COURSE-LEVEL ASSESSMENT REPORT10/16/07
Direct Measures Pre/Post Tests Embedded Question Performance Assessment Capstone Exam/Project
Standardized Test Portfolio Primary Trait Analysis Professional Certification
Indirect Measures Focus Group Grad Survey/Interview Employer/Faculty Survey Transfer/Employment Data
Department: Mathematics Program: Mathematics
Course Number: Math 230 Persons Involved: Don Rose, Matt Bourez, Mark Tom, Vineta Harper
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. Aolve 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. 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.
Four of these outcomes will be assessed
through a five-point rubric scale beginning
in the Fall 2007. The assessment will
consist of four problems, each typical of the
outcome being assessed. The problems will
be included as a required portion of each
student’s final exam for the course. The
outcomes will be graded by the instructor,
and returned to the department for
tabulation. All instructors of Math 230 will
participate. Results will compare
differences in the same and different
courses between individual instructors and
by adjunct/full-time instructors.
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