FROM: TJ Rivard, Dean, School of Humanities & Social Sciences


 Aubrey Jones
 2 years ago
 Views:
Transcription
1 TO: Mary Blakefield, Associate Vice Chancellor FROM: TJ Rivard, Dean, School of Humanities & Social Sciences DATE: June 17, 2009 RE: General Education Assessment for Introduction In the spring of 2008, the General Education Assessment Committee tested the attached general education rubrics (appendix 2) on a number of classes to see if the information gathered would be valuable enough to assess the campus learning objectives (LO) in courses that met the general education requirements. This pilot also allowed the committee to see what logistical issues might be faced during implementation. In addition, the committee requested feedback from the faculty who participated in the pilot. Here are the conclusions of the pilot study: 1) The rubrics that the General Education Committee developed could be used but that we would have no way of knowing what the specific results would mean until we had two or more years of data to evaluate. As a result, we decided that the information gathered in would serve as a baseline against future years. 2) There was a concern that the rubrics would be interpreted too broadly to offer useful assessment data. While this could be true, we should be able to determine that across the data that we receive in any given year and across assessment years. Special attention should be given to erratic data and determine if adjusting the rubric will resolve the issue. 3) Because faculty in courses being assessed were asked to assess random assignments in their courses, some thought that faculty may skew the results by choosing specific students assignments that would show their courses in a positive light rather than choosing student work through a random selection. The pilot did not reveal that this was the case. 4) The pilot was implemented approximately twothirds of the way through the semester in the hopes of capturing student assignments that would demonstrate their knowledge near the end of the term. Several faculty made the comment that the learning objectives that fit their particular classes were often best assessed in assignments during the first part of the course. In the fall, the committee opted to send out the rubrics earlier and remind faculty of their need to fill out the rubric at various points. In the fall, the assessment should have been sent out even earlier than it was.
2 5) The committee assigned specific courses to assess specific LO s, thinking that if we didn t we may get an uneven proportion of responses to LO s. However, many instructors found this difficult, because often they did not have assignments that addressed them. As a result, the committee decided to send out all of the rubrics in the fall to all of the faculty in General Education (with the exception of those teaching in math and science) and allow faculty to choose what it was they wanted to assess. 6) After consulting with our Higher Learning Commission mentor, we thought it best that we gather data in the fall rather than throughout the year and analyze it in the spring. The idea was that analysis and recommendations could be made during the spring to enable changes before the next fall. The timing will need to be worked on. As a result of these considerations, the committee felt fairly confident that we would be able to implement the General Education Assessment plan in the fall of 2008 (the pilot report can be seen in appendix 1). Method On October 28, 2008, the following was sent to all faculty teaching courses at the one hundred and two hundred level that counted toward general education (115 sections). While some courses taught at the three hundred level are accepted as meeting distribution requirements in general education, that is not their primary intent, so the Committee chose not to assess those courses. The IU East Assessment Academy has been working with the Higher Learning Commission on developing an assessment plan for General Education (not programs). We piloted the program last spring and are fully implementing it this fall. That means all 100 and 200 level courses that fit into the category of gen ed need to turn in an assessment rubric. This does not apply to courses in the Writing Program or SPCH S121 courses; they already have an assessment process. All other 100 and 200 level courses should conduct an assessment. You have been included in this because you teach a 100 or 200 level class that counts toward general education at IU East. The IUE Assessment Academy decided that general education only addresses Learning Objectives 37. Since the Speech Program and the Writing Program assess Learning Objective 3, the only objectives that we need to concern ourselves with are Objectives 4 7. The Gen Ed Assessment Committee designed rubrics for each of those areas. Here is what we need instructors to do: 1) Read over the attached rubrics for each of the Learning Objectives
3 2) Choose ONE that you want to assess in your classroom. 3) Choose an assignment from the latter portion of the course: a paper, an exam if appropriate, or other assignment 4) Randomly select five examples of the assignment (e.g., the last five students on the roster; the first two, #14, and the last two; however you want) 5) Make five copies of the rubric (one for each of the randomly selected student works) 6) Circle the appropriate number on the scale based on your assessment of the piece for each item within the rubric (remember this is about what the students appear to be accomplishing, NOT about whether the teacher of the course is doing the course justice) 7) Send the scored rubrics from your classes with a cover sheet that identifies the course (not the section) and the nature of the assignment being assessed to TJ Rivard ML 238 by Dec. 15th. The data was collected and summarized through SPSS. Results Thirtyone of one hundred and fifteen sections returned the assessment rubrics. Five rubrics representing five sections were filled out incorrectly. The twentysix remaining sections represented 145 students. * 24% of the students were assessed under LO 4. 68% of the students were assessed under LO 5. 12% of the students were assessed under LO 6. 5% of the students were assessed under LO 7. The chart on the next page illustrates the numeric data gathered from SPSS. Each of the learning objectives were broken into their component parts which is why LO 4 is broken into three parts, LO 5 into two, and so on. See Appendix 2 for details about the specific skills assessed under each LO. * One faculty member reported that she was unable to use any of the rubrics for her course (ENGW 203 Creative Writing), because the LO that she assesses for and makes the most sense was LO 3 which we had determined would be assessed adequately under the Writing Program s assessment. This is clearly not the cases and will need to be reconsidered for the next round.
