General Education Assessment in Mathematics Courses: Finding What Works Teri Rysz, EdD Margaret J. Hager, EdD University of Cincinnati Clermont AMATYC Las Vegas, 11/12/2009

Beginnings Summer, 2004 – New Associate Dean of Academics – 6 General Education Math Courses were identified to be assessed. – General Education Course Assessment Plan designed by all attendees.

Individual Assignments Individual Assessment Assignments Designed for all courses. Demonstrated Competence Rubric given to each student along with the assignment.

High Hopes Assignment was to be given to all students in every section. Instructors would forward responses to Coordinator. A random sample chosen to be ‘graded’ with rubric previously given to student.

Would a Random Sample Work? My argument was to have the assignments given every quarter to every student, thereby making the process something that instructors would have as a regular part of their syllabus.

Feedback Based on feedback from the first two rounds (with limited instructor buy-in): – Three assignments were tweaked. – It could work, but needed more consistency with all instructors.

Changing of the Guard Current Associate Dean decided that random sections would be assessed. Coordinator was inconsistent in getting this information to instructors in a timely manner (once given to me in last week of the quarter ).

What Happened Next? Frustrated with the process, and deep into writing a dissertation, I could no longer be involved. Coordinator was getting paid to do it, but wasn’t following through. Needed ‘New Blood’: – Dr. Teri Rysz

General Education Mathematics Courses at Clermont Math for Behavioral Sciences I (MATH 136) Math for Behavioral Sciences II (MATH 137) Statistics for Health Sciences (MATH 146) College Algebra I (MATH 173) Finite Math & Calculus I (MATH 225) Calculus & Analytic Geometry I (MATH 261)

Pilot Study College Algebra I (MATH 173) Search for simple assessment question – 2 major concepts a successful College Algebra I student learns – 10 real world application questions for inverse functions – Colleague asked to choose question to ask students – Question to current College Algebra I instructors

First Assessment Question The table lists the total numbers of radio stations in the United States for certain years. a)Determine a linear function f (x) = ax + b that models these data, where x is the number of years since Plot f (x) and the data on the same coordinate axes. b)Find f -1 (x). Explain the significance of f -1. c)Use f -1 (x) to predict the year in which there were 7,744 radio stations. Compare it with the true value, which is 1975.

Rubric 1 point – f (x) = x + 2,773 Slope could be anything close to point – f -1 (x) = (x – 2,773)/ If incorrect function in part a, 1 point for correct inverse function from stated function 1 point – inverse function predicts the year for a given number of radio stations 1 point – correct year for the inverse function determined or explanation of the process for a correct prediction 0 points - no correct responses

Results Score Count scores Mean of % scored 3 or better

Revisions Graphing extraneous, eliminate plot directions Because the data was not exactly linear, some students decided a function could not be determined. “Use the number of radio stations in the first and last year to determine an average rate of change for the slope in the function.” Question was asked with different risk factors – Two sections: question on final exam – One section: review for final exam

Expectations for Next Round Mean of 1.5 (1.2) 30% (21.4%) score a 3 or better Subsequent reflection on further editions to the question and/or instruction.

Revised Question The table lists the total numbers of radio stations in the United States for certain years. a)Determine a linear function f (x) = ax + b that models these data, where x is the number of years since Use the first and last year to determine the average rate of change for the slope of the linear function. b)Find f -1 (x). Explain the significance of f -1. c)Use f -1 (x) to predict the year in which there were 7,744 radio stations. Compare it with the true value, which is 1975.

Revised Results Score Count scores one section “disappeared” Mean of 1.52 (1.5) 31.6% (30%) scored 3 or better

Plans Mathematics for Behavioral Sciences II – A student observes the spinner below and claims that the color red has the highest probability of appearing since there are two red areas on the spinner. What is your reply? – Rubric 1 point – compares yellow area to red area 1 point – yellow has 50% of the area 1 point – yellow is greater area 1 point – yellow has higher probability 0 point – only false statement or no statement is made – Results Score Count responses Mean is % scored 3 or better

Plans (continued) Academic Assessment Committee Mathematics instructors meeting – Full time and adjunct – Improves instruction → improves learning – Collaborate and cooperate to learn from results Continue building assessment coverage and on-time reports