Program Student Learning Outcomes
USE OF ASSESSMENT RESULTS
Fall 2009
Program Title: University Parallel
Course: MATH 1910 – Calculus I
This course is designed for the student with a strong background in mathematics with a University
Parallel major and emphasis in the areas of mathematics, physics, pre-engineering, secondary education
with mathematics certification, pre-medical, pre-dentistry, chemistry, computer science, pre-pharmacy
and pre-optometry.
This course is a study of limits and continuity of functions; derivatives of algebraic and trigonometric
expressions and their application to graphing, maxima and minima, and related rates; integration of
algebraic and trigonometric expression and area under curves.
Expected Student Learning Outcome: Generally speaking, after completing the university parallel
program, students will use mathematics to solve problems and determine if the solutions are
reasonable, use mathematics to model real world behaviors and apply mathematical concepts to the
solution of real-life problems, make meaningful connections between mathematics and other
disciplines, use technology for mathematical reasoning and problem solving, and apply mathematical
and/or basic statistical reasoning to analyze data and graphs.
Specifically, after completing MATH 1910, students will:
1) Understand the concepts of continuity and limit of a function intuitively and apply this
knowledge to the evaluation of limits
2) Be able to employ rules of differentiation on algebraic and trigonometric functions and
relations
3) Be able to use the derivative in a wide variety of applications: slope, tangent line equations,
velocity, related rates, maxima and minima, inflection points, and sketching the graphs of
algebraic and trigonometric functions and relations
4) Understand the concepts of anti-differentiation and integration and apply this knowledge to
area under curves and integration of algebraic and trigonometric expressions
Performance Measure(s): A pre-test was administered the first day of class and a post-test containing
exactly the same questions were embedded as a part of the final exam. The questions included the
following topics: evaluation of limits, the difference quotient, rules of differentiation, tangent line
equations, related rates, maxima and minima, inflection points, the differential, anti-derivatives,
indefinite integration, and area under curves.
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 40% correct responses on the post-test.
Assessment Results:
Results of the pre-test were as follows:
Expected Student
Learning Outcome
Question number
Number Missed
Percent missed
1
1
1
2
2
2
2
2
2
3
3
3
4
4
4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
5
7
5
4
5
5
6
5
5
1
5
6
5
2
71%
86%
100%
71%
57%
71%
71%
86%
71%
71%
14%
71%
86%
71%
29%
6
Results of the post-test were as follows:
Expected Student
Learning Outcome
Question number
Number Missed
Percent missed
1
1
1
2
2
2
2
2
2
3
3
3
4
4
4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
1
0
0
6
0
3
2
1
4
4
0
2
1
1
0
14%
0%
0%
86%
0%
43%
29%
14%
57%
57%
0%
29%
14%
14%
0%
Seven (7) students took both the pre-test and the post-test. The average of the pre-test scores was 32%
and the average of the post-test scores was 78%. Assessment results showed a 46 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 than the pre-test average score.
The effectiveness standard that each item will have at least 40% correct responses on the post-test was
met by all problems except question 4, which more than 60% of the students answered incorrectly. This
question concerns the use of differentiation rules on algebraic and trigonometric functions.
Use of Assessment Results:
The use of differentiation rules was identified by the post-test as an area which needs more emphasis
the next time MATH 1910 is taught. This topic was addressed by question 4 on the post-test and it is the
only question that was missed by more than 60% of the students. Faculty will begin to put more
emphasis on this area so that when MATH 1910 is assessed in fall 2011, according to the assessment
cycle, gains will be made in student learning.