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Assessment of the Core – Quantitative Reasoning

Assessment of the Core – Quantitative Reasoning. Charlyne L. Walker Director of Educational Research and Evaluation, Arts and Sciences. Assessing the Major. SACS requires us to assess all degree programs bachelors through doctorate as part of Institutional Effectiveness

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Assessment of the Core – Quantitative Reasoning

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  1. Assessment of the Core – Quantitative Reasoning Charlyne L. Walker Director of Educational Research and Evaluation, Arts and Sciences

  2. Assessing the Major • SACS requires us to assess all degree programs bachelors through doctorate as part of Institutional Effectiveness • FIU has been assessing our degree programs since 1999-2000 • Recent changes in SACS has moved us toward more direct measures • Departments assess programs in a variety of ways • Sample IE document

  3. Quantitative Reasoning Core Category Description • The requirement aims at preparing students to master concepts and ideas in • Logic • inductive and deductive reasoning • abstract and quantitative thinking • Students will become proficient in the art of reasoning critically, solving problems, and analyzing data.

  4. Quantitative Reasoning Core Category Competencies • Students will be able to: • Apply logic, • Employ abstract or quantitative thinking, • Reason critically, and • Solve problems or analyze data.

  5. Objectives and Measures • There should be objectives for the courses in course syllabi • As objectives are developed, we may be asking for you to include them into course syllabi • As measures are developed, you might be asked to include them into course syllabi to let students know what measures are being used • This is not a “short term” solution for the 2010 SACS visit • The measures must be on going as part of SACS requirements beyond 2010

  6. Types of Direct Measures • Embedded questions • Set of locally developed questions intended to measure specific student learning outcomes • Placed within tests of all sections of the same course • Used to track cognitive or skill development through a program, sets of embedded questions, with each expecting a higher level of proficiency than the previous, may be used across sequential courses • Papers or short answer questions using rubrics – a rubric is used to standardize the grading of work

  7. Types of Direct Measures • Locally developed exams - exams produced by faculty within a discipline • Pre/Post Test - a locally developed test that measure students’ incoming and post program levels of knowledge, skills, behaviors and attitudes to measure students’ gains • You can find more types of measures at http://oeas.ucf.edu/alc/dir_measures.htm

  8. Examples of Objectives and Measures from UCF • STA 2014C Principles of Statistics - Demonstrate the skills needed to solve quantitative problems including choosing the proper technique and/or technology.        • Measures: • 1.1 STA 2014C Principles of Statistics - A collection of free response activities will be used in the discussion group/lab to assess whether a student can choose appropriate techniques to solve quantitative problems. All students earning a grade of C or better in the course will correctly complete 70% of these free response activities demonstrating the ability to choose proper techniques to solve quantitative problems.        • 1.2 STA 2014C Principles of Statistics - Selected exam questions will directly assess this objective. This GEP subset will contribute toward the student's grade on a given assignment or exam, and will be tabulated independently to assess achievement toward these objectives. All students earning a grade of C or better in the course will achieve a minimum of 70% on exam questions that directly address skills needed to solve quantitative problems in statistics.

  9. Examples of Objectives and Measures from UCF • MGF 1106 Finite Mathematics - To demonstrate the skills needed to solve quantitative problems including choosing the proper technique and/or technology.         • Measures: • 13.1 MGF 1106 Finite Mathematics - Questions which require students to use a specific mathematical technique (for example, use of truth tables, or results from geometry) will be embedded on one or more midterm examinations. All students will be able to answer at least 70% of these questions correctly         • 13.2 MGF 1106 Finite Mathematics - Questions which require students to use a specific mathematical technique will be embedded on the final examination. All students will be able to answer at least 70% of these questions correctly.

  10. Examples • UCF General Education Mathematics Foundation http://iaaweb.ucf.edu/assessment/visitor/view_2006_07.asp?program_ID=1242 • UCF Assessment Plans for 2006 http://iaaweb.ucf.edu/assessment/visitor/y67.asp?group=visitor

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