COURSE-LEVEL ASSESSMENT REPORT10/16/07
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Department: Mathematics Program: Mathematics
Course Number: Math 230 Persons Involved: George Woodbury
Expected Course Outcomes
(1) What course outcome from the course outline will
be measured? (2) This outcome should be one that the
instructor(s) think that students should carry beyond
the end of the semester. (3) Describe the context for the
student to display the skill or behavior. (4) Does the
outcome have enough detail to drive the course?
(Bloom’s Taxonomy.)
Assessment Methods and Criteria
(1) Which outcome(s) is being assessed? (2) Who will
be assessed? (3) What will be assessed? (4) When and
how will the assessment take place? (5) Give
information about the research design. (6) What will be
considered “passing”?
Assessment Results
(1) Who wrote report? (2) When was the study
conducted? (3) What were the results?
Response Plan
(1) Since dialogue is an important part of SLO
Assessment, who discussed the assessment
results? (2) When were the results
discussed? (3) What changes will result
in the outcomes statement, the assessment
tool or teaching?
1. solve absolute value equations and
inequalities.
2. solve rational and quadratic inequalities.
3. add, subtract, multiply, and divide
complex numbers and radical expressions.
4. solve radical equations.
5. solve equations that are quadratic in
form and their applications by factoring,
extracting roots, completing the square and
the quadratic formula.
6. identify and graph the following conic
sections whose equations are given in
standard form: circles, parabolas, ellipses,
and hyperbolas.
7. understand and apply the definition of a
function, function notation, and the vertical
and horizontal line tests.
8. graph and determine the domain and
range of the square root function, the
absolute value function, the squaring and
cubing functions, the reciprocal function,
and the exponential and logarithmic
functions including translations and
reflections of these core graphs.
Student learning in George Woodbury’s
classes will be using MyMathLab compared
to students attending his regular
Intermediate Algebra class. The grading in
the MyMathLab class will reflect time on
task, as well as, success with math
problems. Student success from Spring
2006 will be compared with student success
for Fall 2007, using MyMathLab. The
student success, “C” grade, will be
compared through several chapter tests.
George Woodbury reported the
results. He found that students using
MyMathLab and an alternative
grading method, averaged higher
scores on four tests:
MyMathLab/Regular
Test 1 83% / 74%
Test 2 79% / 55%
Test 3 80% / 62%
Test 4 76% / 61%
Mr. Woodbury observed the
following benefits in the alternative
course model: 91) Students remediate
themselves. 2) Students learn proper
notation, 3) Students form bonds
with classmates, 4) Students work
ahead, and 5) Students put in an
enormous amount of time and effort.
Fifty students were surveyed
regarding their satisfaction with the
alternative class method. If given a
choice, would you take your next
math course using MyMathLab?
Student View # students
Yes 45
No 5
How much has MyMathLab
increased your understanding of the
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