ANNUAL PROGRAM/DEPARTMENT ASSESSMENT FOR LEARNING PLAN
Please send your Plan to the Assessment FOR Student Learning office via [email protected]. (Phone 287-3936)
The Plan will be reviewed by members of your respective division committees. Due no later than October 15.
Program/Department/Discipline/Certificate: Mathematics
Classroom _X__
Distance Learning _X__
Department Chair: Jonathan Baker
Hybrid ___
Academic Year: The annual report is for 2011-2012. The annual plan is for
2013-2013.
Designated Contact (i.e., lead instructor, coordinator): John Nedel,
Mathematics Department Assessment Committee Chair
Date Submitted to the Division Committee: October 15, 2012
Who are your Division Committee Representatives? Phil MacLean and
John Nedel
CSCC Mission: The mission of Columbus State Community College is to provide quality educational programs that meet the life-long learning needs of its
community. Through its dynamic curriculum and commitment to diverse learners, the college will serve as a catalyst for creating and fostering linkages
among the community, business and educational institutions. The college will proactively respond to the changing needs of our community and its role in the
global economy through the use of instructional and emerging technologies.
Department/Program Mission Statement:
The mission of the Department of Mathematics is to provide lifelong community access to a dynamic curriculum that emphasizes mathematical concepts,
communication and applications through a commitment to sound pedagogy. In a mathematically dependent society, the department will strive to anticipate
and meet the evolving needs of our students, our faculty, our college and our community.
Department/Program Goals:
N/A ( The Mathematics Department is not a degree granting program. )
Program/Department Assessment Plan
List selected courses and
student learning outcomes by
quarter to be measured during
this academic year. (General
Education/Program
Outcomes/Course Outcomes)
Your program outcome should
map to a general education
outcome.
Courses
Learning Outcome(s)
Course
General Education
•
Math 1020 –
Beginning
Algebra I
Quantitative Literacy,
Critical Thinking
•
•
•
•
•
•
Math 1030 –
Beginning
Algebra II
Quantitative Literacy,
Critical Thinking
•
•
•
•
•
•
•
•
Students will evaluate an algebraic expression
using paper and pencil methods.
Students will simplify an algebraic expression.
Students will solve a linear equation algebraically.
Students will translate a word problem into an
algebraic equation.
Students will graph an equation by plotting
generated ordered pair solutions.
Students will use slope-intercept form to find an
equation for a line.
Students will solve a system of equations by the
substitution or elimination method.
Students will translate a word problem into a
system of linear equations.
Students will square a binomial using special
product rules.
Students will simplify expressions by using
properties of exponents.
Students will factor by grouping.
Students will factor a quadratic trinomial.
Students will solve a polynomial equation using
the Zero Product Property.
Students will determine whether an ordered pair is
a solution of a system of equations.
Students will divide a polynomial by a binomial
Quarter(s)
Spring 2013
Spring 2013
•
Math 1050 –
Elementary
Algebra
Quantitative Literacy,
Critical Thinking
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Lead Instructor(s)
List the instructor(s) leading the
assessment process for the
outcomes listed above.
Students will evaluate an algebraic expression
using paper and pencil methods.
Students will simplify an algebraic expression.
Students will solve a linear equation algebraically.
Students will translate a word problem into an
algebraic equation.
Students will graph an equation by plotting
generated ordered pair solutions.
Students will use slope-intercept form to find an
equation for a line.
Students will solve a system of equations by the
substitution or elimination method.
Students will translate a word problem into a
system of linear equations.
Students will square a binomial using special
product rules.
Students will simplify expressions by using
properties of exponents.
Students will factor by grouping.
Students will factor a quadratic trinomial.
Students will solve a polynomial equation using
the Zero Product Property.
Students will determine whether an ordered pair is
a solution of a system of equations.
Students will divide a polynomial by a binomial.
Spring 2013
Math 1020/1030/1050 - Alan Yang, Jessica Lickeri, Kris Montgomery, Lee Wayand, Sherry Crawford-Eyen
Assessment Process
Why were these outcomes
selected? (Rationale)
(Assessment Tools to be Used)
For each measurable outcome
listed above, describe HOW it
will be measured? (Briefly
describe the method(s), i.e.,
portfolios, readings laboratory
assignments, presentations,
multi-media, simulations, case
study reviews, embedded test
questions etc.) You can copy
this information from the Course
Methods Matrix.
Criteria for Success
(BENCHMARK)
For the outcomes listed above,
identify the benchmark and any
other indicators that will be used to
determine success.
Outcome
The outcomes listed above were selected as they
represent core concepts for the courses being
assessed. Furthermore, they provide a mixture of
computational skills, theoretical understanding, and
concept application.
Tools (Method)
Outcomes will be assessed using embedded test questions
on standardized departmental final exams. Each question
addresses a specific outcome and will be scored on a yes/no
basis indicating whether or not the student showed mastery
of the outcome being addressed.
