The Development of PSLOs and
PSLO Assessments at MiraCosta
College
Shannon Gracey
MiraCosta College
sgracey@miracosta.edu
Types of Assessment
Methods
• Course Mapping
– Ideal for Programs which have very few “program
completers”
– Math
– History
http://mathchick.net/SWC/ace/history_programassessmentp
lan.PDF
• Satisfaction Survey
– Useful tool to complement a direct assessment
– Teacher AA
http://mathchick.net/SWC/ace/teacher_programassessment
plan.PDF
Types of Assessment
Methods Continued…
• Focus Group
– Great method for capturing program completers
– Liberal Arts AA Degrees
– Sociology
http://mathchick.net/SWC/ace/sociology_progra
massessmentplan.PDF
• Capstone Course
– Provides an entire semester of assessment
opportunity for the Program
Using Math Course SLOs in the
Development of PSLOs and PSLO
Assessments
Gaining an Overall
Perspective
• The Mathematics Department typically has
very few “program completers”
– Small sample size
• We were concerned about using such potentially biased
data to assess our program’s effectiveness
– How to Assess?
Using “Core” Course SLO Data to
Evaluate the Program
• The Calculus Series
– Services Mathematics majors and related majors
such as Engineering, Computer Science, etc.
– In considering program effectiveness, shouldn’t
we also consider these related disciplines which
use this series as core preparation?
Math 150 (Calculus I) Student Learning Outcomes:
1. Given a function, a student will be able to recognize and apply the appropriate
technique(s) to find the derivative of the function.
2. Given a function, a student will be able to recognize the appropriate technique(s) to find
the integral of the function.
3. Given an applied problem from differential or integral calculus, a student will be able to
recognize and demonstrate an appropriate technique to solve the problem.
Math 155 (Calculus II) Student Learning Outcomes:
1. Given a function, apply advanced integration techniques to find the integral of the
function.
2. Given an infinite series, analyze convergence.
3. Apply the concepts of differential and integral calculus to polar and parametric functions.
Math 260 (Calculus III) Student Learning Outcomes:
1. Given a function and a region in two or three dimensional space, a student will be able to
construct and evaluate the integral of the function over the region, applying the appropriate
coordinate system.
2. Students will be able to find and use partial derivatives to analyze functions of several
variables
3. Given an applied problem from multivariable calculus, a student will be able to apply
appropriate techniques to solve the problem.
Math 150 Student Learning Outcomes:
1. Given a function, a student will be able to recognize and apply the
appropriate technique(s) to find the derivative of the function.
2. Given a function, a student will be able to recognize the appropriate
technique(s) to find the integral of the function.
Math 155 Student Learning Outcomes:
1. Given a function, apply advanced integration techniques to find the integral
of the function.
3. Apply the concepts of differential and integral calculus to polar and
parametric functions.
Math 260 Student Learning Outcomes:
1. Given a function and a region in two or three dimensional space, a student
will be able to construct and evaluate the integral of the function over the
region, applying the appropriate coordinate system.
2. Students will be able to find and use partial derivatives to analyze functions
of several variables
The Math PSLO
The following Math Program SLO is based on the General
Education Program Student Learning Outcomes (GE PSLOs) and
Institutional Student Learning Outcomes (ISLOs):
• Effective Communication
• Critical Thinking and Problem Solving
Upon successful completion of the required Math transfer
preparation courses (Math 150, 155 and 260), the student
should be able to:
• Given a function of one or more variables, apply appropriate
techniques to differentiate and integrate the function.
Assessment
• Average
– Weighted Average
• Numerator = # of students who met competency
• Denominator = # of students assessed
• Set minimum competency as “_____% of students score at
least _____%”
– Bernoulli—Success or Failure
• Numerator = # of CSLOs that met competency
• Denominator = # of CSLOS assessed
• Set minimum competency as “at least _______% of CSLOs
met competency”
Benefits
• Large sample size
• Easy to assess
Challenges
• Assessment includes results from
students who are not graduating in
math
• Assessment only addresses the Math
Degree
Liberal Arts Graduate Focus
Groups
Liberal Arts AA Degree
• PSLO
– This multi-disciplinary approach will enable
students to develop communication, critical
thinking and intellectual skills that effectively
prepare them for lifelong learning and for
advanced study in a wide range of majors at the
university level
• Applies to all areas of emphasis
Assessment
• Satisfaction Survey
– Online during the spring
– Invitation to focus group
– Indirect assessment
• Focus Group
– Watson-Glaser critical thinking test
http://mathchick.net/SWC/ace/Focus%20Group%202
013%20CT%20activity.docx
– Productive Work Habits
• Faculty Moderators
Benefits
• Face-to-face contact with the students
• Both direct and indirect assessments in one
sitting
Challenges
• Student participation
– Food
– Drawing
• Faculty participation
– During activity
– Post activity
The Data…
• Don’t forget about it!!!
– http://mathchick.net/SWC/ace/SLO%206
%20year%20summary%20report.docx
• Discuss results
– Department SLO Committees
• Be creative!!!