4 LO 4.1 LO 4.2 LO 4.3 LO 5.1 LO 5.2 LO 6.1 LO 6.2 LO 7.1 LO 7.2 Responses Mean Median Mode Std. Deviation The vast majority of instructors assessed LO 5: Educated persons should have the ability to develop informed opinions, to comprehend, formulate, and critically evaluate ideas, and to identify problems and find solutions to those problems. Effective problem solving involves a variety of skills including research, analysis, interpretation, and creativity. By contrast, very few assessed LO 7: Educated persons should be expected to have some understanding of and experience in thinking about moral and ethical problems. A significant quality in educated persons is the ability to question and clarify personal and cultural values, and thus to be able to make discriminating moral and ethical choices. Specific reasons for this disparity and the overwhelming choice to assess LO 5 might be able to be intuited given that the arts & sciences have a strong focus on LO 5, but it is difficult to say with any certainty the reason that the other LO s have so few numbers. Recommendations 1) Explore ways to encourage greater participation in the process. The need for a larger data set is essential if we are to make meaningful recommendations. 2) Perhaps identify specific courses for specific LO s rather than allow faculty to choose whatever LO they want to assess. Although, there allowing the choice may give us a better indication of what LO s are not being sufficiently addressed. 3) Create rubrics for LO 3 that are separate from what the Speech Coordinator and the Writing Program Director are doing so that courses that focus on writing or oral presentation can be assessed within general education as well. Conclusion In this initial effort, it appears that the rubrics may be giving us solid data; so it seems logical to continue with this instrument in the fall of However, we will
5 be unable to be certain of what the above results mean until we have two or three years of data to compare it to. Because of this, there cannot be any substantive recommendations for general education.
6 Appendix 1 Gen Ed Assessment Pilot Study of Data Gathered Spring 2008 April 4, 2008 General Education Committee: TJ Rivard, Chair; Roberta Roswell; Kumara Jayasuriya; Victoria Beck; Ange Cooksey; Frances Peacock. The General Education Committee developed rubrics for learning objectives four through seven. Learning Objective three is already being addressed through an assessment process developed by the Writing Program Director, Eddy Helton, and the Public Speaking Program Director, Jerome Mahaffey. Our goal was to find a way to collect data that would be useful in assessing the learning that was happening in general education courses. The rubric that we decided on for these objectives came out of a review of the best practices around the country. The rubric is based on a scale from one (emerging) to six (mastering), i.e.: 12 = emerging 34= developing 56 = mastering Each of these areas of the scale was assigned descriptors for each learning objective. Once this was complete, we identified a series of gen ed courses where we could pilot these rubrics to find out what sort of information we would discover. Faculty applied the rubric to a midterm project, paper, or exam in their own courses and returned the results to the committee. We were not only looking for data that, if it came from a larger sample size, would be useful in assessing data, we were also looking for information on the application of the rubric and the implementation of the rubric in particular courses. In other words, did we choose the right courses to assess these particular learning objectives? We worked from the premise that if the mean is three, that the average should fall close to that point. Victoria Beck provided the following analysis: 4) Educated persons should be able to relate computational skills to all fields so that they are able to think with numbers. At a minimum, students should be able to carry out basic arithmetical and algebraic functions; they should have a working concept of simple statistics; and they should be able to interpret and use data in various forms. 1) Class A: 4.33 N = 15 Range = 2 6 2) Class B: 4.26 N = 15 Range = 1 6 3) Class C: 4.00 N = 15 Range = 1 6
7 Students appear to do better with simple math problems (formulas, graphs, and tables) than more complex mathematical procedures (2 & 3). 5) Educated persons should have the ability to develop informed opinions, to comprehend, formulate, and critically evaluate ideas, and to identify problems and find solutions to those problems. Effective problem solving involves a variety of skills including research, analysis, interpretation, and creativity. 1) Class 1a: 5.96 Range = 4 6 Comprehension 2) Class 1b: 4.42 Range = 3 6 Evaluation 3) Class 2a: 4.07 Range = 3 6 Analysis 4) Class 2b: 3.96 Creativity Students tend to be better at reading comprehension and evaluation than analysis and creativity. 6) Educated persons should develop the skills to understand, accept, and relate to people of different backgrounds and beliefs. In a pluralistic world one should not be provincial or ignorant of other cultures; one's life is experienced within the context of other races, religions, languages, nationalities, and value systems. 1) Class 1: N = 6 2) Class 2: N = 6 Students appear to be somewhat better at analyzing and placing in context the contributions of diverse cultures to personal identity and local/global communities than comparing and contrasting. 7) Educated persons should be expected to have some understanding of and experience in thinking about moral and ethical problems. A significant quality in educated persons is the ability to question and clarify personal and cultural values, and thus to be able to make discriminating moral and ethical choices. Incomplete assessment. We only received results from one class, and based on the instructor s comments the course (P103) did not appear to be an appropriate class to test the rubric. Conclusion The rubrics that have been developed appear to be effective at one level and could give us valuable data over time. However, the implementation process may reflect instructor bias/error. Need to develop a method to norm the scoring across instructors.
