MATH ASSESSMENT UPDATE FOR FALL 2005 (Monday, September 26, 2005)

1. Learning Outcomes/Benchmarks

Currently, we have benchmarks set at 70% of the students who retake accuplacer after mat 106 will score 85 or higher, which is testing into mat 121. Since this benchmark has been used once, we will be looking at its validity in the upcoming round of assessment tests.

2. Measures of Student Learning (direct and indirect)

DIRECT MEASURE: Up to this point, students who tested into developmental math retook the accuplacer test after passing mat 106 to determine if they could test into mat 121. Starting in Fall 2005, we will be asking mat 060 students to retake the accuplacer as well.

INDIRECT MEASURE: A survey was embedded into accuplacer. The survey is being looked at to improve the wording of questions (and the questions themselves) so that answers can be used to change in class practices.

3. Data Collection

The data is automatically gathered into a database that is accessible through www.accuplacer.com.

4. Data Recording and Storage

Data is downloaded from accuplacer’s website, put into an Excel spreadsheet and kept on computer and on disk in the math department.

5. Data Analysis and Reporting

James Gray has taken over the responsibilities for the analysis of the data and reporting from Cheryll Wingard. In addition, Allen Curry (math adjunct with a PHD in research design) has agreed to assist James in the analysis of the data, as well as to assist in improving the quality of the assessment.

6. Decision Making and Program Change Based on Data

The questions that arose are…

1. Why are students unable to recognize when they need help?

2. How well is the placement process working for students?

3. Can a particular area of difficulty be determined for changes to be made?

PROGRAM CHANGES:

1. Instructors have been advised that students may not recognize when they are in need of assistance. They have been asked to give special attention to struggling students in order to direct them to the resources already available to them; early alert, the math tutoring lab, math workshops, digital video tutors, open entry classes.

2. Until this summer, the math placement process was solely the Accuplacer test. A preassessment math workshop has been developed to help students more accurately place into their math class. In addition, instructors are giving first day diagnostic tests to students.

3. We will be looking for Accuplacer’s ability to assess a student’s difficulty with a particular area.

CHANGES TO BE DETERMINED LATER:

1. A meeting will be set up with part time faculty in either Oct. or Nov. of 2005 to discuss changes that can be brought inside the classroom to better remedy the questions above.

7. Adjunct Faculty Involvement

1. Refer to question 5 and “CHANGES TO BE DETERMINED LATER” above.