ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Mathematics (BA)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 13, 2004
Date Submitted
Expanded Statement of Institutional Purpose Linkage:
Institutional Mission Reference:
Texas A&M International University, a Member of The Texas A&M
University System, is committed to the preparation of students for leadership
roles in their chosen profession and in increasingly complex, culturally
diverse state, national, and global society … Through instruction, faculty
and student research, and public service, Texas A&M International
University is a strategic point of delivery for well-defined programs
and services that improve the quality of life for citizens of the border
region, the State of Texas, and national and international communities.
College/University Goal(s) Supported:
The faculty and administrators of the College of Arts and Sciences
and the Department of Mathematical and Physical Sciences are committed
to providing a scholarly environment in which students prepare for
productive lives in a dynamic world and in a changing global and technologically
advancing environment.
Intended Educational (Student) Outcomes:
1. Students will demonstrate their mastery of formulating
and solving problems in various areas of mathematics.
2. Students will be able to communicate mathematics in well-structured
sentences.
3. Students will be able to undertake independent work,
explore ideas, discover mathematics and develop correct mathematical
arguments and proofs of their discoveries.
ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Mathematics (BA)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 13, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. The
intended outcome should be restated in the box immediately below and
the intended outcome number entered in the blank spaces.
1. Students will demonstrate their mastery of formulating and
solving problems in various areas of mathematics.
First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
Graduating students will be required to take part in a pilot study
program towards the end of their final semester of studies by taking
the Major Fields Test in mathematics by ETS; 70% of the students taking
the standardized examination will score at or above the National 50th percentile.
1a. Summary of Assessment Data Collected:
In the past two semesters, total of only four students took the MFT.
The results were not up to the criteria above, but in this (Spring 2004)
semester we will make sure that more students will take the test, and will
request area-by-area sub-scores from ETS that we did not in the past, in
order to obtain more accurate data.
1a. Use of Results to Improve Instructional Program:
While preliminary results do not indicate that students have met
the criteria, we shall not take action at this time in order to garner
more data in the Spring 2004 assessment.
Second Means of Assessment for Outcome Identified Above:
1b. Means of Program Assessment & Criteria for Success:
Exit survey will be conducted with graduating seniors. The survey
will include questions asking the students’ perception of their own achievement
pertaining to the intended outcomes; 70% of the students will respond
that they have mastered various problem solving strategies through the
program.
1b. Summary of Assessment Data Collected:
One student in this program responded to the survey.
1b. Use of Results to Improve Instructional Program:One
response was received. The respondent is satisfied with his/her achievement
in the area of problem solving.Insufficient results to make further
recommendations at this time.
Third Means of Assessment for Outcome Identified Above:
1c. Means of Program Assessment & Criteria for Success:
Students in junior and senior (3000 & 4000) level courses will
be required to keep a portfolio and turn it into their course instructor.
The mathematics faculty will review jointly the collected data and comments
received from the course instructors for the portfolios in accordance
with a course specific rubric to determine the degree to which the stipulated
criteria for success are meet. An average of 2.5 on a 4-point scale will
be considered satisfactory.
A guideline for development of the course rubric for Portfolio Review is: 1)
organization of the portfolio – 25%; 2) understanding of problem statements – 25%;
3) presentation of solutions – 25%; and 4) approach to and accuracy of reasoning
and solutions – 25%.
1c. Summary of Assessment Data Collected:
Portfolios show that students’ problem solving skill is satisfactory.
1c. Use of Results to Improve Instructional Program:
Faculty did not think action needed to be taken at this time.
ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Mathematics (BA)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 13, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. Intended
outcome should be restated in the box immediately below and the intended
outcome number entered in the blank spaces.
2. Students will be able to communicate mathematics in well-structured
sentences.
First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
Graduating students will be required to take part in a pilot study
program towards the end of their final semester of studies by taking
the Major Fields Test in mathematics by ETS; 50% of the students taking
the standardized examination will score at or above the National 50th percentile
2a. Summary of Assessment Data Collected:
Graduating students will be required to take part in a pilot study
program towards the end of their final semester of studies by taking the
Major Fields Test in mathematics by ETS; 50% of the students taking the
standardized examination will score at or above the National 50th percentile.