8 Appendix 2 Assssessssment Rubriic for Learniing Objjectiive 4 Directions: For each of the following criteria below, assess the work by circling a numeric score. Educated persons should be able to relate computational skills to all fields so that they are able to think with numbers. At a minimum, students should be able to carry out basic arithmetical and algebraic functions; they should have a working concept of simple statistics; and they should be able to interpret and use data in various forms. 1. Interpret mathematical models such as formulas, graphs, tables, and schematics and draw inferences from them. Student lacks understanding of model development (chart, function, equation, inequality, etc) and the use of variables. Student can develop a mathematical model (chart, function, equation, inequality, etc) appropriate for the given data with correct use of variables. Student lacks ability to interpret the final answer (chart, function, equation, inequality, etc) and frequently reaches incorrect conclusion. Student can interpret the final answer for given data with correct use of variables (chart, function, equation, inequality, etc.) Student has conceptual understanding of the variables and their use in development of models (chart, function, equation, inequality, etc) appropriate for the given data. Student can consistently interpret the final answer (chart, function, equation, inequality, etc) and draw appropriate conclusions to reach the objective of the original problem. 2. Represent mathematical information symbolically, visually, numerically, and verbally. Student lacks understanding of data given and lacks abilities to organize the relevant data. Student lacks an understanding of information presented and/or has no coherent formation of thought. Student has difficulty stating the Student can understand data given and organize the relevant data into diagrams appropriate to the setting. Student has rote understanding of the information given (chart, sketch, formula, etc) Student understands data given and can organize it with consistent, correct, symbolic notation. Student understands the information given conceptually, can clearly express thoughts, and could explain to others.
9 solution in a symbolic, visual, numerical, or verbal setting using mathematical symbols. Student can state the solution in a symbolic, visual, numerical, or verbal setting using mathematical symbols. Student can clearly state the solution in a symbolic, visual, numerical, or verbal setting using mathematical symbols and has a clear understanding of the setting and solution. 3. Use a variety of mathematical methods (algebraic, geometric and/or statistical methods) to solve problems. Student lacks ability to manipulate data symbolically, visually, numerically, and verbally appropriate to the setting. Student makes frequent errors. Student can manipulate accurately the data symbolically, visually, numerically, and verbally appropriate to the setting with minimal errors. Student can manipulate the data accurately, consistently, and with conceptual understanding symbolically, visually, numerically, or verbally, appropriate to the setting. Student does not use variables appropriately. Student lacks understanding in carrying out the method to arrive at the correct solution. Student shows consistent misuse of signs and arithmetic operations. Solutions have significant errors. Student shows consistent misuse or nonuse of algebraic theorems, principles, or rules. Student cannot connect the solution to the initial question and cannot make a conclusion based upon the solution. Student can express the unknown mathematically and develop the equation, formula, graph, etc. Student can correctly use the equation/sketch/formula to arrive at the correct solution Student knows the correct manipulation of signs and arithmetic operations but lacks consistent use of them. Student can accurately use algebraic theorems, principles, or rules. Student can correctly answer the initial question and can accurately use the solution in a symbolic, visual, numerical, or verbal setting using mathematical symbols. Student can develop a clear path to the solution that is verbal, numeric and/or symbolic. Student has clear, logical sequence of steps through to the solution. Student shows consistent and accurate manipulation of signs and arithmetic operations. Student shows consistent and accurate use of algebraic theorems, principles, or rules Student expresses clear understanding of relationship between solution and the original problem.
10 Assssessssment Rubriic for Learniing Objjectiive 5 Directions: For each of the following criteria below, assess the work by circling a numeric score. Educated persons should have the ability to develop informed opinions, to comprehend, formulate, and critically evaluate ideas, and to identify problems and find solutions to those problems. Effective problem solving involves a variety of skills including research, analysis, interpretation, and creativity. 1. Comprehending, formulating, and critically evaluating problems or questions. Identifies the main problem or question but does not summarize or explain clearly or sufficiently. Fails to identify, summarize, or explain the main problem, or question. Represents the issues inaccurately or inappropriately. Successfully identifies and summarizes the main problem or question, but does not explain why/how it is a problem or creates a question. Clearly identifies the challenge and summarizes main problem or question and successfully explains why/how they are problems or questions; and identifies embedded or implicit issues, addressing their relationships to each other. 2. Finding solutions to those problems through research, analysis, interpretation and creativity. An inappropriate strategy is selected, or no strategy is selected. A strategy is selected, but may not be appropriate. Selects an appropriate strategy to solve the problem. No strategy is applied, or a strategy is applied incorrectly. The result is not evaluated. The solution is not presented. The selected strategy is partially or incorrectly applied. The result is not evaluated The solution is not correct and/or is not clearly presented. Correctly applies the selected strategy. Evaluates the result for correctness and plausibility. Clearly and fully presents a correct solution.
11 Assssessssment Rubriic for Learniing Objjectiive 6 Directions: For each of the following criteria below, assess the work by circling a numeric score. Educated persons should develop the skills to understand, accept, and relate to people of different backgrounds and beliefs. In a pluralistic world one should not be provincial or ignorant of other cultures; one's life is experienced within the context of other races, religions, languages, nationalities, and value systems. 1. Identifies and analyzes commonalities and differences among cultures through a variety of disciplines Mastering Lack of identification of commonalities and differences among cultures. Failure to analyze crossroads and common ground with regard to virtues and values. Failure to separate the compelling from the trivial in analysis. Partial identification of commonalities and differences among cultures. Attempts to analyze crossroads and common ground with regard to virtues and values. Begins to separate the compelling from the trivial in analysis. Readily Identifies commonalities and differences among cultures. Effectively analyzes crossroads and common ground with regard to virtues and values. Demonstrates keen ability to separate the compelling from the trivial in analysis. 2. Analyzes and places in context the contributions of diverse cultures to personal identity and local/global communities Mastering Failure to analyze and place in context the contributions of diverse cultures to personal identity and local/global communities. Limited ability to analyze and place in context the contributions of diverse cultures to personal identity and local/global communities. Demonstrates ability to analyze and place in context the contributions of diverse cultures to personal identity and local/global communities. Inability to recognize connections between microcultural contributions and metacultural development. Inability to personalize, localize and globalize impact of contributions of diverse cultures. Emerging ability to recognize connections between microcultural contributions and metacultural development. Attempts to personalize, localize and globalize impact of contributions of diverse cultures. Easily recognizes connections between microcultural contributions and metacultural development. Personalize, localizes and globalizes impact of contributions of diverse cultures.