75% of all students should be successful on each course outcome being assessed.
Further indicators to be monitored are the rates of success for web vs traditional students (for classes offered in these
formats). Other factors to be monitored are rates of success for daytime vs. nighttime sections and main campus vs. off
campus sections. There should be no significant difference in performance between any of these factors.
Also, for Math 1020/1030/1050, a longitudinal study will be conducted to compare the success rates of the Math
102/103/107 assessment given in the 2010/2011 academic year with the assessment given this coming academic year in
Math1020/1030/1050. The quarter courses Math 102/103/107 are the comparable courses to Math1020/1030/1050 on
semesters. Success rates should be consistent to improved.
Comparisons will also be made between faculty members who use MyMathLab as a required homework component vs.
those that do not use MyMathLab. This will give us data to suggest whether or not MyMathLab is a beneficial educational
tool.
ANNUAL PROGRAM/DEPARTMENT ASSESSMENT FOR LEARNING REPORT
ASSESSMENT RESULTS AND ACTION PLAN (Completed at the end of the Academic Year) Due by October 15.
Program/Department Assessment Report: Classroom Assessment
Results and Best Practices
What were the results of the
assessment in relation to the
benchmarks you set? What
was learned from the results?
Describe the best practices for
learning outcomes that met or
exceeded the benchmark.
The assessment instruments and results from the 2011-12 academic year are attached. The best practices and other
suggestions below came from comments provided by all instructors teaching Math148 and Math 150, not just those
whose students met the benchmarks. Some general comments that can be made regarding the results are:
Math 148
• 10% of the benchmarks were attained in the Math 148 assessment.
• Students are having problems analyzing the graphs of functions: finding the domain, range, Max/Mins, on what
intervals the function is increasing/decreasing.
• Students are still having problems setting up functions to help model and solve problems. This is consistent
when compared to similar problems assessed in the BIA courses in recent years. This is probably one of the
most significant concerns to address.
• Students didn’t do well on the logarithmic equation problem, especially in regards to eliminating the extraneous
solution. This is also consistent with extraneous solution problems assessed in the BIA courses in recent years.
• The problems assessed this past year in Math 148 were compared to similar problems assessment in Fall 09,
almost all cases, the percent correct decreased or stayed the same.
• Students who took Math 148 off Main Campus did better than students taking Math 148 on Main Campus.
• Math 148 evening students did worse on the assessment than daytime students.
• Students who had a required MyMathLab component to their final grade did worse on the assessment than did
students without a MyMathLab component.
• Web students did better than traditional students on the assessment.
Math 150
• 50% of the benchmarks were attained on the Math 150 assessment.
• Students did very well on the conic section problem attaining or nearly attaining all benchmarks.
• Students did poorly on the analytic trigonometry / trigonometric equation problem. The Analytic Trigonometry
problem had the worst results compared to all other problems.
• Generally, off campus students did better than main campus students on the assessment.
• Students who had a required MyMathLab component to the final grade did better on the assessment than did
students without a MyMathLab component.
Overall
• Students in Math 150 did much better than students in Math 148 on the assessment.
• The use of MyMathLab as a force for student success seems to be inconsistent. Non MyMathLab students did
better in Math 148, but MyMathLab students did better in Math 150.
• Problems that deal with extraneous solutions needs to be addressed in all courses.
• Modeling problems with functions and using them to solve problems also needs to be addressed in Math 148.
Best Practices
Supplement examples with calculator illustrations.
Since I had a small class, I was able to employ my “Share-pair” method. I divided my class into four groups, and
after the lecture portion of each class, each group demonstrated their understanding of the material to each
other and to me
• Repeated practice of problems can be helpful: “This was the first time I used MyMathLab in Math 150. Although
students initially complained about the workload, they eventually came to see the value of repeated practice,
even with the more basic concepts.”
• The use of guided notes has been helpful in covering the material in the allotted time and to foster
understanding.
• Weekly quizzes could be used to force students to keep up with the course’s pace.
Based on instructors’ comments, the following suggestions are being made:
• When doing trigonometric sinusoidal graphs in Math 1149, have students start will an xy – plane with
NO scale. Force them to think what should be the appropriate scale for the problem.
• For problems involving extraneous solutions of equations in Math 1148 or Math 1149, have the students
think about why certain values cannot be solutions before you even solve the equation. If you multiply
both sides of and equation by (x-5), 5 cannot be a solution.
• Emphasize concepts and procedures that re-emerge during the course. The procedure for the
conversion of Polar and Rectangular coordinates is the same as the procedure to convert from
Geometric to Algebraic Vectors. Use what was taught previously, don’t restart from scratch.
• To help with the algebraic trigonometry problems, have students think of the different options possible
to rewriting a trigonometric expression. For example, what are several ways one can rewrite sin θ ?
• Set up constructing function problems throughout the Math 1148 course. They shouldn’t only be taught
in Sec. 3.6. Emphasize the construction. Revenue is price x quantity. Area of rectangle is length x
width, etc.
