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GE Mathematics and Statistics Assessment Margaret Owens, Chair Department of Mathematics and Statist

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Title: GE Mathematics and Statistics Assessment Margaret Owens, Chair Department of Mathematics and Statist


1
GE Mathematics and Statistics AssessmentMargare
t Owens, ChairDepartment of Mathematics and
StatisticsCalifornia State University, Chico
2
Overview of Our GE Math
3
Student Learning
4
Learning Outcomes
5
Calculus Goals
  • Multi-section uniformity

Students learn how to differentiate algebraic,
exponential, trigonometric, and logarithmic
functions, as well as combinations of these
functions.
6
A Common Calculus Final Exam
  • Multiple choice or open response?
  • Percentage of course grade?
  • How common is the common final?
  • Common grading?
  • Who analyzes/acts on the data?

7
Introductory Statistics
Attitude Goal Increase the self-confidence of
students in their ability
Ability Goal Teach basic concepts of probability
needed for an understanding of inferential
statistics
8
Survey - Student Perceptions
  • Attitude
  • 22 were more interested
  • 31 were less anxious
  • 52 were more confident
  • Technology
  • 17 felt they could use computers more
    effectively
  • 73 felt they could use calculators more
    effectively
  • Awareness
  • 62 felt more aware of their ability
  • 63 felt more able to recognize when to use math
  • Ability
  • 74 better able to organize, present data
  • 34 use math more

9
Student Perception of Ability
Agree or disagree? I can perform the math
problems and manipulations in this course.
Results 70 agreed 14 disagreed
10
Student Learning
Which of the following sequences is most likely
to result from flipping a fair coin 5 times? A.
HHHTT B. THHTH C. THTTT D. HTHTH E. All
4 sequences are equally likely.
85 correctly answered E.
11
Profound Student Learning
Why did you choose your answer to the last
question?
A. (15) Since the coin is fair, you ought to
get roughly equal numbers of heads and tails. C.
(40) Any of the sequences could occur. E.
(36) Every sequence of 5 flips has the same
probability of occurring.
12
Lessons Learned
  • Assess to improve student learning outcomes.
  • Think small.
  • Close the loop.
  • Seek professional help.
  • Seek amateur help
  • maowens_at_csuchico.edu
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