12 Assssessssment Rubriic for Learniing Objjectiive 7 Directions: For each of the following criteria below, assess the work by circling a numeric score. Educated persons should be expected to have some understanding of and experience in thinking about moral and ethical problems. A significant quality in educated persons is the ability to question and clarify personal and cultural values, and thus to be able to make discriminating moral and ethical choices. 1. Recognizes, comprehends, and critically evaluates competing or conflicting values and moral or ethical issues. Recognizes the values or moral/ethical issues but does not summarize or explain clearly or sufficiently. Fails to recognize the relationship of values or moral/ethical issues to the main question or problem. Ignores the cultural context of the issue. Represents the issues inaccurately or inappropriately. May successfully identify and summarize the values or moral/ethical issues, but does not explain why/how the values or moral/ethical issues interact with the problem. Clearly identifies and summarizes main problem or question and successfully explains why/how they are problems or questions; and identifies embedded or implicit issues, addressing their relationships to each other. 2. Reaches a clear understanding of personal and cultural values through research, analysis, interpretation and creativity. A strategy is selected, but is not appropriate. An inappropriate strategy is selected, or no strategy is selected. No strategy is applied, or a strategy is applied The selected strategy is partially or incorrectly applied. Selects the most appropriate strategy to solve the problem. Correctly applies the selected strategy.
13 incorrectly. The result is not evaluated. The solution is not presented. The result is not evaluated. The solution is not correct and/or is not clearly presented. Evaluates the result for correctness and plausibility. Clearly and fully presents a correct solution.
Mathematics Objective 6.) To recognize the limitations of mathematical and statistical models.
Spring 20 Question Category: 1 Exemplary Educational Objectives Mathematics THECB Mathematics Objective 1.) To apply arithmetic, algebraic, geometric, higherorder thinking, and statistical methods to
More informationFramework for General Education in Baccalaureate Degree Programs at Indiana University East
Framework for General Education in Baccalaureate Degree Programs General Education is a set of knowledge and skills that are generally expected of every person who has earned a four year degree. The General
More informationDELAWARE MATHEMATICS CONTENT STANDARDS GRADES 910. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))
Prentice Hall University of Chicago School Mathematics Project: Advanced Algebra 2002 Delaware Mathematics Content Standards (Grades 910) STANDARD #1 Students will develop their ability to SOLVE PROBLEMS
More information#1 Make sense of problems and persevere in solving them.
#1 Make sense of problems and persevere in solving them. 1. Make sense of problems and persevere in solving them. Interpret and make meaning of the problem looking for starting points. Analyze what is
More informationAnnual Goals for Math & Computer Science
Annual Goals for Math & Computer Science 20102011 Gather student learning outcomes assessment data for the computer science major and begin to consider the implications of these data Goal  Gather student
More informationMinistry of Education. The Ontario Curriculum Exemplars Grade 6. Mathematics. Samples of Student Work: A Resource for Teachers
Ministry of Education The Ontario Curriculum Exemplars Grade 6 Mathematics Samples of Student Work: A Resource for Teachers 2002 Contents Introduction......................................................
More informationGrade Level Year Total Points Core Points % At Standard 9 2003 10 5 7 %
Performance Assessment Task Number Towers Grade 9 The task challenges a student to demonstrate understanding of the concepts of algebraic properties and representations. A student must make sense of the
More informationClovis Community College Core Competencies Assessment 2014 2015 Area II: Mathematics Algebra
Core Assessment 2014 2015 Area II: Mathematics Algebra Class: Math 110 College Algebra Faculty: Erin Akhtar (Learning Outcomes Being Measured) 1. Students will construct and analyze graphs and/or data
More informationPerformance Assessment Task Baseball Players Grade 6. Common Core State Standards Math  Content Standards
Performance Assessment Task Baseball Players Grade 6 The task challenges a student to demonstrate understanding of the measures of center the mean, median and range. A student must be able to use the measures
More informationMean (Freshmen) Mean (Seniors) Sig. (1tailed) Mean 2.56 2.77.21.088 N 50 91. Mean 2.53 2.87.34*.009 N 47 94. Mean 2.56 2.72.16.147 N 50 89.
Critical Thinking General Education/Core Competency Assessment Students were randomly selected from two groups: those with 15 or fewer credits (freshmen) and those with 45 or more credits (seniors), representing
More informationTECHNICAL AND Professional Writing
TECHNICAL AND Professional Writing Online B.A. Degree Completion Program IN English choices@east Indiana University East Department of English Technical and Professional Writing Online B.A. Degree Completion
More informationAssessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills)
Assessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills) Introduction Many students at CSU, Chico, receive much of their collegelevel mathematics education from the one MATH course they complete
More informationPROCESS FOR APPROVING NON IAI GENERAL EDUCATION CORE CURRICULUM (GECC) COURSES FOR GENERAL EDUCATION CREDIT
1 PROCESS FOR APPROVING NON IAI GENERAL EDUCATION CORE CURRICULUM (GECC) COURSES FOR GENERAL EDUCATION CREDIT Step 1: Program/course owner reviews non IAI GECC course currently accepted for General
More informationIndiana University East Faculty Senate
Indiana University East Faculty Senate General Education Curriculum for Baccalaureate Degree Programs at Indiana University East The purpose of the General Education Curriculum is to ensure that every
More informationLisa Rosenberg Mathematics and Statistics Department
Long Assignment for General Statistics Mathematics 110 Lisa Rosenberg Mathematics and Statistics Department Introduction for Faculty Colleagues This assignment is intended for General Statistics (MTH 110)
More informationAlabama Department of Postsecondary Education. Representing The Alabama Community College System
Alabama Department of Postsecondary Education Representing The Alabama Community College System Central Alabama Community College MTH 100 Intermediate Algebra Prerequisite: MTH 092 or MTH 098 or appropriate
More informationG C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
Performance Assessment Task Circle and Squares Grade 10 This task challenges a student to analyze characteristics of 2 dimensional shapes to develop mathematical arguments about geometric relationships.
