Bachelor of Science, Bachelor of Arts
in Mathematics
Traditional Option
Secondary Teaching Preparation Option
Educational Effectiveness
Assessment Plan
Version X
Revised June 2012
Version X will be reviewed by the
by the Mathematics faculty in August 2012
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TABLE OF CONTENTS
Mission Statement ________________________________________________________________
2
Program Introduction _____________________________________________________________
3
Assessment Process Introduction ____________________________________________________
3
Mathematics Baccalaureate Degree Student Learning Outcomes _________________________
4
Table 1: Association of Assessment Measures to Student Learning Outcomes ________________
5
Assessment Measures _____________________________________________________________
6
Table 2: Program Student Learning Outcomes Assessment Measures and Administration _____
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Assessment Implementation & Analysis for Program Improvement ________________________
General Implementation Strategy ______________________________________________
Method of Data Analysis and Formulation of Recommendations for Program _________
Improvement
Modification of the Assessment Plan ____________________________________________
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Appendix A: Senior Exit Survey ____________________________________________________
Measure Description: ________________________________________________________
Factors that affect the collected data: ___________________________________________
How to interpret the data: ____________________________________________________
Exit Survey _______________________________________________________________
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Appendix B: ETS Major Field Test__________________________________________________ 12
Appendix C: Alumni Information___________________________________________________ 13
How to interpret the information collected:______________________________________ 14
MISSION STATEMENT
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Mathematics Program Mission
The mission of the Mathematics program is to inspire our students to develop the knowledge and skills
to understand, communicate and apply mathematical ideas, through excellence in instruction, quality
research and scholarly activities, valuable and expert resources to the community, curriculum, and
academic advising.
PROGRAM INTRODUCTION
There is no special accreditation available for mathematics programs in the United States. The CUPM
(Committee on the Undergraduate Program in Mathematics) under the umbrella of the Mathematical
Association of America developed guidelines for Mathematics Programs (2004). Revised guidelines
have been under discussion for several years. A useful reference is "CUPM Discussion Papers about
Mathematics and Mathematical Sciences in 2010: What Should Students Know?"
ASSESSMENT PROCESS INTRODUCTION
This document defines the expected student learning outcomes for the Mathematics program and
outlines a plan for assessing the achievement of the stated student learning outcomes. The assessment
uses three tools: student program portfolios, the Senior Exit Survey, and the ETS Major Field Test.
Mathematics Program Assessment in its current form began in Fall 2001 with the distribution of the
Senior Exit Survey to graduating seniors. The Senior Exit Survey was intended to determine how
graduating seniors perceived the department, its faculty, academic advising, and the quality of the
program. Minor modifications to the survey have been made to provide more useful information to the
department. As a result of survey responses with respect to academic advising, a Mathematics faculty
member is assigned as an advisor to every mathematics major as soon as the student declares a
mathematics major. The section on future plans for graduate school and other careers has been
expanded, and a question on logic-based and computational methods was added in Fall 2011.
The program requirement that a mathematics major must take a standardized test of knowledge in
order to graduate became effective as of the 2002-2003 catalog. During 2002-2004, students took a
variety of tests: Praxis II, GRE Mathematics Subject Test, and the ETS Mathematics Major Field Test.
In September 2003, the mathematics faculty decided to require one test, i.e. the ETS Mathematics
Major Field test to obtain more meaningful data. The ETS Mathematics Major Field Test is
administered by over 300 mathematics programs in the United States.
The use of student program portfolios began in Fall 2011. These portfolios collect over time evidence
of student achievement of the ability to understand, communicate, and apply mathematics.
Descriptions of their philosophy of learning and interest in continuing to learn and use their skills are
collected in required portfolio elements.
The mid-year and end-of-year reports and the final plan are written by the CIP (Mark Fitch) with
assistance from various mathematics faculty. Various documents published by professional
associations in the discipline, including the Mathematical Association of America, are reviewed by the
CIP as they become available.
