dc.contributor.author | California State University, Northridge. Department of Mathematics | en |
dc.date.accessioned | 2017-03-14T22:32:26Z | en |
dc.date.available | 2017-03-14T22:32:26Z | en |
dc.date.created | 2016 | en |
dc.date.issued | 2016 | en |
dc.identifier.uri | http://hdl.handle.net/10211.3/188447 | en |
dc.description | Describes the Mathematics department's assessment activities for academic year 2015-2016. | en |
dc.description.abstract | Revisions to existing undergraduate PSLOs and composition of new graduate PSLOs are described in detail, as well as direct assessments of undergraduate PSLOs 3 ("present clear and rigorous proofs), 1 ("devise proofs of basic results concerning sets and number systems) and 2 ("rigorously establish fundamental analytic properties and results such as limits, continuity, differentiability and integrability") in MATH 320, a foundational course for all students pursuing upper division mathematics study, and MATH 350, a more advanced mid-level course involving intensive use of basic proof techniques. An embedded question in two different MATH 320 final exams was rubric scored by independent Math department faculty on the assessment committee, with average scores of 1.95/3 (65%) and 2.12/3 (71%) reported, and described as revealing "a substantial, but not perfect, grasp of inductive proof techniques" on the part of the typical student. This result is deemed satisfactory. Further detailed quantitative analysis of the assessment is included, as well as appraisals of the different instructional approaches to the Induction Principle in the two sections of MATH 320 assessed. In addition two final exam questions from a section of MATH 350 were assessed for PSLOs 1 & 2 in the same manner as the MATH 320 assessment, with mean scores of 1.82/3 and 1.74/3 reported, respectively, for each question (question statements are included in report), results that are described as being on par with the MATH 320 scores as reflecting a near-standard (2) grasp of the material. Detailed loop-closing recommendations involving instructional emphases related to the assessed SLOs are provided, along with a PSLO course alignment matrix and a list of the new graduate PSLOs (with associated course alignment matrix). Assessment of one or two of the unassessed undergraduate PSLOs is projected for AY 2016-17. | en |
dc.format | application/pdf | en |
dc.language.iso | en | en |
dc.publisher | California State University, Northridge | en |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | en |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | en |
dc.subject | assessment | en |
dc.subject | assessment committee | en |
dc.subject | assessment methods | en |
dc.subject | assessment of student learning | en |
dc.subject | assessment plan | en |
dc.title | The Mathematics department 2015-16 annual assessment report to the College of Science and Mathematics for the Office of Academic Assessment and Program Review. | en |
dc.type | Report | en |