ASSESSMENT REPORT
FOR
Bachelor of Science with a major in Mathematics (BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
June 9, 2003
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 Department of Mathematical
and Physical Sciences are committed to providing a scholarly environment
that prepares students for productive lives in a dynamic world and
in a changing global and technologically advancing environment. To
this end, faculty encourage students to: Develop the ability to think
critically and communicate effectively. Pursue a broad base of knowledge
of knowledge through course offerings in other departments. Collaborate
with faculty through research, scholarship, and professional endeavors
to expand the knowledge base of a specialized discipline. Contribute
to appropriate community-based activities as beginning professionals. To
assist students in meeting these goals, faculty recognize the need
for, and are committed to, on-going professional development through
education, practice, community service, research, and scholarly publications.
Intended Educational (Student) Outcomes:
1. Students will demonstrate their mastery of formulating
and solving problems in various areas of mathematics as related to
the program of study.
2. Students will be able to communicate mathematics in well-written
sentences as related to the program of study.
3. Students will be able to undertake independent
work, explore ideas, discover mathematics and develop correct mathematical
arguments and proofs of their discoveries as related to the program of
study.
ASSESSMENT REPORT
FOR
Bachelor of Science with a major in Mathematics (BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
June 9, 2003
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 as related to the program
of study.
First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
Two content-specific questions will be designed by the course instructor
and reviewed jointly by the mathematics faculty and included in an examination
(more suitably the final exam) for each senior (4000 level) mathematics
course every semester. The mathematics faculty will review jointly the
data and comments received from the course instructor for answers to
the problems so collected from the above examination 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. A guideline for development of the course
rubric is: 1) understanding of the questions – 25%; 2) right approach
to the solutions – 25%; 3) presentation of the solutions – 25%; and 4)
accuracy of the reasoning and solutions – 25%.
1a. Summary of Assessment Data Collected:
The average for data collected from three courses is 2.8 on a
4-point scale. The benchmark has been achieved.
1a. Use of Results to Improve Instructional Program:
The following will be discussed through departmental meetings
to be considered for implementation: Students’ grasp of the concept
of mappings (functions, transformations, correspondences, operators)
is very weak at this point. As a tool for understanding and solving
problems, the mapping concept should be emphasized more throughout
the curriculum. In fact, since “mapping” is such a central concept
in mathematics and it is so ubiquitous, it can be used both as a
guideline for instruction as well as a benchmark for assessment: by
incorporating the mapping concept as much as possible in the instruction,
we can improve students’ overall proficiency in mathematics, and
by measuring how well students can use the mapping concept, we can
assess partially how well we are doing as a program.
Second Means of Assessment for Outcome Identified Above:
1b. 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 met. 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%.
1b. Summary of Assessment Data Collected:
This was implemented partially this semester. One course used
a collection of ten homework problems for this purpose. The average
score for the semester is 3.3. The benchmark is achieved.
1b. Use of Results to Improve Instructional Program:
Take a more systematic approach to implementing this instrument.
Third Means of Assessment for Outcome Identified Above:
1c. 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 Field Test in mathematics by ETS; 70% of the students taking
the standardized examination will score at or above the National 50th percentile.
1c. Summary of Assessment Data Collected:
No assessment results collected.
1c. Use of Results to Improve Instructional Program:
No recommendations at this time.
ASSESSMENT REPORT
FOR
Bachelor of Science with a major in Mathematics (BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
June 9, 2003
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-written
sentences as related to the program of study.
First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
Two content-specific questions will be designed by the course instructor
and reviewed by the mathematics faculty and included in an examination
(more suitably the final exam) for each senior (4000 level) mathematics
course every semester. The mathematics faculty will review jointly the
data and comments received from the course instructor for answers to
the problems so collected from the above examination 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. A guideline for development of the course
rubric is: 1) understanding of the questions – 25%; 2) right approach
to the solutions – 25%; 3) presentation of the solutions – 25%; and 4)
accuracy of the reasoning and solutions – 25%.
2a. Summary of Assessment Data Collected:
The average for data collected from three courses is 2.8 on a
4-point scale. The benchmark has been achieved.
2a. Use of Results to Improve Instructional Program:
No recommendation at this time.
Second Means of Assessment for Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
Student 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 met. 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%.
2b. Summary of Assessment Data Collected:
This was partially implemented this semester. One course used a
collection of ten homework problems for this purpose. The average score
for the semester is 3.3. The benchmark is achieved.
2b. Use of Results to Improve Instructional Program:
Take a more systematic approach to implementing this instrument.
Third Means of Assessment for Outcome Identified Above:
2c. 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 Field Test in mathematics by ETS; 70% of the students taking the
standardized examination will score at or above the National 50th
percentile.
2c. Summary of Assessment Data Collected:
No assessment data collected.
2c. Use of Results to Improve Instructional Program:
No recommendations at this time.
ASSESSMENT REPORT
FOR
Bachelor of Science with a major in Mathematics (BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
June 9, 2003
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 as related to the program of study.
First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
Two content-specific questions will be designed by the course instructor
and reviewed jointly by the mathematics faculty and included in an examination
(more suitably the final exam) for each senior (4000 level) mathematics
course every semester. The mathematics faculty will review jointly the
data and comments received from the course instructor for answers to
the problems so collected from the above examination 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. A guideline for development of the course
rubric is: 1) understanding of the questions – 25%; 2) right approach
to the solutions – 25%; 3) presentation of the solutions – 25%; and 4)
accuracy of the reasoning and solutions – 25%.
3a. Summary of Assessment Data Collected:
The average for data collected from three courses is 2.8 on a
4-point scale. The benchmark has been achieved.
3a. Use of Results to Improve Instructional Program:
The following will be discussed through departmental meetings
to be considered for implementation: We need to develop students’ ability
to construct their own proofs, rather than to simply reproduce proofs
from memory. At this point, only a few students (say, 20%) have
reached that stage. Perhaps we should implement “Moore Method” type
approach.
Second Means of Assessment for Outcome Identified Above:
3b. 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.
3b. Summary of Assessment Data Collected:
Not implemented this semester.
3b. Use of Results to Improve Instructional Program:
Mathematics faculty will review and make catalogue corrections in
order to be able to implement this item.
Third Means of Assessment for Outcome Identified Above:
3c. 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 Field Test in mathematics by ETS; 70% of the
students taking the standardized examination will score at or above
the National 50th percentile.
3c. Summary of Assessment Data Collected:
No assessment data collected.
3c. Use of Results to Improve Instructional Program:
No recommendations at this time.
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