Gerald Kruse, PhD. Associate Professor of Mathematics and Computer Science Juniata College

1. Using CLA-in-the-Classroom Performance Tasks for Assessment in a Quantitative Reasoning Course Gerald Kruse, PhD. Associate Professor of Mathematics and Computer Science Juniata College Huntingdon, PA kruse@juniata.edu http://faculty.juniata.edu/kruse

2. MA 103, Quantitative Methods, at Juniata College“Mathematics 103 prepares students to be quantitatively literate citizens in today's world. By learning to think critically about quantitative issues, students will be able to make responsible decisions in their daily lives. Problems are analyzed and solved using numerical, graphical, statistical, and algebraic reasoning. Technology is used to help visualize data and facilitate calculations, as well as to present quantitative output and verbal arguments. ” • Collegiate Learning Assessment, (CLA), Performance Task Goals“Critical Thinking, Analytic Reasoning, and Problem Solving“Written Communication” *I am aware we could make this linkage for most classes…

3. Leveraging “Existing Frameworks” MA 103 re-designed during a sabbatical: • Quantitative Skills AssessmentPre and Post (first and last day of semester, does not count toward final grade) • Quantitative Attitudes SurveyPre and Post (first and last day of semester) • Daily Activities and 3 Open-ended Projects

4. Modifying MA 103 to Assess Improvements in Quantitative Reasoning/Critical Thinking • Use a “CLA-like” performance task as a pre and post assessment • Construct Projects 01, 02, and 03 using CLA guidelines • Is performance better on the post-assessment?

5. Why CLA Performance Tasks in MA 103? The goals of CLA Performance tasks align nicely with the goals of MA 103. In particular, the critical thinking goal is mentioned in both, and it involves evaluating or making good arguments. We extend this to quantitative reasoning,as critical thinking focusing on numbers and data. So, how do we use Performance Tasks to measure quantitative reasoning skills?

6. Collegiate Learning Assessment (CLA)Performance Tasks What are Performance Tasks? “..realistic problems that require students to analyze complex materials and determine the relevance to the task and credibility.  Students' written responses to the tasks are evaluated to assess their abilities to think critically, reason analytically, solve problems and communicate clearly and cogently. ”

7. Performance Task Scenario for Pre and Post-Assessment Sen. Nathan Dulce is running for re-election vs. Pat Sauer Proposed bill to ban aspartame, an artificial sweetener, from being added to any soft drink or food product, Dulce opposes, Sauer approves. Pat Sauer made two arguments during a recent TV interview: (1) Strong correlation between the number of people who consume aspartame and headaches, so, “banning aspartame would improve the health of the state’s citizens.” (2)“aspartame should be banned and replaced with sucralose.” Pat Sauer supported this argument by referring to a news release.

8. Standard “Self-contained” Disclaimer The given scenario is hypothetical, but realistic, and the task contains several documents from different information sources. While your personal experiences and values are important, this task is self-contained, so you should base your response(s) on the information in the provided documents. The open-ended performance task allows us to assess your critical thinking and quantitative reasoning skills. In addition, your presentation and writing will be considered when your submittal is scored. So, the task has several attached documents, either containing relevant information, or “red-herrings.”

9. Performance Task Scenario for In-semester Projects • Protagonist is a student at Juniata College, major in Environmental Science (foreshadowing for future task) • Protagonist is also Student Government Treasurer • Works closely with “Bruce Stacy,” Director of Student Activities • Self-contained, recommendations based solely on provided documents

10. Quantitative Reasoning Assessment Schedule, Fall 2009

11. Assumptions/Questions Will students in both Section 01 and 02 will have better results on the Post-Assessment than the Pre-Assessment? Will the students in Section 01, show more improvement on the Post-Assessment than students in Section 02? The students in Section 01 had projects based on CLA-like Performance Tasks, while the students in Sections 02 and 03 had traditional projects. How will the students in Section 03 score on the Quantitative Reasoning Post-Assessment? Traditional Math Skills Assessments were given prior to Fall 2009 semester. The QR Assessment is given here to compare if not having seen it previously makes a difference. Does MA103 help Improve student’s Quantitative Reasoning skills?

12. Any Questions or Comments?

13. MA 103, Project 01 In response to the funding controversy, Bruce Stacy has asked you to write a etter, and upload it in Moodle, by Monday, February 16 (due at the beginning of your MA 103 class), answering the allegations. His two main concerns are answering whether the funding allocations are fair and equitable, and answering why the funding was cut given that the student enrollment was rising. So at the very least, you will be sure to address his two concerns in your letter, although you realize there may be additional points to be made. From working with Bruce Stacy over the last year and a half, you know that he really values visual aids like graphs and charts, so you consider ways to incorporate these in your letter, where appropriate.

14. Materials Available to the Student • Email complaining that allotments are unfair • Letter from College President explaining budget decrease for student organizations, even though enrollment is increasing • Table showing club funding history and projected funding • Bar chart of last three years of club membership • Line graph of last three years of FTE • Juniatian article describing student protests over club funding

15. MA 103, Project 02 • Keep our character • Analyze loans, loan table, interest, etc…(a component in previous Projects) • Write a letter to parents describing desire to switch from ESS to finance or accounting, hope to test web-site evaluation skills

16. Critical thinking involves evaluating/making good arguments Making good arguments involves. . . • Clearly stating a conclusion • Evaluating and selecting evidence • Creating links between evidence and conclusion We can then consider quantitative reasoning as critical thinking involving numbers/data…