Missouri State University-West Plains

Student Learning Assessment Program
Summary Form

Course Code:	MTH 135 - Spring 2006
Instructor:	A. Jerry Trick

Part One: Direct Assessment

Learning objectives:
	(Gen Ed. Obj.) Higher-Order Thinking: Defend conclusions using relevant evidence and reasoned argument. (Discipline Obj.) Communicate mathematically by writing various equations when given appropriate information. (Course Obj.) Use linear functions to solve problems and model data. (Course Obj.) Analyze and Sketch the graphs of Exponential/ Logarithmic functions.
How, where, & when are they assessed? Who is responsible for the assessment?
	The instructor will develop exercises to assess this objective. Students will also be required to demonstrate this skill on the unit tests and on the cumulative final. The instructor will develop exercises to assess this objective. Students will also be required to demonstrate this skill on the unit tests and on the cumulative final. The instructor will develop exercises to assess this objective. Students will also be required to demonstrate this skill on the unit tests and on the cumulative final. The instructor will show the students what is meant by “function analysis” and towards the end of the semester, the students should be doing some analysis on their own.
What is the performance standard (quantitative or qualitative) for satisfactory performance?
	At least 70% of the students should earn at least 70% of the points possible on the problems that measure this objective on the final. At least 70% of the students should earn at least 70% of the points possible on the problems that measure this objective on the final. At least 70% of the students should earn at least 70% of the points possible on the problems that measure this objective on the final. At least 70% of the students should earn at least 70% of the points possible on the problems that measure this objective on the final. Additionally, those students that so choose, should be able to produce an analysis that could be included in their student portfolios.
Who is responsible for the evaluation of results?
	The instructor and the math department. The instructor and the math department. The instructor and the math department. The instructor and the math department.
What are the results?
	Will submit a narrative report at the end of the semester. Will submit a narrative report at the end of the semester. Will submit a narrative report at the end of the semester. Will submit a narrative report at the end of the semester.
How will the results be used? Who is responsible for course/program modification?
	The instructor and the math department. The instructor and the math department. The instructor and the math department. The instructor and the math department.

Part Two: Indirect Assessment

Indirect assessment techniques used:
	Instructor will encourage the students to look outside of class and then share with the class real-world situations that model the material we are covering in class. Several real-world applications will be examined in class and students will be given time to extend and comment on the material covered.
How, where, & when are they employed?
	Throughout the semester. Throughout the semester.
What are the results?
	Will include in my narrative report submitted at the end of the semester. Will include in my narrative report submitted at the end of the semester.
What (if any) modification of pedagogy resulted from this assessment?
	Will include in my narrative report submitted at the end of the semester. Will include in my narrative report submitted at the end of the semester.

Part Three:

Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment process. (each responsible person in the process should contribute to the feedback loop!