Motlow State Community College
Program Student Learning Outcomes
Use of Assessment Results
Spring Semester 2013
Program Title: General Education, Tennessee Transfer Pathway
Course: MATH 710 – College Algebra/Pre-Calculus I
. This course satisfies the mathematics requirements for the following emphases
under the Tennessee Transfer Pathway (TTP):
Art, Criminal Justice Administration (AA and AS), English, Foreign Language,
History (AA and AS), Mass Communications (AA and AS), Psychology (AA and
AS)
Non TTP:
General Studies (Track 1 and Track 2), Pre-Law (AA and AS), Speech and
Theatre, Mechatronics Technology
This course includes a study of functions and their graphs with emphasis on
linear, quadratic, polynomial, rational exponential, and logarithmic functions;
equations, inequalities, and systems; matrices, conic sections; sequences and
series; and probability.
Expected Student Learning Outcome:
After completing MATH 1710, students will use mathematics to:
a. Solve problems and determine if the solutions are reasonable. (Questions
1, 2, and 3)
b. Model real world behaviors and apply mathematical concepts to the
solution of real-life problems (Questions 4, 5, and 6)
c. Make meaningful connections between mathematics and other disciplines
(Questions 7, 8, and 9)
d. Use technology for mathematical reasoning and problem solving
(Questions 10, 11, and 12)
e. Apply mathematical and/or basic statistical reasoning to analyze data and
graphs. (Questions 13, 14, and 15)
Performance Measure(s): A pre-test was administered either the first or second
day of class and the post-test containing exactly the same questions were
embedded in tests just prior to the final or as a part of the final exam. (This detail
was left to the discretion of the individual instructor). The questions included the
following topics: lines, function identification, conic sections, domain and/or
range, rational roots/zeros of a polynomial, finding asymptotes, graphing
polynomial functions, evaluating logarithms, solving logarithmic and exponential
equations, solving matrix equations, solving a non-linear system of equations,
solving a system of linear equations, summation and probability.
Effectiveness Standard: Effectiveness is determined according to the following
two measures:
1. The post-test average score will be at least 20 percentage points higher
than the pre-test average score.
2. Each item will have at least 50% correct responses.
Assessment Results:
1) Assessment results showed a 32 percent point gain from pre-test to posttest, as the average of the pre-test scores was 23 and the average of the
post-tests was 55.
2) Post-test data from item analysis, however, indicate that 53 percent or
more of the 97 students (i.e. more than 50%) responded incorrectly to
problems concerning asymptotes, rational roots/zeros, conic sections,
probability and summation.
Results of the pre-test were as follows: (97 students)
Expected
Student
Learning
Outcome
a
a
a
b
b
b
c
c
c
d
d
d
e
e
e
Question
Number
Number
Missed
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Number
Correct
77
87
82
84
81
69
74
59
82
77
82
70
65
71
59
% Missed
20
10
15
13
16
28
23
38
15
20
15
27
32
26
38
79%
89%
85%
87%
84%
71%
76%
61%
85%
79%
85%
72%
27%
73%
61%
% Correct
21%
11%
15%
13%
16%
29%
24%
39%
15%
21%
15%
28%
33%
27%
39%
Results of the post-test were as follows: (97 students)
Expected
Student
Learning
Outcome
a
a
a
b
b
b
c
c
c
d
d
d
e
e
e
Question
Number
Number
Missed
Number
Correct
%
Missed
%
Correct
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
49
40
35
44
30
28
36
24
54
33
46
25
17
19
29
48
57
62
53
67
69
64
73
43
64
51
72
80
78
68
51%
41%
36%
45%
31%
29%
37%
25%
56%
34%
47%
26%
18%
20%
30%
49%
59%
64%
55%
69%
71%
63%
75%
44%
66%
53%
74%
82%
80%
70%
Change
In
Percentage
Points
+28
+48
+49
+42
+53
+42
+39
+36
+29
+45
+38
+46
+49
+53
+31
Ninety-seven (97) students took both the pre-test and the post-test. The average
of the pre-test scores was 23% and the average of the post-test scores was 55%.
Assessment results showed a 32 percentage point gain from pre-test to post-test,
thus meeting the effectiveness standard that the post-test average score be at
least 20 percentage points higher that the pre-test average score.
a) The effectiveness standard that each item will have at least 50% correct
responses on the post-test was met by all problems except problem 1 and
problem 9, which involves finding asymptotes and probability. These
involve SLO a (Solve problems and determine if the solutions are
reasonable) and SLO c (Make meaningful connections between
mathematics and other disciplines).
Use of Assessment Results:
The initial teaching of the items identified in the item analysis as needing
improvement occurs in this course. Faculty are concerned that the question
concerning asymptotes were still missed by more than 50% of the students on
the post-test. More emphasis was to be put on this item to see if an increase in
correct answers would be seen. This was not the case and faculty who teach
MATH 1710 will be looking into online solutions that students can try.
From the analysis reports from 2009 and 2013, we can see the following:
MATH 1710
90
80
Average change in percentage
70
60
50
2009
2013
40
30
20
10
0
a
b
c
Student Learning Outcome
d
e
According to the chart above, the average change in percentage points in each
learning outcome has increased considerably from 2009