•
•
Teaching Strategies
Describe the teaching
strategies that you will use (the
next time you teach this
class) to improve student
learning particularly where
students fell below the program/
department benchmark.
(Faculty will implement these
strategies in the following year).
Action Plan for Continuous
Improvement Based on
Results and Analysis
[Based on what was learned,
what steps will be taken to
improve student learning?]
Describe any changes in
curriculum, course sequencing
of courses, prerequisites, etc.
Identify resource needs.
The Mathematics Department’s Assessment Committee has discussed and recommends that the following items be
considered in planning the new semester courses.
• The assessment results from the past few years have indicated that certain learning objectives at several levels:
BIA, Math 1148, have been difficult for students to grasp. Some that come to mind are: Constructing
functions/equations to solve problems, solving non-linear inequalities, solving equations that have extraneous
solutions, etc. We will continue to assess these objectives, make recommendations on pedagogy, and
compare data across the different levels to see if any conclusions can be found that can help use teach these
objectives better.
• The learning objectives of: constructing functions/equations to solve problems, solving non-linear inequalities,
solving equations that have extraneous solutions should be incorporated as much as possible throughout the
course sequences: Math 1020 – Math 1150.
• The use of MyMathLab needs to be monitored in all courses that it is available and evaluated. There needs to
be a better way of determining its impact on student success. The suggestion has been made that MyMathLab
cannot provide homework problems that are appropriate for mastering objectives in all objectives. For example,
Prove the trig identity: a student is given several possibilities to choose from. Hence, the proof is not evaluated.
Follow-Up
(next academic year)
Discuss how successfully the
proposed teaching strategies
from the previous year worked
during this academic year.
Include benchmarks.
The teaching strategies from the previous academic year’s assessments for Math 102, Math 103, and Math 104 have
been conveyed to the lead instructors of these courses for consideration.
The assessment committee will be assessing similar outcomes for these courses in Spring 2013 and Spring 2014. We
will compare the assessment results to see if the suggested new teaching strategies have made any improvements. We
will also reevaluate the teaching strategies and make adjustments as needed.
Assessment Instruments: Math 148, Autumn, ‘11
Total number of students taking assessment: ______
Scoring Rubric:
Test Question
General
Education
Outcome
Course Outcome(s)
Students will analyze the graph of a
function to identify domain, range,
intervals of increasing/decreasing behavior
and intervals on which the function is
positive/negative.
Student will correctly identify graph
transformations in order to graph a given
function.
Student will correctly apply graph
transformations to the graph of a given
function.
Success Indicator
Problem #1 parts
a-d
Critical Thinking
Problem #4a
Critical Thinking
Problem #4b
Quantitative
Literacy
Problem #6a
Critical Thinking
Students will construct an appropriate
function to solve an applied problem.
An appropriate function was
used to model the area.
Problem #6b
Quantitative
Literacy
Students will analyze a function to solve
an applied problem.
The area function was correctly
maximized.
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Students will solve rational inequalities
algebraically.
Students will form the composition of two
given functions.
Students will form the inverse of a given
one-to-one function.
Students will solve logarithmic equations
algebraically.
The inequality was correctly
solved by using a sign chart.
The correct composite function
was formed.
The correct inverse function was
formed.
The equation was solved
correctly.
Problem #10
Problem #12a
Problem #13b
Problem #18
Outcome
Accomplished?
Yes
No
The function was analyzed
accurately (all four parts).
The correct transformations were
stated in a correct sequence.
Transformations were
appropriately used to produce
the correct graph.
Instructions: Use this sheet to tally the number of students who correctly or incorrectly accomplished the outcome associated with each problem on the exam.
Then, compute the percentage of students who successfully accomplished each outcome. Record these percentages on the assessment report on the following
pages.
Assessment Results for Math 148 Fall 2012
All Sections
Total Number of Students Assessed: 309
Total number of sections: 14
General
Test Question
Education
Course Outcome(s)
Outcome
Students will analyze the graph of a
function to identify domain, range,
Problem #1 parts
Critical Thinking intervals of increasing/decreasing
a-d
behavior and intervals on which the
function is positive/negative.
Student will correctly identify graph
Problem #4a
Critical Thinking transformations in order to graph a given
function.
Student will correctly apply graph
Quantitative
Problem #4b
transformations to the graph of a given
Literacy
function.
Problem #6a
Critical Thinking
Problem #6b
Quantitative
Literacy
Problem #10
Problem #12a
Problem #13b
Problem #18
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Critical Thinking
Success Indicator
The function was analyzed
accurately (all four parts).
The correct transformations
were stated in a correct
sequence.
Transformations were
appropriately used to produce
the correct graph.
% of students
accomplishing
outcome
39%
69%
67%
Students will construct an appropriate
function to solve an applied problem.
An appropriate function was
used to model the area.
