Motlow State Community College
Program Student Learning Outcomes
Use of Assessment Results
Fall Semester 2008
Program Title: General Education, University Parallel Major
Course: MATH 1630 – Finite Mathematics
This course is intended for the student who has selected a business or computer science related major,
area of emphasis, or concentration. It is required in the accounting, agriculture, business
administration, economics, information systems, and pre-veterinary medicine areas of emphasis in the
University Parallel major and in all concentrations of the Business Technology major.
This course is a study of linear models, matrix algebra, linear programming, mathematics of finance,
combinatorics, and probability with application in each of these areas.
Expected Student Learning Outcome: After completing MATH 1630, students will use mathematics to:
a. Solve problems and determine if the solutions are reasonable.
b. Model real world behaviors and apply mathematical concepts to the solution of real-life
problems.
c. Make meaningful connections between mathematics and other disciplines.
d. Use technology for mathematical reasoning and problem solving.
e. Apply mathematical and/or basic statistical reasoning to analyze data and graphs.
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. (This detail was left to the discretion of the individual instructor.) The questions
included the following topics: break-even analysis, profit analysis, market equilibrium, linear
programming, mathematics of finance, set theory, problem solving, counting theory, and probability.
Effectiveness Standard: Effectiveness is determined according to the following two measures:
1. The post-test average score will be at least 10 percentage points higher than the pre-test
average score.
2. Each item will have at least 50% correct responses.
Assessment Results:
1. Assessment results showed a 46 percentage point gain from pre-test to post-test, as the average
of the pre-test scores was 25 and the average of the post-tests was 71.
2. Post-test data from item analysis indicate that greater than 50 % of students responded
correctly on every post-test question except questions 8 and 13.
1
Results of the pre-test were as follows:
Expected
Student
Learning
Outcome
b
d
a
d
a
b
b
e
c
e
a
c
d
e
c
Question
number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Number Missed
65
58
51
68
47
66
73
67
77
68
60
57
72
45
55
Number
Correct
18
25
32
15
36
17
10
16
6
15
23
26
11
38
28
% Incorrect
78%
70%
61%
82%
57%
80%
88%
81%
93%
82%
72%
69%
86%
54%
66%
% Correct
22%
30%
39%
18%
43%
20%
12%
19%
7%
18%
28%
31%
13%
46%
34%
Results of the post-test were as follows:
Expected
Student
Learning
Outcome
Question
number
Number Missed
Number
Correct
% Incorrect
% Correct
b
d
a
d
a
b
b
e
c
e
a
c
d
e
c
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
34
30
7
40
4
22
20
48
19
30
19
27
44
4
15
49
53
76
43
79
61
63
35
64
53
64
56
39
79
68
41%
36%
8%
48%
5%
27%
24%
58%
23%
36%
23%
33%
53%
5%
18%
59%
64%
92%
52%
95%
73%
76%
42%
77%
64%
77%
67%
47%
95%
82%
Eighty-three (83) students took both the pre-test and the post-test. The average of the pre-test scores
was 25% and the average of the post-test scores was 71%. 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 50% correct responses on the post-test was
met by all problems except questions 8 and 13. Question 8 requires that students understand how to
2
graph a system of linear equations. The student learning outcome for question 8 is “e. Apply
mathematical and/or basic statistical reasoning to analyze data and graphs.” Question 13 requires an
understanding of probability. The student learning outcome for question 13 is “d. Use technology for
mathematical reasoning and problem solving.”
Use of Assessment Results: Even though the results on the post-test were excellent, faculty will
reexamine the assessment instrument as well as the course objectives before fall 2010, when MATH
1630 is scheduled to be assessed again. Special attention will be given to the two areas where students
did not achieve at least 50% mastery. Specifically, probability and graphing systems of linear equations
will be given more class time when MATH 1630 is taught in spring 2009.
.
Pre-test questions 4, 6, 7, 8, 9, 10, and 13 were missed by 80% or more of the students who took the
test. Except for questions 8 and 13, these same questions were missed by less than 50% of the students
on the post-test, indicating that the time spent on most of the topics in class was probably adequate.
In looking at the post-test percentages, it can be easily seen that application problems (question 1—SLO
b), simplex method (question 4—SLO d), systems of equations (question 8—SLO e), and statistics
(question 13—SLO d) are all areas which need to be emphasizes the next time MATH 1630 is taught.
These topics are the only ones missed by more than 40% of the students on the post-test. Faculty will
begin to put more emphasis on these areas so that when MATH 1630 is assessed in fall 2010, according
to the assessment cycle, gains will be made in student learning.
3