Developing SLO’ s & Rubrics …….the fun way - PowerPoint PPT Presentation

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  1. Developing SLO’ s & Rubrics …….the fun way Ann Davis and Jay Cho

  2. Why we got started • poor success rates in math • institutional need for SLO’s Catalyst - Carnegie grant External Pressures

  3. Desired Outcomes….. • improve success rate for Math 402 students • revise curriculum • transform pedagogy

  4. Process … • Request from Carnegie grant managers to lead the basic skills math Faculty Inquiry Group (FIG) • Identification of the leads

  5. Voluntary participation of faculty in initial meeting: moan and groan session discussion about best practices writing/reflection Key Question: What do we want the students who successfully complete Math 402 to know and be able to do?

  6. How the FIG participated in formation of SLO’s • Brainstormed answers to the question. • Turned to the TMO’s to decide mastery vs. exposure • Assessed students measuring if the student mastered the chosen topics • Distilled our SLO’s from looking at assessment questions and categorizing the questions • Revised SLO’s and assessment due to their cyclical nature .

  7. Implied SLO for Math 402 Get them ready for Math 125 (the next level) But… SLO’s are TMO’s with an attitude! Why not open up our vision to what this course could be ?

  8. Our SLOs • Calculation • Problem Solving Using Critical Thinking Skills • Mathematical Vocabulary and Written Communication

  9. TMO’s vs SLO’s TMO 1: Upon successful completion of this course, the student will be able to: …solve percent problems SLO: Calculation Student will solve calculation problems involving percents without a calculator PCC website information

  10. TMO’s vs SLO’s Upon successful completion of this course, the student will be able to write and solve conditional equations for word problems. TMO 2: • SLO 2: • Student will solve situational problems including geometrical applications by applying critical thinking skills. • SLO 3: • Student will demonstrate an understanding of pre-algebra • level terminology and symbols during the problem-solving process.

  11. Building a Rubric • Collaboration with IPRO • Individually tested rubric during norming session • Norming session with colleagues Why bother? To standardized the grading process for research

  12. Results of the process • More careful and consistent grading • Better understanding of what we are doing and why we are doing it • Revised pedagogy

  13. Unexpected outcomes • increased collegiality within the division • interdisciplinary collaboration • professional growth • Continuing process of reflection/ revision / retesting • And…It’s still fun and not painful.

  14. Math 402 is not so much about teaching students math as it is about teaching them that they can do math. Ann’s aha moment

  15. Now it’s your turn !

  16. Calculation: • Student will solve calculation problem involving integers without a calculator. • Student will solve calculation problem involving fractions without a calculator. • Student will solve calculation problem involving decimals without a calculator.

  17. Student will solve calculation problem involving percents without a calculator. • Student will solve calculation problem involving proportions without a calculator. • Student will solve problem involving basic algebra without calculator. Back

  18. ProblemSolving Using Critical Thinking Skills: • Student will solve situational problems including geometrical applications by applying critical thinking skills. Back

  19. Student will demonstrate an understanding of pre-algebra level terminology and symbols during the problem-solving process. • Student will use writing to demonstrate understanding of some mathematical concept. Mathematical Vocabulary and Written Communication Back