45%
Students will analyze a function to solve
an applied problem.
The area function was correctly
maximized.
51%
Students will solve rational inequalities
algebraically.
Students will form the composition of two
given functions.
Students will form the inverse of a given
one-to-one function.
The inequality was correctly
solved by using a sign chart.
The correct composite function
was formed.
The correct inverse function was
formed.
The equation was solved
correctly.
The Extraneous Solution was
rejected.
Students will solve logarithmic equations
algebraically.
41%
79%
68%
55%
38%
Assessment Results for Math 148 Fall 2012
All Sections
Total Number of Students Assessed: 309
Total number of sections: 14
Test Question
Problem #1 parts
a-d
General
Education
Outcome
Critical Thinking
Problem #4a
Critical Thinking
Problem #4b
Quantitative
Literacy
Problem #6a
Critical Thinking
Problem #6b
Problem #10
Problem #12a
Problem #13b
Problem #18
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Critical Thinking
Course Outcome(s)
Students will analyze the graph of a
function to identify domain, range,
intervals of increasing/decreasing
behavior and intervals on which the
function is positive/negative.
Student will correctly identify graph
transformations in order to graph a given
function.
Student will correctly apply graph
transformations to the graph of a given
function.
Students will construct an appropriate
function to solve an applied problem.
Students will analyze a function to solve
an applied problem.
Students will solve rational inequalities
algebraically.
Students will form the composition of two
given functions.
Students will form the inverse of a given
one-to-one function.
Students will solve logarithmic equations
algebraically.
Success Indicator
The function was analyzed
accurately (all four parts).
The correct transformations
were stated in a correct
sequence.
Transformations were
appropriately used to produce
the correct graph.
An appropriate function was
used to model the area.
The area function was correctly
maximized.
The inequality was correctly
solved by using a sign chart.
The correct composite function
was formed.
The correct inverse function was
formed.
The equation was solved
correctly.
The Extraneous Solution was
rejected.
% of students
accomplishing
outcome
FA 09
FA 11
51%
39%
74%
69%
67%
67%
53%
45%
50%
51%
42%
41%
72%
79%
64%
68%
55%
45%
38%
Assessment Results for Math 148 Fall 2012
Columbus Campus/Off-Campus/All Sections
Total Number of Students Assessed: 196/71/309
Total number of sections: 9/4/14 ( This does not include the 1 web section )
% of students
General
accomplishing
Test Question
Education
Course Outcome(s)
Success Indicator
outcome
Outcome
Col./OC/Overall
Students will analyze the graph of a
function to identify domain, range,
Problem #1 parts
The function was analyzed
Critical Thinking intervals of increasing/decreasing
36%/44%/39%
a-d
accurately (all four parts).
behavior and intervals on which the
function is positive/negative.
Student will correctly identify graph
The correct transformations
Problem #4a
Critical Thinking transformations in order to graph a given were stated in a correct
63%/79%/69%
function.
sequence.
Student will correctly apply graph
Transformations were
Quantitative
Problem #4b
transformations to the graph of a given
appropriately used to produce
62%/70%/67%
Literacy
function.
the correct graph.
Problem #6a
Critical Thinking
Problem #6b
Quantitative
Literacy
Problem #10
Problem #12a
Problem #13b
Problem #18
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Critical Thinking
Students will construct an appropriate
function to solve an applied problem.
An appropriate function was
used to model the area.
41%/57%/45%
Students will analyze a function to solve
an applied problem.
The area function was correctly
maximized.
48%/63%/51%
Students will solve rational inequalities
algebraically.
Students will form the composition of two
given functions.
Students will form the inverse of a given
one-to-one function.
The inequality was correctly
solved by using a sign chart.
The correct composite function
was formed.
The correct inverse function was
formed.
The equation was solved
correctly.
The Extraneous Solution was
rejected.
Students will solve logarithmic equations
algebraically.
37%/56%/41%
76%/79%/79%
63%/80%/68%
49%/66%/55%
31%/42%/38%
Assessment Results for Math 148 Fall 2012
Day/Night/All Sections
Total Number of Students Assessed: 198/69/309
Total number of sections: 9/4/14 ( This does not include the 1 web section )
% of students
General
accomplishing
Test Question
Education
Course Outcome(s)
Success Indicator
outcome
Outcome
Day/Night/Overall
Students will analyze the graph of a
function to identify domain, range,
Problem #1 parts
The function was analyzed
Critical Thinking intervals of increasing/decreasing
44%/21%/39%
a-d
accurately (all four parts).
behavior and intervals on which the
function is positive/negative.
Student will correctly identify graph
The correct transformations
Problem #4a
Critical Thinking transformations in order to graph a given were stated in a correct
71%/55%/69%
function.
sequence.
Student will correctly apply graph
Transformations were
Quantitative
Problem #4b
transformations to the graph of a given
appropriately used to produce
66%/58%/67%
Literacy
function.
the correct graph.