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The mathematics faculty met and accepted the current student learning outcomes and assessment
process in September 2012, and has accepted the process, report, and plan each fall semester. The plan
is reviewed each academic year.
The development of the student learning outcomes was made after a review of professional standards
published by the Mathematical Association of America and other professional organizations, and
faculty discussion. The program student learning outcomes were significantly revised in fall 2012. It
should be noted that the Mathematics program at UAA has traditionally followed national standards. In
fact, UAA was requiring a Computer Science course and a Statistics course before they were
recommended by the Mathematical Association of America.
MATHEMATICS BACCALAUREATE DEGREE STUDENT LEARNING OUTCOMES
Demonstrate knowledge of the techniques of modern mathematical subjects including
calculus, linear algebra, modern algebra, and probability and statistics.
Demonstrate an ability to construct proofs and solve problems using deductive logic, data
analysis, computation, modeling, and connections.
Demonstrate an ability to read, write, and speak mathematics.
Demonstrate cognizance of their mathematical knowledge, of mathematics around them, and
their need for life-long learning.
Program Goal:
Mathematics majors should receive high quality timely advising from mathematics faculty.
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TABLE 1: ASSOCIATION OF ASSESSMENT MEASURES TO
STUDENT LEARNING OUTCOMES
This table is intended to help organize the student learning outcomes and the measures that are used to
assess them. Each measure contributes information on the students’ achievement of a different set of
student learning outcomes. That contribution is tracked in this table.
Standardized
Test
Student Learning Outcomes
Exit Survey
Student
Program
Portfolios
This table also forms the basis of the template for reporting and analyzing the combined data gathered
from these measures. That is shown in the report section.
Solve mathematical problems using logic-based and
computational methods. Demonstrate knowledge of the
techniques of modern mathematical subjects including calculus,
linear algebra, modern algebra, and probability and statistics.
1
0
1
Demonstrate an ability to construct proofs and solve problems
using deductive logic, data analysis, computation, modeling,
and connections.
1
0
1
Demonstrate an ability to read, write, and speak mathematics.
1
0
0
Demonstrate cognizance of their mathematical knowledge, of
mathematics around them, and their need for life-long learning.
1
1
0
0 = Measure is not used to measure the associated outcome.
1 = Measure is used to measure the associated outcome.
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ASSESSMENT MEASURES
A description of the measures used in the assessment of the program student learning outcomes and
their implementation are summarized in Table 2 below. The measures and their relationships to the
program student learning outcomes are listed in Table 1 (above).
There is a separate appendix for each measure that shows the measure itself and describes its use and
the factors that affect the results.
TABLE 2: PROGRAM STUDENT LEARNING OUTCOMES
ASSESSMENT MEASURES AND ADMINISTRATION
Measure
Student
Program
Portfolios
Senior Exit
Survey
ETS Major
Field Test
Frequency/ Start
Date
Collection Method
Students begin to
construct their
portfolio in Math
A215. Portfolios are
collected and
reviewed each
semester.
Students submit the
portfolios to faculty of
Math A215 and upper
division courses.
All
mathematics
faculty
The survey consists of
fourteen questions and
is administered to
students in their senior
year
Administered every
fall and spring
semester. Start date:
Fall 2001
The surveys are
distributed in class or
mailed to graduating
seniors in two stamped
addressed envelopes in
order to separate the
student/contact
information and the
survey.
Assessment
Coordinator
National standardized
test
Administered every
fall and spring
semester. Start date:
Fall 2002 for
students graduating
under the 2002-2003
catalog
Supervised by a
Mathematics faculty
member. Completed
tests are sent to the
Educational Testing
Services by the
Assessment Coordinator
Assessment
Coordinator
Description
Portfolios contain
statements of goals,
reflections on classes
and materials from
classes.
