Math Education
Assessment of Mathematics Education
2013 Summary Analysis
The benchmarks were all met with the exception of Course Grades related to taking SEED 440
(formerly SEED 471) and the Math Education Exit Exam. The only graduate in 2013 with a Math
Education major did not take SEED 440, SEED 440 is now a required course in the program for
students in the 2012 catalog and beyond. The only graduate from the program skipped six of
the seven mathematical proof questions on the exit exam and demonstrated a general lack of
engagement/effort on the exam. We will monitor the engagement/effort on the exit exam by
graduates in the spring and fall of 2014 to determine if this is an isolated incident or if changes
are required in the administration of the exam so students take the exit exam seriously.
2012 Summary Analysis
The benchmarks were all met with the exception of Course Grades related to taking SEED 440
(formerly SEED 471), the classroom management course. Despite recommendations that
students take the classroom management course which is an optional course in the program we
have not had a graduate take the course in the past five years. Given the importance of
classroom management, the course is now required in the program for students in the 2012
Catalog.
Starting in the spring of 2013 math education graduates will be required to take a DSU
math education exit exam (secondary to the Praxis Content exam) so there will be less
reliance on course grades in writing the next SPA report for NCATE accreditation. The
math education assessment plan will contain the following new measurement:
(1.a.6) Exit Exam – graduates will demonstrate at least partial command in all
seven categories and sufficient or deep command in at least four of the seven
categories. Benchmark at 90%.
The DSU math education exit exam has forty questions in seven categories: Number and
Operations, Algebra, Geometry, Calculus, Discrete Math, Probability and Statistics, and
Measurement. The student will be evaluated as having either minimal command, partial
command, sufficient command or deep command of the knowledge and skills associated with
the content in each category as demonstrated on the exit exam.
Math Education
Assessment of Mathematics Education
2011 Summary Analysis
The benchmarks were all met with the exception of Course Grades related to taking SEED 440
(formerly SEED 471), the classroom management course. Despite recommendations that
students take the classroom management course which is an optional course in the program we
have not had a graduate take the course in the past five years. At this point in time we need to
determine if this course needs to be required of math education majors. We also need to
evaluate the program in regards to potential reduction in credit hours from 128 to 120.
Math Education
2010 Summary Analysis
Assessment of Mathematics Education
There were no graduates in the previous year (Fall 2009 or Spring 2010), however recent data
from employers and graduate surveys added to the table for the 2008-2009 graduates are all
positive. All benchmarks related to the new data are at100% and don’t warrant further review
at this time. We are still monitoring the results of advising on students taking the elective
Classroom Management class (didn’t meet our benchmark previously).
Math Education
2009 Summary Analysis
Assessment of Mathematics Education
Upon review of the annual data of the mathematics education program assessment
there was one category in which the benchmark set was not met. The math education
students have not been taking the recommend classroom management course (SEED
471 Classroom Management). It is an advising goal that at least 50% of the graduates
take this optional course. The math faculty feel this is an important course for future
teachers and we will strongly encourage that the course be taken by our students. If the
trend continues we may need to consider making the course a requirement instead of a
recommendation.
Math Education
2008 Summary Analysis
Upon review of the annual data of the mathematics education program assessment (two years
data, fall 06-spring08) there was one category in which the benchmark set was not met. Neither
of the two graduates had taken the SEED 471 Classroom Management course and it is an
advising goal that at least 50% of the graduates take this optional course. This is an advising
issue and the math education advisors will discuss and recommend the course to students
during their student teaching semester. Although scores earned by graduates on the Teaching
Assessment Form were lower than expected, the average of proficient in the benchmark was
met. Given the following data on the Praxis scores the marks on the Teaching Assessment Form
were not of concern.
The following table provides the subscores for the two program completers (fall 2006 and spring 2008)
for the Math Content Exam (no test takers in the spring of 2007 or fall 2008) along with the possible raw
score for each section.
Algebra
and
Number
Theory
Measurement,
Geometry,
Trigonometry
Functions,
Calculus
Data Analysis
and Statistics,
Probability
Matrix
Algebra,
Discrete
Mathematics
Scaled
Score
Candidate 1
6
8
6
6
5
154
Candidate 2
5
7
8
5
3
149
Possible Raw
Score
8
12
14
8
8
--
Minimum Passing Score
Requirement
124
The following table provides Praxis II PLT scores for two program completers; one in fall 2006 and the
other in spring 2008. South Dakota Qualifying Score is 153.
I.
II.
III.
IV.
Students
as
Instruction &
Assessment
Teacher
Professionalism
Students as
Learners
V.
VI.
VII.
Instruction
&
Communication
Techniques Case
Teacher
Professionalism
Scaled
Score
Learners
Case
History
Assessment
History
Case History
Case History
Candidate 1
7
8
8
8
6
6
2
172
Candidate 2
7
5
5
12
8
6
2
170
Possible
Raw Score
8
8
8
16
16
8
8
200
Minimum Passing Score
Requirement
153