Students will construct an appropriate
function to solve an applied problem.
An appropriate function was
used to model the area.
46%/42%/45%
Quantitative
Literacy
Students will analyze a function to solve
an applied problem.
The area function was correctly
maximized.
53%/48%/51%
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Critical Thinking
Students will solve rational inequalities
algebraically.
Students will form the composition of
two given functions.
Students will form the inverse of a given
one-to-one function.
The inequality was correctly
solved by using a sign chart.
The correct composite function
was formed.
The correct inverse function was
formed.
The equation was solved
correctly.
The Extraneous Solution was
rejected.
Problem #6a
Critical Thinking
Problem #6b
Problem #10
Problem #12a
Problem #13b
Problem #18
Students will solve logarithmic equations
algebraically.
45%/34%/41%
78%/70%/79%
69%/62%/68%
51%/59%/55%
35%/28%/38%
Assessment Results for Math 148 Fall 2012
Traditional/Web/All Sections
Total Number of Students Assessed: 267/42/309
Total number of sections: 13/1/14
% of students accomplishing
General
outcome
Test Question
Education
Course Outcome(s)
Success Indicator
Traditional/Web/Overall
Outcome
Students will analyze the graph of a
function to identify domain, range,
Problem #1
The function was analyzed
Critical Thinking intervals of increasing/decreasing
38%/45%/39%
parts a-d
accurately (all four parts).
behavior and intervals on which the
function is positive/negative.
Student will correctly identify graph
The correct transformations
Problem #4a
Critical Thinking transformations in order to graph a
were stated in a correct
67%/83%/69%
given function.
sequence.
Student will correctly apply graph
Transformations were
Quantitative
Problem #4b
transformations to the graph of a given appropriately used to produce
65%/86%/67%
Literacy
function.
the correct graph.
Problem #6a
Critical Thinking
Problem #6b
Quantitative
Literacy
Problem #10
Problem #12a
Problem #13b
Problem #18
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Critical Thinking
Students will construct an appropriate
function to solve an applied problem.
An appropriate function was
used to model the area.
45%/43%/45%
Students will analyze a function to
solve an applied problem.
The area function was
correctly maximized.
52%/43%/51%
Students will solve rational inequalities
algebraically.
Students will form the composition of
two given functions.
Students will form the inverse of a
given one-to-one function.
The inequality was correctly
solved by using a sign chart.
The correct composite
function was formed.
The correct inverse function
was formed.
The equation was solved
correctly.
The Extraneous Solution was
rejected.
Students will solve logarithmic
equations algebraically.
42%/29%/41%
77%/97%/79%
67%/74%/68%
54%/64%/55%
34%/62%/38%
Assessment Results for Math 148 Fall 2012
Used MML for a grade/Did not use MML for a grade/All Sections
Total Number of Students Assessed: 106/203/309 Total number of sections: 5/9/14 ( This does not include the 1 web section )
% of students accomplishing
General
outcome
Test Question
Education
Course Outcome(s)
Success Indicator
MML/NonMML/Overall
Outcome
Students will analyze the graph of a
function to identify domain, range,
Problem #1
The function was analyzed
Critical Thinking intervals of increasing/decreasing
25%/46%/39%
parts a-d
accurately (all four parts).
behavior and intervals on which the
function is positive/negative.
Student will correctly identify graph
The correct transformations
Problem #4a
Critical Thinking transformations in order to graph a
were stated in a correct
60%/74%/69%
given function.
sequence.
Student will correctly apply graph
Transformations were
Quantitative
Problem #4b
transformations to the graph of a given appropriately used to produce
56%/74%/67%
Literacy
function.
the correct graph.
Problem #6a
Critical Thinking
Problem #6b
Quantitative
Literacy
Problem #10
Problem #12a
Problem #13b
Problem #18
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Critical Thinking
Students will construct an appropriate
function to solve an applied problem.
An appropriate function was
used to model the area.
42%/46%/45%
Students will analyze a function to
solve an applied problem.
The area function was
correctly maximized.
51%/51%/51%
Students will solve rational inequalities
algebraically.
Students will form the composition of
two given functions.
Students will form the inverse of a
given one-to-one function.
The inequality was correctly
solved by using a sign chart.
The correct composite
function was formed.
The correct inverse function
was formed.
The equation was solved
correctly.
The Extraneous Solution was
rejected.
Students will solve logarithmic
equations algebraically.
23%/50%/41%
73%/83%/79%
60%/72%/68%
48%/59%/55%
23%/45%/38%
Assessment Instruments: Math 150, Winter 2012
Scoring Rubric:
Test Question
General
Education
Outcome
Critical
Thinking
Problem #2
Critical
Thinking
Course Outcome(s)
Total number of students taking assessment: ____________
Outcome
Accomplished?
Success Indicator
Yes
No
Students will correctly identify the center of an
ellipse from its equation.
Students will correctly determine if the major
axis of the ellipse is parallel to the x-axis or yaxis.
