B.A. Mathematics – Written Communication (2013-2014)

Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?

YES, “Goals for Student Learning in the Major”

Published where? (website)

Mathematics Webpage

Do PLOs include or imply link to Core Competency? (AY 2013-2014: Written Communication)?

“The skills necessary to [. . . ] Read, write, translate, and articulate mathematically-related materials.”

Process of Core Competency Assessment:

Course (400- level)

MATH 441

Assignment

Students will create a comprehensive lesson plan that is consistent with the Hawai‘i Common Core Standards. The Lesson Plan (which should be appropriate for a high school-level course) will include: learning targets, content concepts and skills covered, the CCSS standard(s) covered, and formative assessment strategies. Accompanying the lesson plan will be a logical justification for how the lesson addresses the standards, how teachers will elicit student progress, and possible actions that may be necessary to remove understanding gaps.

Type of Student Artifact

Complete lesson plan and 4-5 page narrative

Rubric or other instrument

GE Rubric for Written Communication

Data (measurement of the competency)

The department reviewed 14 student papers, each of which provided a proof of a mathematical theorem with emphasis on the line of reasoning and organization. The average score in both areas was identically 3.19, which indicated the students on average were competent, with 10 of the 14 scoring 3.0 and above. No deficiencies were noted.

Action Taken in Response to the Data (What will you do in response to the Findings?)

Since no deficiencies were noted there is no need to adjust the curriculum. What the department did learn was that it needs to be more specific on the level of detail we want for the assignment and the care that needs to be taken in preparing the rubric to reflect that level of detail.

Date of Last Program Review

2013 – FORTHCOMING