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Quantitative and Symbolic Reasoning

Quantitative and Symbolic Reasoning. Campus-Wide Assessment Project: 2007 - 2008. Assessment Team: “Super Sandy” Johanson, Humanities Division Donnie “Da Bomb” Hallstone, Math Division “Jumpin’ Janet” Ash, Technology Division “Bodacious Brenda” Bindschatel, Business Division

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Quantitative and Symbolic Reasoning

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  1. Quantitative and Symbolic Reasoning Campus-Wide Assessment Project: 2007 - 2008 Assessment Team: “Super Sandy” Johanson, Humanities Division Donnie “Da Bomb” Hallstone, Math Division “Jumpin’ Janet” Ash, Technology Division “Bodacious Brenda” Bindschatel, Business Division “Calamity Keith” Clay, Science Division

  2. Goals of the 2008 Project Investigate conclusions of initial QSR report • Survey participants in in-service day QSR review sessions • Examine competencies #1 and #2, especially with regard to Math 97

  3. Survey of participants in QSR review sessions CONCLUSIONS: • People don’t respond to surveys • Too much time passed between sessions and survey • Respondents found discussion of campus-wide outcomes useful • Respondents enjoyed talking with colleagues about methods

  4. QSR Competencies 1 & 2: • Evaluate and interpret quantitative and symbolic reasoning information/data. • Recognize which quantitative or symbolic reasoning methods are appropriate for solving a given problem. Why focus on these two?

  5. 2006 QSR Study: • BIG positive shift towards mastery!!! • Approximately 67.6% achieve competent or mastery on the post assessment

  6. 2006 QSR Study: 48% stay at “novice” or “emerging” (What was called QSR 1 is now QSR 1 and 2)

  7. Why focus on Math 97? • Our AA degree only requires QSR competencies 1 & 2 in Math 97 • Students in some fields (e.g. liberal arts majors?) only see QSR 1 & 2 in Math 97 • So GRCCrelies on Math 97 to provide competency in quantitative reasoning

  8. Why focus on Math 97? 2006 QSR Study Results: 2006 Math 97 results based on a single section.

  9. 2008 QSR Study of Math 97 • Assess all Math 97 sections, Winter ’08 • Same pretest and posttest for all students • Scoring shared with some redundancy • Overall totals (histograms) measured • Individual student gains measured

  10. The Assessment: • Question 1: Qualitative analysis of data. Linear or quadratic? Defend your answer. Use your answer. • Aimed at competency #2: “Recognize which … methods are appropriate.” • Question 2: Find a rate of change using two specific data points. (Could be done with Math 72 skills.) • Aimed at competency #1: “Evaluate … quantitative … information.”

  11. QUESTION #1 Bar charts of total numbers of student scores from 1 (novice) to 4 (mastery) on a question involving linear and /or quadratic models of data. 2008 Math 97 Results

  12. QUESTION #2 Bar charts of total numbers of student scores on a question involving rates of change (the slope of a line connecting two points). 2008 Math 97 Results

  13. Bar charts of changes between the pre-test and post-test scores on questions 1 and 2 Individual Student Gains Did students improve?

  14. Individual Student Gains Statistical Analysis: • Normalized Scores on Question #1 improved by 1% • Not statistically significant • Normalized Scores on Question #2 improved by 24% +/- 18% • Statistically significant, • but is this good enough?

  15. Conclusions about Math 97: Draw Your Own • Is the study completely wrong? • Is the study right but the situation OK? • Do we need to change Math 97? • Do we need to change our reliance on Math 97? (by modifying a requirement?)

  16. Conclusions about QSR Assessment: • Pre/Post testing is useful • Focusing on classes is sorta useful • Focusing on degrees would be more useful • We recommend: A truly campus-wide assessment on arrival and graduation from GRCC

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