Quantitative
Students will correctly graph an ellipse by hand.
Literacy
Problem #7
Problem #9a
Critical
Thinking
Quantitative Students will model and solve application
Literacy
problems of right triangles.
Critical
Thinking
Critical
Thinking
The correct center of the ellipse
was identified.
The student correctly identified
that the major axis was parallel
to the y-axis.
The ellipse was correctly
graphed and the four extreme
points ( left, right, above, below
the center ) were identified.
A correct equation that models
the problem was constructed.
The equation was correctly
solved.
The solution included the correct
units. ( feet )
Students will correctly identify the quadrant that
The correct quadrant was
the terminal side of an angle in standard position
chosen.
is in from information about the angle.
Problem #9b
Students will correctly determine the exact
Quantitative
value of a trigonometric function from given
Literacy
information.
The correct exact value for
tan θ was determined.
Problem #9d
Students will correctly approximate the angle in
Quantitative
standard position using inverse trigonometric
Literacy
functions.
The approximate degree measure
of θ within the range of
0° ≤ θ < 360° was determined.
Problem #11
Problem #15
Problem #17
Problem #18
Problem #20
Critical
Thinking
Critical
Thinking
Critical
Thinking
Quantitative
Literacy
Critical
Thinking
Quantitative
Literacy
Quantitative
Literacy
Quantitative
Literacy
Students will correctly determine the amplitude
of a sinusoid from its graph.
Students will correctly determine the period of a
sinusoid from its graph..
Students will correctly write the equation of a
sinusoid given its graph.
Students will use trigonometric identities to find
the exact value of a trigonometric function.
Students will use a Pythagorean Identity to write
an equivalent equation.
Students will correctly solve trigonometric
equations algebraically
Students will correctly solve oblique triangles
using the Law of Sines and/or Law of Cosines.
Students will correctly convert between polar
and rectangular coordinates.
The correct amplitude was
determined.
The correct period was
determined.
A correct equation of the graph
was determined.
The correct exact value for
sin( 2θ ) was determined.
The student correctly substituted
sin 2 θ with 1 − cos 2 θ
The trigonometric equation was
correctly solved algebraically.
The oblique triangle was solved
using the Law of Sines.
The correct exact rectangular
coordinates were determined.
Instructions: Use this sheet to tally the number of students who correctly or incorrectly accomplished the outcome associated with each problem on the
exam. Then, compute the percentage of students who successfully accomplished each outcome. Record these percentages on the assessment report on
the following pages.
Assessment Results for Math 150 Winter 2012
All Sections
Total Number of Students Assessed: 229
Total number of sections: 15
General
Test Question
Education
Course Outcome(s)
Outcome
Problem #2
Critical
Thinking
Students will correctly identify the center of an
ellipse from its equation.
The correct center of the ellipse
was identified.
Critical
Thinking
Students will correctly determine if the major
axis of the ellipse is parallel to the x-axis or yaxis.
The student correctly identified
that the major axis was parallel
to the y-axis.
The ellipse was correctly
graphed and the four extreme
points (left, right, above, below
the center) were identified.
Quantitative
Students will correctly graph an ellipse by hand.
Literacy
Critical
Thinking
Problem #7
Quantitative Students will model and solve application
problems of right triangles.
Literacy
Critical
Thinking
Problem #9a
Problem #9b
Problem #9d
Success Indicator
Students will correctly identify the quadrant that
the terminal side of an angle in standard position
is in from information about the angle.
Students will correctly determine the exact
Quantitative
value of a trigonometric function from given
Literacy
information.
Students will correctly approximate the angle in
Quantitative
standard position using inverse trigonometric
Literacy
functions.
Critical
Thinking
% of students
accomplishing
outcome
82%
78%
70%
A correct equation that models
the problem was constructed.
83%
The equation was correctly
solved.
76%
The solution included the correct
units. (feet)
84%
The correct quadrant was
chosen.
74%
The correct exact value for
tan θ was determined.
63%
The approximate degree measure
of θ within the range of
0° ≤ θ < 360° was determined.
53%
Problem #11
Problem #15
Critical
Thinking
Students will correctly determine the amplitude
of a sinusoid from its graph..
The correct Amplitude was
determined.
94%
Critical
Thinking
Students will correctly determine the period of a
sinusoid from its graph.
The correct Period was
determined.
70%
Critical
Thinking
Students will correctly write the equation of a
sinusoid given its graph.
A correct equation of the graph
was determined.
54%
The correct exact value for
sin( 2θ ) was determined.
58%
Quantitative Students will use trigonometric identities to find
Literacy
the exact value of a trigonometric function.
Critical
Thinking
Students will use a Pythagorean Identity to write The student correctly substituted
an equivalent equation.
sin 2 θ with 1 − cos 2 θ
47%
Problem #17
Quantitative Students will correctly solve trigonometric
Literacy
equations algebraically
The trigonometric equation was
correctly solved algebraically.