More informationCleveland State University NAL/PAD/PDD/UST 504 Section 51 Levin College of Urban Affairs Fall, 2009 W 6 to 9:50 pm UR 108
Cleveland State University NAL/PAD/PDD/UST 504 Section 51 Levin College of Urban Affairs Fall, 2009 W 6 to 9:50 pm UR 108 Department of Urban Studies Email: w.weizer @csuohio.edu Instructor: Winifred Weizer
More informationOREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 200708. October 16, 2008 INTRODUCTION PROGRAM MISSION STATEMENT
OREGON INSTITUTE OF TECHNOLOGY Mechanical Engineering Program Assessment 200708 October 16, 2008 INTRODUCTION The Mechanical Engineering Program within the Mechanical and Manufacturing Engineering and
More informationUnderstanding the Progression of Math Courses in NEISD
Understanding the Progression of Math Courses in NEISD According to House Bill 1 (HB1), students in Texas are required to obtain credits for four courses in each subject area of the foundation curriculum
More informationMath Department Student Learning Objectives Updated April, 2014
Math Department Student Learning Objectives Updated April, 2014 Institutional Level Outcomes: Victor Valley College has adopted the following institutional outcomes to define the learning that all students
More informationPrentice Hall Mathematics: Course Correlated to: Alaska State Content Standards: Math (Grade 7)
Alaska State Content Standards: Math (Grade 7) A. A student should understand mathematical facts, concepts, principles, and theories. 1. understand and use numeration, including numbers, number systems,
More informationHigh School Functions Interpreting Functions Understand the concept of a function and use function notation.
Performance Assessment Task Printing Tickets Grade 9 The task challenges a student to demonstrate understanding of the concepts representing and analyzing mathematical situations and structures using algebra.
More informationMyMathLab Effectiveness in College Algebra
Systems Management. Currently, he teaches Radio and Television production courses at Henderson State University and completed an M.F.A. in Digital Filmmaking from the University of Central Arkansas in
More informationCriminal Justice Graduate Program (M.S.) Assessment Yearly Report. Submitted: December 1, 2010 Reporting Year: 20092010
Criminal Justice Graduate Program (M.S.) Assessment Yearly Report Submitted: December 1, 2010 Reporting Year: 20092010 Part I: Criminal Justice Graduate Program Mission The Department of Criminal Justice
More informationRETHINKING BUSINESS CALCULUS IN THE ERA OF SPREADSHETS. Mike May, S.J. Saint Louis University
RETHINKING BUSINESS CALCULUS IN THE ERA OF SPREADSHETS Mike May, S.J. Saint Louis University Abstract: The author is writing an electronic book to support the teaching of calculus to business students
More informationDemonstrating Understanding Rubrics and Scoring Guides
Demonstrating Understanding Rubrics and Scoring Guides Projectbased learning demands a more progressive means of assessment where students can view learning as a process and use problemsolving strategies
More informationGMAT.cz GMAT (Graduate Management Admission Test) Preparation Course Syllabus
Lesson Overview of Lesson Plan Key Content Covered Numbers 1&2 An introduction to GMAT. GMAT introduction Handing over Princeton Review Book and GMAT.cz Package DVD from the course book and an insight
More informationMATH. ALGEBRA I HONORS 9 th Grade 12003200 ALGEBRA I HONORS
* Students who scored a Level 3 or above on the Florida Assessment Test Math Florida Standards (FSAMAFS) are strongly encouraged to make Advanced Placement and/or dual enrollment courses their first choices
More informationAn Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity
An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity Introduction Reliable assessment is central to education and educational institutions for
More informationREDESIGNING ALGEBRA COURSES: FROM IMPLEMENTATION TO RESULTS
[Type text] REDESIGNING ALGEBRA COURSES: FROM IMPLEMENTATION TO RESULTS Laura J. Iossi Broward College Department of Mathematics, Broward College, 3501 S.W. Davie Rd. Davie, Fl 33314. liossi@broward.edu
More informationSummary Report for the Bachelor s Degree in Business Administration (All concentrations) for Academic Year 0304.
Summary Report for the Bachelor s Degree in Business Administration (All concentrations) for Academic Year 0304. Focus of Assessment: The Business Division focused on campus learning outcomes 6 (Diversity)
More informationStudent Preferences for Learning College Algebra in a Web Enhanced Environment
Abstract Student Preferences for Learning College Algebra in a Web Enhanced Environment Laura Pyzdrowski West Virginia University Anthony Pyzdrowski California University of Pennsylvania It is important
More informationECON 201 Section 002 Principles of Microeconomics Fall 2014 Tuesday & Thursday 12:15, Cuneo, Room 002
Dr. Roy Gobin Office: 7735088499 Email: rgobin@luc.edu Crown Center Rm#434 cubicle F Office Hours: Tues/Thu 3:50pm 4:20pm http://www.luc.edu/quinlan/faculty/terrygobin Catalog Description ECON 201 Section
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationPurposes for the Teacher Work Sample... Contextual Factors prompt and rubric... Design for Instruction prompt and rubric...
