Assessment Report

Course: M133, Geometry and Measurement for K-8 Teachers
Semester: Spring 2018
Submitted by: Megan Wickstrom and John Lund

 

Overview

Number of students in course: 65
Number of students assessed: 59

Learning Outcomes

LO# Learning Outcomes
1. Interpret and draw inferences from mathematical or statistical models represented as formulas, graphs, or tables.
2. Represent mathematical or statistical information numerically and visually.
3. Employ quantitative methods such as arithmetic, algebra, geometry, or statistical inference to solve problems.

Assessment Questions

Aligned LO# Exam Questions
1. Students were provided with a table of data from a probabilistic situation (drawing fish from a tub at random) and asked to describe how they might calculate an estimate of what is in the tub. In part B of the question, students were given more data related to the situation and asked if their estimates would change and why. 
2. Students were asked to describe both visually and numerically how to calculate the area of a right triangle in two different ways. 
3. Students were given two application problems to solve. In part A, students were asked to calculate the volume of a rectangular prism (swimming pool) in cubic feet and convert this measurement to cubic yards. In part B, students were asked to calculate the surface area of the rectangular prism (swimming pool) excluding the top face of the prism given the context of the problem. 

Assessment

Criteria for Learning Outcomes LO 1 LO 2 LO 3
Total number assessed 59 59 59
Number of students demonstrated acceptable level 51 49 40
Proportion of students rated as acceptable 51/59 49/59 40/59
Does this meet minimum 2/3 threshold? yes - 86% yes - 83% yes - 68%
Comments/ideas for better alignment of course or assignment none none none

 

 

 

Comments/ideas for improving the assessment process

 Almost all of the students were successful at interpreting data related to a probabilistic situation. In the future, we may want to further assess students’ ideas about theoretical probability in relation to empirical probability as it is related and an important topic.    Most of the students were able to describe both visually and numerically how to calculate the area of a triangle. Describing how to derive formulas visually and numerically is an important aspect of M133 because it shows the ability to describe the “why” behind common mathematical formulas. In future assessments, the difficulty of the problem could be increased to explore other 2-D and 3-D formulas.  Both 3-dimensional calculations (surface area and volume) as well as conversions have been areas in which students have found difficulty in the past which may explain why the percentage acceptable (68%) was lower than the other two problems. We are continually working to find ways to help students better understand these important topics. It is important in future assessments to provide similar tasks.

 

PDF of M133 Q-Core Assessment Report