27%
Problem #18
Quantitative Students will correctly solve oblique triangles
Literacy
using the Law of Sines and/or Law of Cosines.
The oblique triangle was solved
using the Law of Sines.
88%
Problem #20
Quantitative Students will correctly convert between polar
Literacy
and rectangular coordinates.
The correct exact rectangular
coordinates were determined.
50%
Assessment Results for Math 150 Winter 2012
Columbus Campus/Off-Campus/All Sections
Total Number of Students Assessed: 200/29/229
Total number of sections: 11/4/15
General
Test Question
Education
Course Outcome(s)
Success Indicator
Outcome
Problem #2
Critical
Thinking
Students will correctly identify the center of an
ellipse from its equation.
The correct center of the ellipse
was identified.
Critical
Thinking
Students will correctly determine if the major
axis of the ellipse is parallel to the x-axis or yaxis.
The student correctly identified
that the major axis was parallel
to the y-axis.
The ellipse was correctly
graphed and the four extreme
points (left, right, above, below
the center) were identified.
Quantitative
Students will correctly graph an ellipse by hand.
Literacy
Critical
Thinking
Problem #7
Quantitative Students will model and solve application
problems of right triangles.
Literacy
Critical
Thinking
Problem #9a
Problem #9b
Problem #9d
Students will correctly identify the quadrant that
the terminal side of an angle in standard position
is in from information about the angle.
Students will correctly determine the exact
Quantitative
value of a trigonometric function from given
Literacy
information.
Students will correctly approximate the angle in
Quantitative
standard position using inverse trigonometric
Literacy
functions.
Critical
Thinking
% of students
accomplishing
outcome
Col./OC/Overall
82%/83%/82%
77%/83%/78%
68%/83%/70%
A correct equation that models
the problem was constructed.
83%/79%/83%
The equation was correctly
solved.
75%/79%/76%
The solution included the correct
units. (feet)
86%/76%/84%
The correct quadrant was
chosen.
73%/79%/74%
The correct exact value for
tan θ was determined.
62%/72%/63%
The approximate degree measure
of θ within the range of
0° ≤ θ < 360° was determined.
53%/52%53%
Problem #11
Problem #15
Critical
Thinking
Students will correctly determine the amplitude
of a sinusoid from its graph..
The correct Amplitude was
determined.
95%/86%/94%
Critical
Thinking
Students will correctly determine the period of a
sinusoid from its graph.
The correct Period was
determined.
68%/86%/70%
Critical
Thinking
Students will correctly write the equation of a
sinusoid given its graph.
A correct equation of the graph
was determined.
50%/83%/54%
The correct exact value for
sin( 2θ ) was determined.
58%/62%/58%
Quantitative Students will use trigonometric identities to find
Literacy
the exact value of a trigonometric function.
Critical
Thinking
Students will use a Pythagorean Identity to write The student correctly substituted
an equivalent equation.
sin 2 θ with 1 − cos 2 θ
46%/52%/47%
Problem #17
Quantitative Students will correctly solve trigonometric
Literacy
equations algebraically
The trigonometric equation was
correctly solved algebraically.
24%/45%/27%
Problem #18
Quantitative Students will correctly solve oblique triangles
Literacy
using the Law of Sines and/or Law of Cosines.
The oblique triangle was solved
using the Law of Sines.
88%/90%/88%
Problem #20
Quantitative Students will correctly convert between polar
Literacy
and rectangular coordinates.
The correct exact rectangular
coordinates were determined.
48%/62%/50%
Assessment Results for Math 150 Winter 2012
Daytime/Nighttime/All Sections
Total Number of Students Assessed: 182/47/229
Total number of sections: 10/5/15
General
Test Question
Education
Course Outcome(s)
Success Indicator
Outcome
Problem #2
Critical
Thinking
Students will correctly identify the center of an
ellipse from its equation.
Critical
Thinking
Students will correctly determine if the major axis
of the ellipse is parallel to the x-axis or y-axis.
Quantitative
Students will correctly graph an ellipse by hand.
Literacy
Critical
Thinking
Problem #7
Quantitative Students will model and solve application
problems of right triangles.
Literacy
Critical
Thinking
Problem #9a
Problem #9b
Problem #9d
Students will correctly identify the quadrant that
the terminal side of an angle in standard position
is in from information about the angle.
Students will correctly determine the exact value
Quantitative
of a trigonometric function from given
Literacy
information.
Students will correctly approximate the angle in
Quantitative
standard position using inverse trigonometric
Literacy
functions.
Critical
Thinking
The correct center of the ellipse
was identified.
The student correctly identified
that the major axis was parallel
to the y-axis.
The ellipse was correctly
graphed and the four extreme
points (left, right, above, below
the center) were identified.
% of students
accomplishing
outcome
Day/Night/All
82%/83%/82%
76%/85%/78%
70%/68%/70%
A correct equation that models
the problem was constructed.