2011 Table of Contents Purposes for the Teacher Work Sample... Contextual Factors prompt and rubric... Design for Instruction prompt and rubric... Analysis of Student Learning prompt and rubric Reflection
More informationCriminal Justice Assessment Report 2010/2011 School of Humanities and Social Sciences Indiana University East
Criminal Justice Assessment Report 2010/2011 School of Humanities and Social Sciences Indiana University East Assessment Overview: This assessment report is submitted with the understanding that our program
More informationNOT AN OFFICIAL SCORE REPORT. Summary of Results
From SAT TEST MARCH 8, 214 Summary of Results Page 1 of 1 Congratulations on taking the SAT Reasoning Test! You re showing colleges that you are serious about getting an education. The SAT is one indicator
More informationHigh School Functions Building Functions Build a function that models a relationship between two quantities.
Performance Assessment Task Coffee Grade 10 This task challenges a student to represent a context by constructing two equations from a table. A student must be able to solve two equations with two unknowns
More informationRANGER COLLEGE Math 1314 College Algebra  ONLINE
RANGER COLLEGE Math 1314 College Algebra  ONLINE ONLINE Instructor: Kimberly Calton Office Location: Early Campus Office Hours: Otherwise by appointment only Cell Phone: 5129148883 EMail: kcalton@rangercollege.edu
More informationLAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE
LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE MAT 119 STATISTICS AND ELEMENTARY ALGEBRA 5 Lecture Hours, 2 Lab Hours, 3 Credits Pre
More informationAssessing the General Education Mathematics Courses at a Liberal Arts College for Women
1 Assessing the General Education Mathematics Courses at a Liberal Arts College for Women AbdelNaser AlHasan and Patricia Jaberg Mount Mary College, Milwaukee, WI 53222 alhasana@mtmary.edu jabergp@mtmary.edu
More informationProblem of the Month Pick a Pocket
The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems
More informationReport to the Academic Senate General Education Area B1  Pilot Assessment Plan
Report to the Academic Senate General Education Area B1  Pilot Assessment Plan 1 Description of GE Area B1 How does GE Area B1 meet the goals of general education as defined in Title 5? As indicated in
More informationINDIANA UNIVERSITY EASTEARLHAM COLLEGE COOPERATIVE AGREEMENT FOR THE BACHELORS DEGREE IN ELEMENTARY OR SECONDARY EDUCATION (Under Review)
INDIANA UNIVERSITY EASTEARLHAM COLLEGE COOPERATIVE AGREEMENT FOR THE BACHELORS DEGREE IN ELEMENTARY OR SECONDARY EDUCATION (Under Review) ADMISSION TO TEACHER EDUCATION AT EITHER INSTITUTION: 1. Cumulative
More informationHigh School Student Project: AppleWorks or MS Office Investing in the Stock Market
High School Student Project: AppleWorks or MS Office Investing in the Stock Market The Unit of Practice Invitation How can we give students an opportunity to apply the knowledge they ve gained from their
More informationTranscript: What Is Progress Monitoring?
Transcript: What Is Progress Monitoring? Slide 1: Welcome to the webinar, What Is Progress Monitoring? This is one of 11 webinars developed by the National Center on Response to Intervention (NCRTI). This
More informationA REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
Performance Assessment Task Magic Squares Grade 9 The task challenges a student to demonstrate understanding of the concepts representing and analyzing mathematical situations and structures with algebraic
More informationALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens
ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens Math Essential Standards Approximate and interpret rates of change from graphical and numerical
More informationRANGER COLLEGE SYLLABUS
Course: Math 1314, College Algebra Credit Hours: 3 Instructor: Dr. Norman Fletcher Office Location: Science #1 Office Hours: Email: nfletcher@rangercollege.edu Office Phone: 254 647 3234, ext. 7031 RANGER
More informationWhat is the Purpose of College Algebra? Sheldon P. Gordon Farmingdale State College of New York
What is the Purpose of College Algebra? Sheldon P. Gordon Farmingdale State College of New York Each year, over 1,000,000 students [8] take College Algebra and related courses. Most of these courses were
More informationOperations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Add and subtract within 20. MP.
