Motlow State Community College
Program Student Learning Outcomes
Use of Assessment Results
Fall Semester 2015
Program Title: General Education, Tennessee Transfer Pathway
Course: MATH 1530 – Probability and Statistics
This course satisfies the mathematics requirements for the following emphases
under the Tennessee Transfer Pathways: agriculture, art, biology, criminal justice
administration, English, environmental science, general studies, geography,
health & physical education, history, honors scholar, mass communications,
political science, pre-law, pre-nursing, pre-physical therapy, pre-veterinary
medicine, recreation, social science, social work, sociology, speech & theatre.
This course is an introduction to probability and statistics without calculus. Topics
covered include sampling, frequency distribution, elementary probability,
hypothesis testing, linear regression and correlation, analysis of variance and
non-parametric statistics.
Expected Student Learning Outcome:
After completing MATH 1530, students will use mathematics to:
a. Solve problems and determine if the solutions are reasonable. (Questions
1 and 2)
b. Model real world behaviors and apply mathematical concepts to the
solution of real-life problems (Questions 3 and 4)
c. Make meaningful connections between mathematics and other disciplines
(Questions 5 and 6)
d. Use technology for mathematical reasoning and problem solving
(Questions 7 and 8)
e. Apply mathematical and/or basic statistical reasoning to analyze data and
graphs. (Questions 9 and 10)
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: frequency distribution, probability, measures of dispersion,
Central Limit Theorem, normal distribution, confidence intervals, hypothesis
testing and linear regression.
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 on the post-test.
Assessment Results: (241 students)
Expecte Questio
d
n
Student Number
Learnin
g
Outcom
e
a
a
b
b
c
c
d
d
e
e
1
2
3
4
5
6
7
8
9
10
Percenta
ge of
Students
Who
Answere
d the
Question
Correctly
on the
Pre-Test
23%
14%
16%
34%
14%
19%
37%
48%
12%
29%
Percenta
ge of
Students
Who
Answere
d the
Question
Correctly
on the
Post-Test
76%
49%
76%
58%
58%
39%
66%
91%
54%
95%
Change
in
Percenta
ge Points
+53
+35
+60
+24
+44
+20
+29
+43
+42
+66
Was
Was
Effectiv Effectiv
e
e
Standar Standar
d1
d
Met?
2 Met?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Use of Assessment Results:
241 students completed the pre-test and post-test.
1. Assessment results showed a 41.6 percentage point gain from pre-test to
post test, as the average of pre-test scores was 24.6 and the average of
the post-test was 66.2
2. Post-test data from item analysis indicate that greater than 50% of
students responded correctly on all post-test questions except for problem
2, which deals with the Central Limit Theorem, and problem 6 which deals
with finding the margin of error when creating confidence intervals.
Two hundred forty-one students took both the pre-test and post-test. The
average of the pre-test scores was 24.6% and the average of the post-test
scores was 66.2%. Assessment results showed a 41.6 percentage point gain
from pre-test to post-test, thus meeting the effectiveness standard that the posttest average score must be at least 20 percentage points higher than the pre-test
average score. Please refer to the time line listed below:
Action Plan
A video will be created to
provide explicit
instructions pertaining to
student learning
outcomes (a) and (c)
Math faculty will review
the video to ensure that
instruction aligns with
the desired outcome
The video will be placed
in a D2L shell for faculty
to use as a supplemental
instructional material
The video will be
uploaded to the Cloud
for students to view
The faculty will be
notified and encouraged
to use the video as a
supplemental tool
.
Person(s) Responsible
Department Chair,
Academic Assessment
Specialist, and Math
Faculty
Deadline
March 25, 2016
Department Chair and
Math Faculty
April 7, 2016
Department Chair and
Academic Assessment
Specialist
April 16, 2016
Department Chair
April 25, 2016
Department Chair
April 25, 2016