86%/72%/83%
The equation was correctly
solved.
76%/72%/76%
The solution included the correct
units. (feet)
87%/74%/84%
The correct quadrant was
chosen.
73%/79%/74%
The correct exact value for
tan θ was determined.
63%/64%/63%
The approximate degree measure
of θ within the range of
0° ≤ θ < 360° was determined.
55%/44%53%
Critical
Thinking
Students will correctly determine the amplitude of
a sinusoid from its graph..
The correct Amplitude was
determined.
96%/89%/94%
Critical
Thinking
Students will correctly determine the period of a
sinusoid from its graph.
The correct Period was
determined.
68%/81%/70%
Critical
Thinking
Students will correctly write the equation of a
sinusoid given its graph.
A correct equation of the graph
was determined.
53%/58%/54%
The correct exact value for
sin( 2θ ) was determined.
62%/45%/58%
The student correctly substituted
sin 2 θ with 1 − cos 2 θ
49%/36%/47%
Quantitative Students will correctly solve trigonometric
Literacy
equations algebraically
The trigonometric equation was
correctly solved algebraically.
28%/21%/27%
Problem #18
Quantitative Students will correctly solve oblique triangles
Literacy
using the Law of Sines and/or Law of Cosines.
The oblique triangle was solved
using the Law of Sines.
90%/83%/88%
Problem #20
Quantitative Students will correctly convert between polar and
Literacy
rectangular coordinates.
The correct exact rectangular
coordinates were determined.
52%/45%/50%
Problem #11
Problem #15
Quantitative Students will use trigonometric identities to find
Literacy
the exact value of a trigonometric function.
Critical
Thinking
Students will use a Pythagorean Identity to write
an equivalent equation.
Problem #17
Assessment Results for Math 150 Winter 2012
Used MML for a grade/Did Not use MML for a grade/All Sections
Total Number of Students Assessed: 122/107/229 Total number of sections: 9/6/15
% of students
General
accomplishing
Test Question
Education
Course Outcome(s)
Success Indicator
outcome
Outcome
MML/NoMML/All
Problem #2
Critical
Thinking
Students will correctly identify the center of an
ellipse from its equation.
The correct center of the ellipse
was identified.
Critical
Thinking
Students will correctly determine if the major
axis of the ellipse is parallel to the x-axis or yaxis.
The student correctly identified
that the major axis was parallel
to the y-axis.
The ellipse was correctly
graphed and the four extreme
points (left, right, above, below
the center) were identified.
Quantitative
Students will correctly graph an ellipse by hand.
Literacy
Critical
Thinking
Problem #7
Quantitative Students will model and solve application
problems of right triangles.
Literacy
Critical
Thinking
Problem #9a
Problem #9b
Problem #9d
90%/64%/78%
78%/61%/70%
A correct equation that models
the problem was constructed.
86%/79%/83%
The equation was correctly
solved.
88%/62%/76%
The solution included the
correct units. (feet)
86%/82%/84%
Students will correctly identify the quadrant that
The correct quadrant was
the terminal side of an angle in standard position
chosen.
is in from information about the angle.
Students will correctly determine the exact
The correct exact value for
Quantitative
value of a trigonometric function from given
Literacy
tan θ was determined.
information.
The approximate degree
Students will correctly approximate the angle in
Quantitative
measure of θ within the range
standard position using inverse trigonometric
Literacy
of 0° ≤ θ < 360° was
functions.
determined.
Critical
Thinking
92%/71%/82%
84%/62%/74%
73%/52%/63%
57%/48%53%
Problem #11
Problem #15
Critical
Thinking
Students will correctly determine the amplitude
of a sinusoid from its graph..
The correct Amplitude was
determined.
95%/93%/94%
Critical
Thinking
Students will correctly determine the period of a
sinusoid from its graph.
The correct Period was
determined.
76%/63%/70%
Critical
Thinking
Students will correctly write the equation of a
sinusoid given its graph.
A correct equation of the graph
was determined.
51%/57%/54%
The correct exact value for
sin( 2θ ) was determined.
56%/62%/58%
Quantitative Students will use trigonometric identities to find
Literacy
the exact value of a trigonometric function.
Critical
Thinking
Problem #17
The student correctly
Students will use a Pythagorean Identity to write
substituted sin 2 θ with
an equivalent equation.
1 − cos 2 θ
44%/49%/47%
Quantitative Students will correctly solve trigonometric
Literacy
equations algebraically
The trigonometric equation was
correctly solved algebraically.
27%/27%/27%
Problem #18
Quantitative Students will correctly solve oblique triangles
Literacy
using the Law of Sines and/or Law of Cosines.
The oblique triangle was solved
using the Law of Sines.
89%/87%/88%
Problem #20
Quantitative Students will correctly convert between polar
Literacy
and rectangular coordinates.
The correct exact rectangular
coordinates were determined.
54%/46%/50%