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Administered
by
ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT
General Implementation Strategy
Implementation of the plan revolves around the Student Program Portfolios, the Senior Exit Survey for
graduating seniors, and the Educational Testing Service (ETS) Major Field Test. The Student Program
Portfolios are collected every semester from all majors who have or are taking Math A215. The Senior
Exit Survey and the standardized Major Field Test are administered every fall and spring semester.
Students graduating in the summer semester receive the Senior Exit Survey in the previous spring
semester. All mathematics majors must take the ETS Major Field Test in order to graduate with a
degree in Mathematics, and all graduating seniors receive the Senior Exit Survey.
Method of Data Analysis and Formulation of Recommendations for Program Improvement
Early in the Fall semester, the mathematics program faculty are asked to review the assessment plan,
tools, and report. ETS provides a Comparative Data Guide for the Subject Test. The faculty review
may result in recommendations for modification of the tools and/or plan. It may also result in program
changes that are designed to enhance performance relative to the program’s student learning outcomes.
The recommended programmatic changes are forwarded to the CAS Program Assessment Coordinator
in October. The revised assessment plan and report, and the recommended programmatic changes are
forwarded to the CAS Program Assessment Coordinator and the Office of Academic Affairs by June
15 each year. A plan for implementing any recommended changes to the academic curriculum will
take into consideration existing UAA policies, procedures and deadlines for such changes.
The proposed programmatic changes may be any action or change in policy that the faculty deems as
being necessary to improve performance relative to program student learning outcomes.
Recommended changes should also consider workload (faculty, staff, and students), budgetary,
facilities, and other relevant constraints. A few examples of changes made by the mathematics
programs at UAA include:
o Additional degree options, changes in course content, more flexibility in selective courses,
prefixes, scheduling, sequencing, prerequisites, delivery methods.
o changes in faculty assignments
o changes in advising methods and requirements
o addition and/or replacement of equipment
o changes to facilities
Modification of the Assessment Plan
The mathematics program faculty, after reviewing the assessment plan and report, and the processes
used to collect the data, may decide to alter the assessment plan. Changes may be made to any
component of the plan, including the program student learning outcomes, assessment tools, or any
other aspect of the plan. The changes are to be approved by the faculty of the program. The modified
assessment plan will be forwarded to the CAS Program Assessment Coordinator and the Office of
Academic Affairs.
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APPENDIX A: SENIOR EXIT SURVEY
Measure Description:
A fourteen question survey is administered to graduating seniors to gather information about the
quality of the Mathematics programs, academic minors obtained, department, faculty, academic
advising, preparation for careers, and why the student selected the major. Changes have been made to
the survey including information about logic-based and computational methods, future plans, and a
request for an email address, so that alumni can be contacted more easily in the future.
Factors that affect the collected data:
The the response rate to the survey affect the representative nature of the data.
How to interpret the data:
The data provides information on whether students are satisfied with the educational experience
provided by the program, and whether they consider themselves prepared for a career.
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Senior Exit Survey
Contact Information
This page will be placed in a separate envelope from the Senior Exit Survey to ensure anonymity
for the student.
In case we need to contact you at some future date for further feedback, we would appreciate if
you would provide us with your preferred contact information.
Name:
_________________________________________________
Address:
____________________________________________
____________________________________________
Phone Number: ____________________________________________
Email address:
____________________________________________
We also appreciate if you would provide the name and contact information of a person who
may be able to help us contact you in the event that your contact information changes.
Contact Person: ____________________________________________
Contact Person email:________________________________________
Address:
____________________________________________
____________________________________________
Phone Number: ____________________________________________
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Senior Exit Survey
Please take a few minutes to fill out this survey. We plan to use the results to help us evaluate
the quality of our undergraduate program. Your responses are confidential.
The survey should be returned to the Mathematical Sciences Department in SSB 154. The responses
will be analyzed by the Department of Mathematical Sciences for assessment purposes.
1.
Please check the type of undergraduate degree you will be receiving.
