Using Course Level Assessment for Developmental Mathematics

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Using Course Level Assessment for Developmental
Mathematics

• Sharon Gott
• Eastern WV CTC

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About Eastern

• Small community and technical college FTE 235
  serving over 500 students total
• Recently obtained full accreditation by Higher
  Learning Commission of North Central Association
• Almost 90 of Easterns students take at least
  one developmental course

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Course Level Assessment (CLA)

• All faculty are involved in the process from
  outcome selection to input on any action plans
• Provide faculty development on CLA and other
  assessments activities
• CLAs insure outcomes stated in common syllabi are
  being met

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Three Questions

• What are we trying to do?
• How well are we doing it?
• How can we improve what we are doing?

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Why Assessment?

• Support student learning
• Ensure student academic achievement
• Improve instruction

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Who Is Involved?

• Academic Services
• Faculty
• Academic Program Directors
• Students

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Process Level Assessment

• Classroom Level Assessment
• Course Level Assessment
• Program Level Assessment
• Tracking Studies
• course completion, drop rates, pass rates
• Student Surveys
• withdrawing student, course evaluations

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More than Just a Grade

• Determine attainment of specific learning
  outcomes
• Provide opportunity for intervention
• Provide information to improve teaching methods

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Course Level Assessment

• Determines attainment of intended course level
  learning outcomes
• Identifies need for refinement of course
  materials and learning outcomes
• Examines role of course in meeting program level
  learning outcomes
• Assessment involving multiple sections of same
  course

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The Assessment Implementation Cycle - AMATYC

• Define/Refine student learning outcomes based on
  input from stakeholders.
• Master Course Record Forms include course
  outcomes, course fit in curriculum, and any other
  pertinent information

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The Assessment Implementation Cycle - AMATYC

• Design assessment tools, criteria, and standard
  directly linked to each outcome.
• Written work,
• collaborative activities,
• online exercises,
• and tests/exams.
• CLAs for developmental based on exit exams with
  goal of 80 attainment per outcome assessed.

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The Assessment Implementation Cycle - AMATYC

• Implement assessment tool(s) to gather evidence
  of student learning.
• - CLAs for developmental based on exit exams
  with goal of 80 attainment per outcome assessed

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The Assessment Implementation Cycle - AMATYC

• Analyze and evaluate the collected data.
• - Select 4-5 outcomes each assessment to review.
  

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The Assessment Implementation Cycle - AMATYC

• Identify gaps between desired and actual results.
• - Our goal is 80 attainment on each outcome,
  examine questions where we fall short

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The Assessment Implementation Cycle - AMATYC

• Document results and outline needed changes in
  curriculum, instructional materials, or teaching
  strategies.
• - CLA action plan section.

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Course AssessmentMTH 95 Introductory Algebra
ISpring 2007

• Four Course Outcomes selected
• Outcome 1 Use order of operations
• Outcome 2 Solve linear equations
• Outcome 3 Graph linear equations
• Outcome 4 Multiply polynomials

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MTH 95 - Spring 2007 OutcomesAttainment Levels
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Course AssessmentMTH 96 Introductory Algebra
IISpring 2007

• Four Course Outcomes selected
• Outcome 1 Solve factorable equations
• Outcome 2 Simplify radical expressions
• Outcome 3 Solve linear systems
• Outcome 4 Use quadratic formula

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MTH 96 - Spring 2007 OutcomesAttainment Levels
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Changes to Introductory Algebra courses

• Switched content on polynomials from 1st semester
  course to 2nd semester course.
• Switched content on linear systems of equations
  from 2nd semester course to 1st semester course.

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Course AssessmentMTH 95 Introductory Algebra
ISpring 2008

• Four Course Outcomes selected
• Outcome 1 Use order of operations
• Outcome 2 Solve linear equations
• Outcome 3 Graph linear equations
• Outcome 4 Solve linear systems of equations

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MTH 95 - Spring 2008 OutcomesAttainment Levels
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Course AssessmentMTH 96 Introductory Algebra
IISpring 2008

• Four Course Outcomes selected
• Outcome 1 Solve factorable equations
• Outcome 2 Simplify radical expressions
• Outcome 3 Multiply polynomials
• Outcome 4 Use quadratic formula

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Introductory Algebra OutcomesAttainment Levels
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Summary of changes in attainment rates New
Introductory Algebra I

• Use order of operations 83 to 87
• Solve linear equations 48 to 65
• Graph linear equations 57 to 80
• Solve linear systems 75 to 66

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Summary of changes in attainment rates New
Introductory Algebra II

• Solve factorable equations 60 to 74
• Simplify radical expressions 59 to 69
• Multiply polynomials 72 to 94
• Use quadratic formula 65 to 79

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Course Level Assessment

• What did we learn?
• Why is this important?
• How will we use this information?

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Closing the Feedback Loop

• Main purpose of assessment Improvement
• Share results with those involved
• Note how findings will be used to improve
  learning
• Share results with others in the College

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Final Notes

• Focus assessment efforts on key areas of concern
• What do you really want to know
• Dont try to assess everything at once
• Plan to assess learning outcomes over a brief
  period of time
• Use different types of assessment techniques
• direct and indirect measures
• Assessment activities will evolve over time.
• If something is not working or new questions have
  come up, it is OK to change the way you assess
• If you note areas of concern or successes, share
  that information with your Academic Program
  Director

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• Sharon Gott
• sgott_at_eastern.wvnet.edu