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“USING A FIRST – DAY DIAGNOSTIC TEST FOR COURSE ASSESSMENT”

“USING A FIRST – DAY DIAGNOSTIC TEST FOR COURSE ASSESSMENT”. THE AMERICAN MATHEMATICAL ASSOCIATION OF TWO-YEAR COLLEGES (AMATYC) 35 h ANNUAL CONFERENCE LAS VEGAS, NV ED GALLO SINCLAIR COMMUNITY COLLEGE DAYTON, OH ed.gallo@sinclair.edu NOVEMBER 12, 2009. BACKGROUND.

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“USING A FIRST – DAY DIAGNOSTIC TEST FOR COURSE ASSESSMENT”

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  1. “USING A FIRST – DAY DIAGNOSTIC TEST FOR COURSE ASSESSMENT” THE AMERICAN MATHEMATICAL ASSOCIATION OF TWO-YEAR COLLEGES (AMATYC) 35h ANNUAL CONFERENCE LAS VEGAS, NV ED GALLO SINCLAIR COMMUNITY COLLEGE DAYTON, OH ed.gallo@sinclair.edu NOVEMBER 12, 2009

  2. BACKGROUND • SINCLAIR COMMUNITY COLLEGE, DAYTON, OH (25,000+ STUDENTS) • DEV 084 BASIC MATH I • DEV 085 BASIC MATH II • DEV 108 INTRO TO ALGEBRA • MAT 101 ELEMENTARY ALG. • MAT 102 INTERMEDIATE ALG. • MAT 116 COLLEGE ALGEBRA

  3. THE COURSES “NORMAL” SEQUENCE • MAT 101 ELEMENTARY ALG. • MAT 102 INTERMEDIATE ALG. “PILOT” SEQUENCE • MAT 191 PRE-COLLEGE ALG. • MAT 192 PRE-COLLEGE ALG. • MAT 193 PRECOLLEGE ALG.

  4. 191-192-193 SEQUENCEBACKGROUND INFO • PHASED IN --- FALL 2006 • PURPOSES: • MORE CALENDAR TIME 3 QUARTERS vs 2 QUARTERS • INCREASE STUDENT ENGAGEMENT (MORE IN-CLASS ACTIVITIES)

  5. COURSE DESCRIPTIONS REVIEW ARITH SIGNED NOs LINEAR EQNs MAT 101 LINEAR INEQUALs MAT 191 LINEAR EQNs (2 VAR.) POLYNOMIAQLS FACTORING I FACTORING II RATONAL EXPRESSIONS REVIEW FACTORING REVIEW RAT’L EXPR. MAT 192 LINEAR EQNs (2 VAR.) SYSTEMS OF EQNs MAT 102 ABSOLUTE VALUE EQNs/INEQUALITIES RATIONAL EXPONENTS RADICALS MAT 193 QUADRATIC EQNs QUADRATIC FUNCTIONS

  6. BEYOND CROSSROADS(CHAPTER 5)

  7. STUDENT LEARNING OUTCOMES (COURSE OBJECTIVES) • STUDENTS FROM MAT 101 WILL BE READY TO TAKE MAT 102 • “READINESS” IS MEASURED IN 14 TOPIC AREAS

  8. DESIGN TOOLS, CRITERIA, STANDARDS • READINESS MEASURED BY: • FIRST – DAY- OF – CLASS “DIAGNOSTIC ASSESSMENT” • 14 QUESTIONS / AREAS • 75% CORRECT IN EACH QUESTIONS / AREAS

  9. IMPLEMENTDATA COLLECTION • WINTER QUARTER 2009 • ALL MAT 102 SECTIONS • ONLY STUDENTS WHO HAD ALREADY TAKEN MAT 101 • N = 209

  10. ANALYZEDIAGNOSTIC ASSESSMENT 14 QUESTIONS / AREAS 1 Exponents – Order of operation 2 Multiply monomial by a binomial 3 Square a binomial 4 Multiply rational expressions 5 Add rational expressions 6 Subtract polynomials 7 Exponents – Power Rule 8 Exponents – Quotient Rule 9 Solve a linear equation 10 Quadrant 11 Factoring with greatest com. factor 12 Factoring a trinomial 13 Factoring a quadratic – Special case 14 Solve linear inequality, one variable

  11. ANALYZEDIAGNOSTIC ASSESSMENT 14 QUESTIONS / AREAS 1 Exponents – Order of operation 32.0% 2 Multiply monomial by a binomial 86.2% 3 Square a binomial 67.7% 4 Multiply rational expressions 60.6% 5 Add rational expressions 34.6% 6 Subtract polynomials 76.6% 7 Exponents – Power Rule 79.6% 8 Exponents – Quotient Rule 62.8% 9 Solve a linear equation 87.0% 10 Quadrant 61.0% 11 Factoring with greatest com. factor 82.5% 12 Factoring a trinomial 74.0% 13 Factoring a quadratic – Special case 85.1% 14 Solve linear inequality, one variable 68.8%

  12. IDENTIFY GAPS(DESIRED vs ACTUAL) 14 QUESTIONS / AREAS (8 OF 14 BELOW 75%) 1 Exponents – Order of operation 32.0% 3 Square a binomial 67.7% 4 Multiply rational expressions 60.6% 5 Add rational expressions 34.6% 8 Exponents – Quotient Rule 62.8% 10 Quadrant 61.0% 12 Factoring a trinomial 74.0% 14 Solve linear inequality, one variable 68.8%

  13. BEYOND CROSSROADSCHAPTER 5 • POSSIBLE ACTIONS BASED ON COURSE ASSESSMENT • RE-EXAMINE • COURSE CONTENT • PREREQUISITES • ASSESSMENT TOOLS • ALTER • TEACHING METHODS/ACTIVITIES • CHANGE • TYPE/FREQUENCY OF TESTING • ADJUST • PERCENTAGE OF GROUP WORK/LECTURE • MODIFY • AMOUNT OF FEEDBACK TO STUDENTS • INDIVIDUAL ATTENTION TO STUDENTS • OVERALL • FACULTY REFLECTION AND ACTION TO IMPROVE STUDENT LEARNING IN MATH

  14. DOCUMENTNEEDED CHANGES • RESULTS • FEEDBACK TO MAT 101 FACULTY • NEEDED CHANGES • CURRICULUM • MATERIALS • TEACHING STRATEGIES

  15. DOCUMENTNEEDED CHANGES • ANALYZE EACH DIAGNOSTIC ASSESSMENT QUESTION • SHARE RESULTS WITH FACULTY

  16. “USING A FIRST – DAY DIAGNOSTIC TEST FOR COURSE ASSESSMENT” THE AMERICAN MATHEMATICAL ASSOCIATION OF TWO-YEAR COLLEGES (AMATYC) 35h ANNUAL CONFERENCE LAS VEGAS, NV ED GALLO SINCLAIR COMMUNITY COLLEGE DAYTON, OH ed.gallo@sinclair.edu NOVEMBER 12, 2009

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