Motlow State Community College
Program Student Learning Outcomes
Use of Assessment Results
Spring Semester 2014
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.
Results of the pre-test were as follows:
Expected
SLO
a
a
b
b
c
c
d
d
e
e
Question
Missed
Correct
%Missed
% Correct
1
2
3
4
5
6
7
8
9
10
89
100
98
92
98
90
95
75
99
84
33
22
24
30
24
32
27
27
23
38
73%
82%
80%
75%
80%
74%
78%
61%
81%
69%
27%
18%
20%
25%
20%
26%
22%
39%
19%
31%
Results of the post-test were as follows:
Expected Question
SLO
a
a
b
b
c
c
d
d
e
e
1
2
3
4
5
6
7
8
9
10
Missed
Correct
%
Missed
%
Correct
21
36
25
57
50
41
23
13
25
14
101
86
97
65
72
81
99
109
97
108
17%
30%
20%
47%
41%
34%
19%
11%
20%
11%
83%
70%
80%
53%
59%
66%
81%
89%
80%
89%
Change
In
Percentage
Points
+56
+52
+60
+28
+39
+40
+59
+50
+61
+58
122 students completed the pre-test and post-test.
1. Assessment results showed a 50.3 percentage point gain from pre-test to
post test, as the average of pre-test scores was 24.7and the average of
the post-test was 75.0
2. Post-test data from item analysis indicate that greater than 50% of
students responded correctly on all post-test questions, except question 2.
Ninety-three students took both the pre-test and post-test. The average of the
pre-test scores was 24.7% and the average of the post-test scores was 75.0%.
Assessment results showed a 50.3 percentage point gain from pre-test to posttest, thus meeting the effectiveness standard that the post-test average score
must be at least 20 percentage points higher than the pre-test average score.
The effectiveness standards states that each item will have at least 50% correct
responses on the post-test. This standard was met by all problems.
Use of Assessment Results:
During this pre/post-test, a change was made with one of the Student Learning
Outcome d - Use technology for mathematical reasoning and problem solving.
From the analysis reports from 2009, 2011, 2012, 2013 and 2014, we can see
the following
MATH 1530
Change in Percentage Points
70
60
50
2009
2011
40
2012
30
2013
2014
20
10
0
a
b
c
d
e
Student Learning Outcomes
From the chart, the change in percentage points is the highest it has been in
almost every Student Learning Outcome. This will also be discussed at the next
Mathematics Department meeting in August 2014.