendance Reporting for the first 6 weeks of the semester.
The meeting adjourned at 2:00pm.
Respectfully submitted by Keith Claxton
Assessment Instrument: Pre/Post-test for MATH 1630