Performance Assessment Task Incredible Equations Grade 2 The task challenges a student to demonstrate understanding of concepts involved in addition and subtraction. A student must be able to understand
More informationRMTD 404 Introduction to Linear Models
RMTD 404 Introduction to Linear Models Instructor: Ken A., Assistant Professor Email: kfujimoto@luc.edu Phone: (312) 9156852 Office: Lewis Towers, Room 1037 Office hour: By appointment Course Content
More informationAlabama Department of Postsecondary Education
Date Adopted 1998 Dates reviewed 2007, 2011, 2013 Dates revised 2004, 2008, 2011, 2013, 2015 Alabama Department of Postsecondary Education Representing Alabama s Public TwoYear College System Jefferson
More informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationThe General Education Program at Sweet Briar College
The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences
More informationWhat to Expect on the Compass
What to Expect on the Compass What is the Compass? COMPASS is a set of untimed computer adaptive tests created by the American College Test (ACT) Program. Because COMPASS tests are "computer adaptive,"
More informationMathematics Cognitive Domains Framework: TIMSS 2003 Developmental Project Fourth and Eighth Grades
Appendix A Mathematics Cognitive Domains Framework: TIMSS 2003 Developmental Project Fourth and Eighth Grades To respond correctly to TIMSS test items, students need to be familiar with the mathematics
More informationThe Partnership for the Assessment of College and Careers (PARCC) Acceptance Policy Adopted by the Illinois Council of Community College Presidents
The Partnership for the Assessment of College and Careers (PARCC) Acceptance Policy Adopted by the Illinois Council of Community College Presidents This policy was developed with the support and endorsement
More informationMATHEMATICAL TOOLS FOR ECONOMICS ECON 1078002 FALL 2011
MATHEMATICAL TOOLS FOR ECONOMICS ECON 1078002 FALL 2011 Instructor: Hakon Skjenstad Class Time: M, W, F, 2:002:50pm Classroom: HUMN 1B80 Email: hakon.skjenstad@colorado.edu Course Website: CULearn Office:
More informationENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT
ENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT 20092010 The Environmental Health Science (EHS) Program at East Central University is one of 30 accredited undergraduate environmental health programs in
More informationFollow this and additional works at: http://digitalcommons.brockport.edu/cmst_lessonplans Part of the Physical Sciences and Mathematics Commons
The College at Brockport: State University of New York Digital Commons @Brockport Lesson Plans CMST Institute 8112004 Area Circumference Miriam SantanaValadez The College at Brockport Helen Fox The
More informationComposing and Decomposing Whole Numbers
Grade 2 Mathematics, Quarter 1, Unit 1.1 Composing and Decomposing Whole Numbers Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Demonstrate understanding of mathematical
More informationDes Moines Area Community College
Des Moines Area Community College COURSE COMPETENCY INFORMATION Effective Date: 201101 Acronym/Number: EGT 410 Historical Reference: Course Title: PLTW: Principles of Engineering Credit Breakout: 3 3
More informationProgram Level Assessment Report for 20122013
Program Level Assessment Report for 20122013 PROGRAM NAME, DEGREE NAME (e.g. Organizational Leadership, B.S.): Sociology, B.A. COLLEGE in which PROGRAM is housed: CoLA REPORT PREPARED by: Jacqueline Bergdahl
More informationASSESSMENT 5: Masters Degree ECE Summative Assessment Project, Thesis or Paper
ASSESSMENT 5: Masters Degree ECE Summative Assessment Project, Thesis or Paper This Assignment Addresses These Specific Program Standards Affecting the Development of Both the Early Childhood Teacher Leader
More informationVISUAL ALGEBRA FOR COLLEGE STUDENTS. Laurie J. Burton Western Oregon University
VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University VISUAL ALGEBRA FOR COLLEGE STUDENTS TABLE OF CONTENTS Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS
More informationWhat is a learning outcome? Why are quality learning outcomes important? What should a learning outcome contain?
What is a learning outcome? A learning outcome states what a student should be able to do or know as a result of having completed a particular course or program. Learning outcomes can include knowledge,
More informationMATH 1324 Mathematics for Business & Social Sciences Frank Phillips College
MATH 1324 Mathematics for Business & Social Sciences Frank Phillips College General Course Information Credit Hours: 3 General Education Core Curriculum Course Prerequisite Placement by an approved TSI
More informationUnderstanding Confidence Intervals and Hypothesis Testing Using Excel Data Table Simulation
Understanding Confidence Intervals and Hypothesis Testing Using Excel Data Table Simulation Leslie Chandrakantha lchandra@jjay.cuny.edu Department of Mathematics & Computer Science John Jay College of
More informationMEMORANDUM. RE: MPA Program Capstone Assessment Results  CY 2003 & 2004
MEMORANDUM TO: CC: FROM: MPA Program Faculty Mark Rosentraub, Dean Dennis Keating, Associate Dean Vera VogelsangCoombs Associate Professor & Director DATE: May 29, 2005 RE: MPA Program Capstone Assessment
More informationMath 1280/1300, PreCalculus
Math 1280/1300, PreCalculus Instructor: Office: Office Hours: Phone: Email: MyMathLab Course Code: Text and Materials: ISBN: 1269594060 Author: Blitzer Title: Precalculus, Books a la Carte Edition Package
More informationMATH 1314 College Algebra Frank Phillips College
MATH 1314 College Algebra Frank Phillips College General Course Information Credit Hours: 3 General Education Core Curriculum Course Prerequisite Completion of MATH 0303 with a grade of C or better or
More informationMATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab
MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 is established to accommodate students desiring noncourse based remediation in developmental mathematics. This structure will
More informationMATH 4100/Hazelwood Fraction Unit Posttest Analysis 1
MATH 4100/Hazelwood Fraction Unit Posttest Analysis 1 EFFECTS OF THE SMALL GROUP TEACHING EXPERIENCE: ARE APSU PRE SERVICE TEACHERS MAKING A DIFFERENCE IN CHILDREN S UNDERSTANDING OF FRACTIONS? At APSU,
More informationMATHEMATICAL TOOLS FOR ECONOMICS ECON 1078001 SPRING 2012
MATHEMATICAL TOOLS FOR ECONOMICS ECON 1078001 SPRING 2012 Instructor: Hakon Skjenstad Class Time: M, W, F, 12:0012:50pm Classroom: DUAN G125 Email: hakon.skjenstad@colorado.edu Course Website: CULearn
More informationALIGNING CURRICULUM, INSTRUCTION, CLASSROOM ASSESSMENTS AND STANDARDIZED TESTS
ALIGNING CURRICULUM, INSTRUCTION, CLASSROOM ASSESSMENTS AND STANDARDIZED TESTS (Supports PEPE Teacher Indicator 3.1, 3.4) Alabama Department of Education Dr. Ed Richardson, State Superintendent of Education
More informationAn Approach to Introducing Ehrhart Theory in HighSchool Algebra
An Approach to Introducing Ehrhart Theory in HighSchool Algebra Prepared by: Steven Collazos Fall 2012 Contents 1 Introduction 2 1.1 Motivation..................................... 2 1.2 Prerequisites...................................