Bachelor of Arts Mathematics, Traditional Option _______
Bachelor of Arts Mathematics, Secondary Teaching Preparation Option
_____
Bachelor of Science Mathematics, Traditional Option _______
Bachelor of Science Mathematics, Secondary Teaching Preparation Option_____
2.
Please list any academic minors for which you have applied.
3.
Why did you decide to major in math?
4.
Would you choose the same major if you were starting your undergraduate education over?
Yes_____
No_____
Why or why not?
5.
What are the major strengths of the department?
6.
In what areas could the department improve?
7.
Are you satisfied with the overall quality of your computer science, statistics, and mathematics
courses?
Very Satisfied_____
Satisfied_____
Please elaborate.
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Dissatisfied_____
8.
Did you develop logic skills based on your mathematics/statistics courses at UAA?_
Please elaborate.
9.
Did you develop computational skills based on your mathematics/statistics courses at UAA?
Please elaborate.
10.
Are there mathematics or statistics courses that you would like taught at UAA which are
not currently offered?
Yes_____
No_____
If your answer to this question is "yes", please list the courses and give reasons as to why you
would like them offered.
11.
Did you have adequate access to the department faculty (e.g. office hours, informal discussion,
etc.)?
Yes_____
No_____
Please elaborate.
12.
How would you describe the quality of undergraduate advising in the department?
Excellent______
13.
14.
Adequate______
Needs Improvement_______
a)
What are your short and long term career plans after you graduate?
b)
Do you have plans to attend graduate or professional school? If so, in which area/field?
c)
Would you be interested in obtaining a graduate degree in mathematical sciences at
UAA if such a degree was offered?
d)
What contribution do you expect your mathematics background will make in your
career?
e)
Do you think you have the mathematical knowledge and skills necessary to succeed in
your chosen career path(s)?
If there are any additional comments that you would like to make concerning your
undergraduate education, please add them, below.
Thank you for taking the time to complete this survey.
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APPENDIX B: ETS MAJOR FIELD TEST
Tool Description:
The ETS Major Field Test in Mathematics is designed to measure the basic knowledge and
understanding achieved by senior undergraduates in mathematics. In addition to factual knowledge, the
test evaluates students’ abilities to analyze and solve problems, understand relationships, and interpret
material. The ETS Major Field Test can be used by program faculty to evaluate their curricula and to
measure the progress of their students. The tests also provide students with an assessment of their own
level of achievement within the discipline of mathematics compared to that of students in their
program and to national comparative data. Content areas covered on the test include Calculus (30%),
Linear and Abstract Algebra (30%), Advanced Calculus, Real and Complex Analysis, Discrete
Mathematics, Probability and Statistics, Dynamical Systems, Topology, Geometry, Differential
Equations, and Numerical Analysis (40%). Changes are made to the ETS tests periodically to reflect
current curriculum trends.
ETS major field tests are confidential, and sample tests are not permitted to be viewed except under
strict security conditions.
Factors that affect the collected data:
Student motivation. There is currently no requirement that students have to obtain a specific grade on
the standardized test. This raises the possibility that students will not spend time preparing for the test
or take the test seriously.
How to interpret the data:
A Comparative Data Guide, published each year, contains tables of scale scores and percentiles for
individual student scores, departmental mean scores, and any sub scores or group assessment
indicators that the tests may support. Overall student scores are reported on a scale of 120-200; sub
scores are reported on a scale of 20-100. The Subject Test has been required as a graduation
requirement since the 2002-2003 catalogs. The number of students taking the test each semester has
not been large enough for sub scores to be provided by ETS except for Spring 2005, Spring 2006, Fall
2006 and Spring 2007.
The test is administered during the ninth or tenth week of the fall and spring semesters, so that the
information is available for graduation audits to be completed.
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APPENDIX C: ALUMNI INFORMATION
Alumni information is obtained by mathematics program faculty who keep in contact with alumni.
The narrative provides information on whether mathematics graduates obtain meaningful jobs, have
successful careers, and whether they pursue graduate degrees in mathematics or another field.
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