TeriPeggyPresentLVN111209

TeriPeggyPresentLVN111209 - General Education Assessment in...

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General Education Assessment in Mathematics General Education Assessment in Mathematics Courses: Finding What Works Courses: Finding What Works Teri Rysz, EdD Teri .Rysz @uc.edu Margaret J. Hager, EdD Margaret.Hager@uc.edu University of Cincinnati Clermont AMATYC Las Vegas, 11/12/2009
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Beginnings Beginnings Summer, 2004 – New Associate Dean of Academics 6 General Education Math Courses were identified to be assessed. General Education Course Assessment Plan designed by all attendees.
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Individual Assignments Individual Assignments Individual Assessment Assignments Designed for all courses . Demonstrated Competence Rubric given to each student along with the assignment .
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High Hopes High Hopes Assignment was to be given to all students in every section. Instructors would forward responses to Coordinator. A random sample chosen to be ‘graded’ with rubric previously given to student.
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Would a Random Sample Work? Would a Random Sample Work? My argument was to have the assignments given every quarter to every student, thereby making the process something that instructors would have as a regular part of their syllabus.
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Feedback Feedback Based on feedback from the first two rounds (with limited instructor buy-in): Three assignments were tweaked. It could work, but needed more consistency with all instructors.
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Changing of the Guard Current Associate Dean decided that random sections would be assessed. Coordinator was inconsistent in
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This note was uploaded on 11/11/2011 for the course MATH 220 taught by Professor Kearn during the Fall '11 term at BYU.

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TeriPeggyPresentLVN111209 - General Education Assessment in...

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