Transcript Campus Wide Assessment Project

Quantitative and Symbolic
Reasoning
Campus-Wide Assessment
Project: 2007 - 2008
Assessment Team:
“Super Sandy” Johanson, Humanities Division
Donnie “Da Bomb” Hallstone, Math Division
“Jumpin’ Janet” Ash, Technology Division
“Bodacious Brenda” Bindschatel, Business Division
“Calamity Keith” Clay, Science Division
Goals of the 2008 Project
Investigate conclusions of initial QSR report
1. Survey participants in in-service day
QSR review sessions
2. Examine competencies #1 and #2,
especially with regard to Math 97
Survey of participants in
QSR review sessions
CONCLUSIONS:
1. People don’t respond to surveys
2. Too much time passed between
sessions and survey
3. Respondents found discussion of
campus-wide outcomes useful
4. Respondents enjoyed talking with
colleagues about methods
QSR Competencies 1 & 2:
1. Evaluate and interpret quantitative and
symbolic reasoning information/data.
2. Recognize which quantitative or
symbolic reasoning methods are
appropriate for solving a given problem.
Why focus on these two?
2006 QSR Study:
Overall Total
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
as
te
ry
m
pe
te
nt
co
m
er
gi
ng
em
no
ne
Pre Assessment
Post Assessment
 BIG positive shift towards mastery!!!
 Approximately 67.6% achieve competent or
mastery on the post assessment
2006 QSR Study:
QSR 1
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
as
te
ry
m
pe
te
nt
co
m
er
gi
ng
em
no
ne
Pre Assessment
Post Assessment
48% stay at “novice” or “emerging”
(What was called QSR 1 is now QSR 1 and 2)
Why focus on Math 97?
 Our AA degree only requires QSR
competencies 1 & 2 in Math 97
 Students in some fields (e.g. liberal arts
majors?) only see QSR 1 & 2 in Math 97
 So GRCC relies on Math 97 to provide
competency in quantitative reasoning
Why focus on Math 97?
2006 QSR Study Results:
Math 97
Overall Total
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Pre Assessment
em
er
gi
ng
co
m
pe
te
nt
m
as
te
ry
Post
Assessment
no
ne
as
te
ry
m
pe
te
nt
co
m
er
gi
ng
em
no
ne
Pre Assessment
Post Assessment
14
12
10
8
6
4
2
0
2006 Math 97 results based on a single section.
2008 QSR Study of Math 97





Assess all Math 97 sections, Winter ’08
Same pretest and posttest for all students
Scoring shared with some redundancy
Overall totals (histograms) measured
Individual student gains measured
The Assessment:
 Question 1: Qualitative analysis of data.
Linear or quadratic? Defend your answer.
Use your answer.
 Aimed at competency #2: “Recognize which
… methods are appropriate.”
 Question 2: Find a rate of change using
two specific data points. (Could be done
with Math 72 skills.)
 Aimed at competency #1: “Evaluate …
quantitative … information.”
2008 Math 97 Results
QUESTION #1
2008 QSR Assessment Q1: All Students
80
60
Pre Test
40
Post Test
20
0
1
2
3
Score
4
Number of students
Number of students
2008 QSR Assessm ent Q1: 2.0 or Better
100
80
60
Pre Test
40
Post Test
20
0
1
2
3
4
Score
Bar charts of total numbers of student scores from 1 (novice) to 4
(mastery) on a question involving linear and /or quadratic models of data.
2008 Math 97 Results
QUESTION #2
60
50
40
30
20
10
0
Pre Test
Post Test
1
2
3
Score
4
2008 QSR Assessm ent Q2: All Students
Number of students
Number of students
2008 QSR Assessment Q2: 2.0 or Better
80
60
Pre Test
40
Post Test
20
0
1
2
3
4
Score
Bar charts of total numbers of student scores on a question involving
rates of change (the slope of a line connecting two points).
Individual Student Gains
Did students improve?
Changes in Q2 Scores: All Students
60.0%
60.0%
50.0%
50.0%
Fraction of students
Fraction of students
Changes in Q1 Scores: All Students
40.0%
30.0%
20.0%
40.0%
30.0%
20.0%
10.0%
10.0%
0.0%
0.0%
score decreased
score didn't change
score increased
score decreased
score didn't change
Bar charts of changes between the pre-test
and post-test scores on questions 1 and 2
score increased
Individual Student Gains
Statistical Analysis:
 Normalized Scores on Question #1
improved by 1%
 Not statistically significant
 Normalized Scores on Question #2
improved by 24% +/- 18%
 Statistically significant,
 but is this good enough?
Conclusions about Math 97:
Draw Your Own
1. Is the study completely wrong?
2. Is the study right but the situation OK?
3. Do we need to change Math 97?
4. Do we need to change our reliance on
Math 97? (by modifying a requirement?)
Conclusions about QSR
Assessment:

Pre/Post testing is useful

Focusing on classes is sorta useful

Focusing on degrees would be more
useful

We recommend:
A truly campus-wide assessment on
arrival and graduation from GRCC