1 Embracing Math Standards: Our Journey and Beyond 2008

2 Implementation Standard Assessment of Student Learning Mathematics faculty will use results from the ongoing assessment of student learning of mathematics to improve curriculum, materials, and teaching methods.

3 1. DEFINE / REFINE student learning outcomes based on input from stakeholders 2. DESIGN assessment tools, criteria and standards directly linked to each outcome 3. IMPLEMENT assessment tool(s) to gather evidence of student learning 4. ANALYZE and evaluate the collected data 5. IDENTIFY gaps between desired and actual results 6. DOCUMENT results and outline needed changes in curriculum, instructional materials or teaching strategies

4 Step 1 DEFINE / REFINE student learning outcomes based on input from stakeholders Mission Statement Values Commitments AS Program Goals - Student Learning Outcomes - Performance Criteria AA Program Goals - Student Learning Outcomes - Performance Criteria

5 Mission Statement The mission of the mathematics department is to provide accessible educational opportunities in mathematics to a diverse community of students in the academic transfer programs, college-prep programs, and a broad range of career, technical and occupational programs.

6 VALUES The mathematics department values integrity, high standards, professionalism, collegiality, diversity and community. We advocate a strong and flexible framework for our students to learn mathematics integral to their program of study.

7 MATH DEPARTMENT COMMITMENTS Essential to this framework is the department’s commitment to support: Students in their quest to achieve the level of mathematical sophistication needed for success in their educational, career, and life goals. A learning environment that optimizes student learning and success in mathematics. We advocate the use of a mathematics lab, faculty participation in student advising, and accurate student placement procedures.

8 MATH DEPARTMENT COMMITMENTS Effective pedagogy. The math department recommends the use of instructional strategies that provide for active involvement of students in the learning process, including interactive and collaborative learning, the appropriate use of technology, and innovative course delivery formats. Teaching to the highest academic curricular standards. Instructional materials are consistent with course competencies and prerequisites established by the Colorado Community Colleges System and the Colorado Commission on Higher Education.

9 MATH DEPARTMENT COMMITMENTS Ongoing professional development opportunities for our faculty and staff. Educational assessment of our program and courses to promote continuous improvement of student learning, instruction and curriculum. Community outreach and collaborative efforts with other community and junior colleges, area high schools, and four- year colleges and universities.

10 Associate of Science Problem-Solving: Students will solve problems with sustained effort using a multiple approach and appropriate technology. Associate of Arts Problem-Solving: Students will investigate and solve problems in a variety of applications using different strategies. Student Learning Outcomes

11 Associate of Science Reasoning: Students will think critically, expand their mathematical reasoning skills and synthesize their mathematical knowledge. Associate of Arts Reasoning: Students will think critically, expand their mathematical reasoning skills and synthesize their mathematical knowledge. Student Learning Outcomes

12 Associate of Science Mathematics Literacy & Communication: Students will read and communicate mathematics precisely and effectively. Associate of Arts Mathematics Literacy & Communication: Students will read and communicate mathematics effectively. Student Learning Outcomes

13 Associate of Science Skills: Students will demonstrate mastery and retention of computational and analytical skills. Associate of Arts Skills: Students will demonstrate proficiency in computational, analytical, and technological skills. Student Learning Outcomes

14 1. DEFINE / REFINE student learning outcomes based on input from stakeholders 2. DESIGN assessment tools, criteria and standards directly linked to each outcome 3. IMPLEMENT assessment tool(s) to gather evidence of student learning 4. ANALYZE and evaluate the collected data 5. IDENTIFY gaps between desired and actual results 6. DOCUMENT results and outline needed changes in curriculum, instructional materials or teaching strategies

15 STEP 1: DEFINE/REFINE student learning outcome(s) to be assessed. Course Level Assessment: College Algebra Student Learning Outcome: REASONING Students will think critically, expand their mathematical reasoning skills and synthesize their mathematical knowledge.

16 STEP 2: DESIGN assessment tools, criteria and standards directly linked to each outcome. Learning Outcome: Reasoning Performance Criteria: Students will be able to synthesize mathematical concepts to solve unusual or complex problems. Assessment Tool: Bee Word Problem

17 4/5 of the bees have problems with fractions. The other 50% don’t.

18 A bee flies around a flower, counterclockwise, along the path He leaves this path at the point (4, 3) and flies in a straight line to his hive which is located on the y-axis. How far does the bee travel from the point (4, 3) to the hive? Hive (4, 3)

19 1. DEFINE / REFINE student learning outcomes based on input from stakeholders 2. DESIGN assessment tools, criteria and standards directly linked to each outcome 3. IMPLEMENT assessment tool(s) to gather evidence of student learning 4. ANALYZE and evaluate the collected data 5. IDENTIFY gaps between desired and actual results 6. DOCUMENT results and outline needed changes in curriculum, instructional materials or teaching strategies

20 Implementation Standard Assessment of Student Learning Mathematics faculty will use results from the ongoing assessment of student learning of mathematics to improve curriculum, materials, and teaching methods. Assessment... What is it? Who assesses and what do we assess? Why is it important?

21 Classroom LevelCourse LevelProgram Level Who assesses?Individual instructors A group of mathematics faculty who teach a course Mathematics faculty, possibly as part of an interdisciplinary committee What is assessed? Individual students’ learning outcomes Course outcomes (via a representative group of students) Program outcomes (via a representative group of students) Where?Individual classes All sections (or a representative sample) of a given course At the completion of a degree or program via a representative group of students How? Instructor-developed assessment tools and rubrics Department-developed tools and rubrics College-developed tools and rubrics How many assessments? Many assessments that can be frequently changed to give detailed feedback to students Fewer assessments that remain fairly consistent over time Fewest assessments that remain fairly consistent over a longer period of time Levels of Measurement? Many levels to differentiate fine differences in performance Three levels: exceeds expectations, meets expectations, does not meet expectations Three levels: exceeds expectations, meets expectations, does not meet expectations Potential Actions? Changes made immediately to class activities, methods, or materials Changes made to course curriculum, instructional methods, or materials Changes made to program curriculum, prerequisites, instructional methods, or materials

22 Table 1 – How to Get Started with assessment (Implementation of Cycle Steps 1 and 2) Table 2 – Got Started with assessment but now what? (Implementation of Cycle Steps 3-6) Report Out

23 Math is not a Spectator Sport

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25 Student Learning Outcomes A. Problem-Solving: Students will solve problems with sustained effort using a multiple approach and appropriate technology. B. Reasoning: Students will think critically, expand their mathematical reasoning skills and synthesize their mathematical knowledge. C. Mathematics Literacy & Communication: Students will read and communicate mathematics precisely and effectively. D. Skills: Students will demonstrate mastery and retention of computational and analytical skills.

26 REFLECTIONS... Workshop Goals for Participants To grow as professionals and embrace change and continuous improvement in their classes. To implement the messages of Beyond Crossroads in order to develop effective strategies for courses, departments, faculty, and colleges. To learn assessment strategies at the class, course, and program levels, including Scholarship of Teaching methodology. To create an "Implementation Plan" for a project of choice.

27 NEXT STEPS... Top Three List Prioritize and list three activities or ideas that you can use and apply from this presentation. In what ways will you use a new assessment strategy in a class, course or program?

28 Embracing Math Standards: Our Journey and Beyond 2008 Mission Launch Successful Mission Launch Successful