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technology assessment in math 2400 calculus 2

This project aims to integrate technology efficiently into math assessments to improve student performance over time through clear expectations and effective use of rubrics and criteria. The goal is to enhance students' mathematical literacy and critical thinking skills.

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technology assessment in math 2400 calculus 2

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  1. technology assessment in math 2400 calculus 2 spring assessment day 2010 jenn berg

  2. overview of project goal motivation method • integrate criteria from department level assessment into course level assessment • to effectively communicate to the students our expectations of them • use similar rubric to account for half of the students lab grade

  3. assessment plan goal 3 be able to read, write, listen, and speak mathematically, as well as to be able to read and understand technically-based materials and to contribute effectively to group efforts

  4. connections to department level assessment department course • logical argumentation and organization • complete and accurate interpretation of results • english phraseology • explanation of solution strategy or the steps you are using on a problem

  5. connections to department level assessment department course • creates graphs with appropriate scale • graphs centered on region of interest and made with an appropriate scale

  6. assessment plan goal 4 have an understanding of the appropriate use of technology in mathematics

  7. connections to department level assessment department course • uses technology efficiently • technology used efficiently mathematically (e.g., defines useful functions, uses call lines)

  8. three main criteria verbal 1 graphing 2 technology 1 explanations of solution strategy or the steps you are using on a problem graphs are centered on region of interest to problem and with an appropriate scale for the problem technology used effectively mathematically (e.g., defines useful functions, uses call lines) performance ratings: excellent - 4 good - 3 adequate - 2 poor - 1

  9. benchmark all students end with average performance ratings of 2 or above in these three criteria

  10. results

  11. secret naïve hope (i.e., failed benchmark) students’ performance will improve over time

  12. student performance over time

  13. lessons • more focus in lab time on effective use of technology • two presentation criteria need to be addressed • I may have become a rubric addict

  14. questions? • mathematics department assessment committee • office of assessment many thanks to:

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