Motlow State Community College
Program Student Learning Outcomes
Use of Assessment Results
Fall Semester 2013
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
98
136
127
92
135
125
115
53
136
85
53
15
24
59
16
26
36
98
15
66
65%
90%
84%
61%
89%
83%
76%
55%
90%
56%
35%
10%
16%
39%
11%
17%
24%
45%
10%
44%
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
48
83
73
68
62
50
73
25
69
5
103
68
78
83
89
101
78
126
82
146
32%
55%
48%
45%
41%
33%
48%
17%
46%
3%
68%
45%
52%
55%
59%
67%
52%
83%
54%
97%
Change
In
Percentage
Points
+33
+35
+36
+16
+48
+50
+28
+38
+44
+53
151 students completed the pre-test and post-test.
1. Assessment results showed a 38.1 percentage point gain from pre-test to
post test, as the average of pre-test scores was 25.1 and the average of
the post-test was 63.2
2. Post-test data from item analysis indicate that greater than 50% of
students responded correctly on all post-test questions, except question 2.
One hundred fifty – one students took both the pre-test and post-test. The
average of the pre-test scores was 25% and the average of the post-test scores
was 63%. Assessment results showed a 38.1 percentage point gain from pre-test
to post-test, 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 that each item will have at least 50% correct
responses on the post-test was met by all problems except question 2 – SLO –
model real world behaviors and apply mathematical concepts to the solution of
real-life problems.
Use of Assessment Results:
The math faculty discussed the results of the MATH 1530 results of the pre and
post tests assessments on January 13, 2014. All goals were met except for one,
problem 2. This is the same as the previous assessment results. This problem is
an easily missed problem, but is also necessary for the assessment. Full-time
and adjunct faculty participated in giving the pre-test and post-test during the
spring semester.
From the analysis reports from the year 2013, the results are shown:
MATH 1530
60
Change in Percentage Points
50
40
Spring
30
Fall
20
10
0
a
b
c
Student Learning Outcomes
d
e
From the analysis, shown in the chart, the change in percentage points increased
in SLO c - make meaningful connections between mathematics and other
disciplines in a major way. There was an increase in 43 percentage points.
Overall, there was an increase of 9.4 percentage points in the fall semester.
The math faculty discussed the pre and post test and decided to change one of
the questions on the test. The question is for the SLO d - Use technology for
mathematical reasoning and problem solving. This new question will be utilized in
the spring semester 2014. This discussion can be seen in the math minutes for
January 13, 2014. See Minutesmathspring2014a.docx