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Qualitative and Quantitative
Assessments of Elementary Algebra
Student Work
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- We'd love to do a thorough statistical analysis on how student understanding grows wrt Math 25 SLOs, across ethnicities...but that's a long time coming. Instead, we created an observational study
- Tue Rust also did a perception piece with the two Math 25 classes he taught in Fall 2008
Abstract
We will investigate the relationship between student performance on exams from classes that use LMC’s Math 25 unit packets and are taught “in the spirit of the packets” and the disparity in student SLO growth, with respect to ethnicity.
Population
The population consists of students from 5 of 11 LMC Math 25 classes, taught by 4 instructors who attend weekly meetings with a focus on lesson studies and developing professional development for Math 25 instructors.
Sample
We will use a stratified sampling technique over the following ethnic groups: African American, Latino, and Caucasian. 5 students will be randomly chosen from each group, for each class. Gender will also be recorded. These students’ unit 2 exams and final exams will be copied. These copied exams will form the sample group. The sample size for each group will be 25 students.
Observation Method
Mara et have rewritten the unit 2 exam, using existing exams. The exam will be compared with the final exam and 2-3 common questions will be chosen. A rubric will be written for grading these problems, based on three Math 25 SLOs (Communication, Multiple Representation, and Problem Solving). During LMC's Spring 2009 professional development (FLEX) the next group of Math 25 instructors will holistically assess last semester’s final exams. Later in January, interested instructors from the final FLEX activity will gather and holistically assess the unit 2 exams.
Analysis
This is a matched pair observation. We will investigate the change in individual student test scores with respect to each SLO and ethnicity.
Math Department
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