2a. Use of Results to Improve Instructional Program:
In the past two semesters, total of only four students took the MFT.
The results were not up to the criteria above, but in this (Spring 2004)
semester we will make sure that more students will take the test, and
will request area-by-area sub-scores from ETS that we did not in the
past, in order to obtain more accurate data.
Second Means of Assessment for Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
Exit survey will be conducted with graduating seniors. The survey
will include questions asking the students’ perception of their own achievement
pertaining to the intended outcomes; 70% of the students will respond
that they are confident in their mathematical writing skill.
2b. Summary of Assessment Data Collected:
One student in this program responded to the survey. He indicated that
he was satisfied with program.
2b. Use of Results to Improve Instructional Program:
Faculty felt that additional surveys needed to be administered before
the program could institute further changes.
Third Means of Assessment for Outcome Identified Above:
2c. Means of Program Assessment & Criteria for Success:
Students in junior and senior (3000 & 4000) level courses will
be required to keep a portfolio and turn it into their course instructor.
The mathematics faculty will review jointly the collected data and comments
received from the course instructors for the portfolios in accordance
with a course specific rubric to determine the degree to which the stipulated
criteria for success are meet. An average of 2.5 on a 4-point scale will
be considered satisfactory.
A guideline for development of the course rubric for Portfolio Review is: 1)
organization of the portfolio – 25%; 2) understanding of problem statements – 25%;
3) presentation of solutions – 25%; and 4) approach to and accuracy of reasoning
and solutions – 25%.
2c. Summary of Assessment Data Collected:
Portfolios show that students’ writing skill is unsatisfactory.
2c. Use of Results to Improve Instructional Program:
We will reorganize the degree plans and move some of the writing
intensive courses to earlier years of the degree plans so that the
students’ will have more time to develop their writing skills.
ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Mathematics (BA)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 13, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. Intended
outcome should be restated in the box immediately below and the intended
outcome number entered in the blank spaces.
3. Students will be able to undertake independent work,
explore ideas, discover mathematics and develop correct mathematical
arguments and proofs of their discoveries.
First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
Graduating students will be required to take part in a pilot study
program towards the end of their final semester of studies by taking
the Major Fields Test in mathematics by ETS; 50% of the students taking
the standardized examination will score at or above the National 50th percentile.
3a. Summary of Assessment Data Collected:
Graduating students will be required to take part in a pilot study
program towards the end of their final semester of studies by taking the
Major Fields Test in mathematics by ETS; 70% of the students taking the
standardized examination will score at or above the National 50th percentile.
3a. Use of Results to Improve Instructional Program:
Because the test will be given in Spring 2004, faculty will await the
results before recommending further changes to the program.
Second Means of Assessment for Outcome Identified Above:
3b. Means of Program Assessment & Criteria for Success:
Exit survey will be conducted with graduating seniors. The survey
will include questions asking the students’ perception of their own achievement
pertaining to the intended outcomes; 70% of the students will respond
that they have had sufficient opportunities for independent work, and
that they have mastered various methods of proofs, through the program.
3b. Summary of Assessment Data Collected:
One student in this program responded to the survey. He indicated
that he was satisfied with program.
3b. Use of Results to Improve Instructional Program:
Faculty felt that additional surveys needed to be administered
before the program could institute further changes.
Third Means of Assessment for Outcome Identified Above:
3c. Means of Program Assessment & Criteria for Success:
The Senior Project course will be required of students in this program.
The mathematics faculty will review jointly the data and comments received
from the course instructor for the project in accordance with a course
specific rubric to determine the degree to which the stipulated criteria
for success are met. An average of 2.5 on a 4-point scale will be considered
satisfactory.
3c. Summary of Assessment Data Collected:
Senior projects completed show that students’ proof-related skill
is unsatisfactory.
3c. Use of Results to Improve Instructional Program:
We will reorganize the degree plans and move some of the proof intensive
courses to earlier years of the degree plans so that the students’ will
have more time to develop their writing skills.
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