More informationTotal Student Count: 3170. Grade 8 2005 pg. 2
Grade 8 2005 pg. 1 Total Student Count: 3170 Grade 8 2005 pg. 2 8 th grade Task 1 Pen Pal Student Task Core Idea 3 Algebra and Functions Core Idea 2 Mathematical Reasoning Convert cake baking temperatures
More informationSatisfactory Performance Standards
University of Texas at El Paso: Department of Social Work Bachelor s in Social Work Assessment Data Program Learning Assessment and Review Matrix 20082009 Program Learning Dr. Lucas an extensive baseline
More informationCommon Core State Standards. Standards for Mathematical Practices Progression through Grade Levels
Standard for Mathematical Practice 1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for
More informationParalegal Studies Assessment Report 20052006. Introduction
Paralegal Studies Assessment Report 20052006 Introduction The Paralegal Studies program volunteered to use the elumen Achievement System to assess student learning for the 20052006 academic year. We
More informationCREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES
CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES With Revisions as Proposed by the General Education Steering Committee [Extracts] A. RATIONALE
More informationThe Wisconsin Procedure for Appraisal of Clinical Competence (WPACC) (1974) EVALUATION OF STUDENT PERFORMANCE
The University of Texas at El Paso, Speech, Hearing and Language Center used the Wisconsin Procedure for Appraisal of Clinical Competence (1974) as the primary basis for establishing our competency system.
More informationStudent Progress Monitoring in Mathematics Pamela M. Stecker, PhD
Student Progress Monitoring in Mathematics Pamela M. Stecker, PhD Clemson University Session Objectives Discuss curriculumbased measurement as one researchvalidated form of progress monitoring. Contrast
More informationFoundations of Mathematics 11 (Online)
Course Outline Coquitlam Learning Opportunity Centre 1042748 Lougheed Hwy Port Coquitlam, BC, V3B 6P2 Phone: (604) 9454211 Course Name Teacher Course Format Teacher Contact Information & Schedule Learning
More informationPhilosophy M.A. College of Liberal Arts & Sciences. Department of Philosophy. Philosophy M.A. August 16, 2014. David J. Buller, Chair.
College of Liberal Arts & Sciences Department of Philosophy Philosophy M.A. August 16, 2014 David J. Buller, Chair Status Report 1 1. INTRODUCTION The Philosophy M.A. assessment plan submitted along with
More informationPrerequisite Knowledge for the Learning of Algebra!
Prerequisite Knowledge for the Learning of Algebra! Rachael M. Welder Montana State University Research Overview! Students need to be algebra proficient to succeed in high school and college Algebra achievement
More informationPA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis*
Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed
More informationCircles in Triangles. This problem gives you the chance to: use algebra to explore a geometric situation
Circles in Triangles This problem gives you the chance to: use algebra to explore a geometric situation A This diagram shows a circle that just touches the sides of a right triangle whose sides are 3 units,
More informationMathematics. PreCalculus ( 1 Course Sequence)
Mathematics Courses in Mathematics are offered with instruction in English, French (F) and Spanish (S) where enrolment warrants. Note: Five credits at the 20 level are required to obtain an Alberta High
More informationMath 2413. Calculus I with Analytical Geometry Online Mathematics Department
Math 2413. Calculus I with Analytical Geometry Online Mathematics Department Rita Marie O Brien WCB 108/(903) 875 7510 ritamarie.obrien@navarrocollege.edu Summer 2009 1) Catalog Description of the Course:
More informationPerformance Assessment Task Which Shape? Grade 3. Common Core State Standards Math  Content Standards
Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to
More informationCENTRAL NEW MEXICO COMMUNITY COLLEGE ASSESSMENT REPORT
CENTRAL NEW MEXICO COMMUNITY COLLEGE ASSESSMENT REPORT PART 1: CONTACT & PROGRAM IDENTIFICATION Report Year and Contact Information: 20142015 Brandon Morgan Bmorgan19@cnm.edu x50309 Academic Year Contact
More informationGENERAL COMMENTS. Grade 12 PreCalculus Mathematics Achievement Test (January 2016)
GENERAL COMMENTS Grade 12 PreCalculus Mathematics Achievement Test (January 2016) Student Performance Observations The following observations are based on local marking results and on comments made by
More informationAdministrative  Master Syllabus COVER SHEET
Administrative  Master Syllabus COVER SHEET Purpose: It is the intention of this to provide a general description of the course, outline the required elements of the course and to lay the foundation for
More informationKS4 Curriculum Plan Maths FOUNDATION TIER Year 9 Autumn Term 1 Unit 1: Number
KS4 Curriculum Plan Maths FOUNDATION TIER Year 9 Autumn Term 1 Unit 1: Number 1.1 Calculations 1.2 Decimal Numbers 1.3 Place Value Use priority of operations with positive and negative numbers. Simplify
More informationGraduation Requirements
Graduation Requirements PROGRAMS OF INSTRUCTION The Lone Star College System offers courses and programs to suit the needs of individual students. In keeping with the mission of a community college, the
More informationFive High Order Thinking Skills
Five High Order Introduction The high technology like computers and calculators has profoundly changed the world of mathematics education. It is not only what aspects of mathematics are essential for learning,
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More information