Motlow State Community College
Program Student Learning Outcomes
Use of Assessment Results
Spring 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
72
79
52
58
47
49
54
84
43
88
21
14
41
35
46
44
39
9
50
5
77%
85%
56%
62%
46%
53%
58%
90%
46%
95%
23%
15%
44%
38%
54%
47%
42%
10%
54%
5%
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
19
48
41
34
40
41
33
12
42
2
74
45
52
59
53
52
60
81
51
91
20%
52%
44%
37%
43%
44%
35%
13%
45%
2%
80%
48%
56%
63%
57%
56%
65%
87%
55%
98%
Change
In
Percentage
Points
+57
+33
+12
+25
+3
+9
+23
+77
+1
+93
93 students completed the pre-test and post-test.
1. Assessment results showed a 33.3 percentage point gain from pre-test to
post test, as the average of pre-test scores was 33.2 and the average of
the post-test was 66.5
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 32% and the average of the post-test scores was 66.5%.
Assessment results showed a 33.3 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 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 were thrilled when we discussed the results on August 23,
2013. All goals were met except for one, problem 2. This has been an
improvement from the last analysis where two problems did not meet the 50% or
better correct responses on the post-test. 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 2009, 2011, 2012, and 2013, we can see the
following
MATH 1530
70
60
Change in Percentage Points
50
40
2009
2011
2012
2013
30
20
10
0
a
b
c
Student Learning Outcome
d
e
From the reports, there is concern that the SLO b, model real world behaviors
and apply mathematical concepts to the solution of real-life problems, and c,
Make meaningful connections between mathematics and other disciplines have a
sharp decline in the change in percentage reports. The math faculty felt that
there was a possibility that students were coming into the class more prepared
than in the previous years. Also, the math faculty who teach MATH 1530 will look
at the questions in the test, which has not been changed since made in 2009.