CORRELACIÓN DE VARIABLES

The teachers are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow.

Appraisal Scale: 1 – Ineffective, Unacceptable Practice 2 – Marginally Acceptable Practice 3 – Acceptable, Safe to Practice 4 – Outstanding, Effective Practice

Data Chart Assessment 5 Scores from Methods Class

(n = 8)* STAI Indicators Question % Scoring 4 % Scoring 3 % Scoring 2 % Scoring 1 Mean of Scores Median of Scores 5 1, 2, 3 12.5 75 12.5 0 3.00 3 4 and 6 4, 5 12.5 81.3 6.2 0 3.06 3 7 6 100 0 0 0 4.00 4 8 7 100 0 0 0 4.00 4 Domain 6 8, 9 81.8 13.6 4.6 0 3.77 4

*Four of these candidates completed the program in 2005-2006. Three of these

candidates are scheduled to complete the program in 2006-2007. One is no longer in the program.

Scores from Student Teaching (n = 4)** STAI Indicators Question Scoring % 4 % Scoring 3 % Scoring 2 % Scoring 1 Mean of Scores Median of Scores 5 1, 2, 3 50 50 0 0 3.50 3.5 4 and 6 4, 5 56.3 43.7 0 0 3.56 4 7 6 50 50 0 0 3.50 3.5 8 7 37.5 62.5 0 0 3.38 3 Domain 6 8, 9 100 0 0 0 4.00 4

Section IV Assessment 6 1. Description of the Assessment

The teacher candidate must maintain a 2.5 (out of a 4.0) grade point average in mathematics with a minimum grade of C in each mathematics course in their program. The courses that are included in this assessment are MAT 405, History of Mathematics and MAT 411, Geometry. The scoring descriptors were agreed to by the Mathematics Department and are used when grading all assignments that lead to the final averages in each course. Data are reported by the faculty teaching the courses.

2. Alignment with NCTM Standards and Indicators

Geometry 2.1, 2.2, 2.3, 2.4, 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7, 11.8

History of Mathematics 2.1, 2.2, 2.3, 2.4, 9.10, 10.6, 11.8, 12.5, 13.4, 14.8, 15.1, 15.2, 15.4

3. Data Findings

Before the teacher candidate is approved for student teaching, each candidate has earned C’s or better in the above named mathematics courses. Their grades compare favorably with the other mathematics majors in the School of Arts and Sciences where they have a 3.5 grade point average in these courses.

4. Data Interpretation

There are no D’s or F’s reported for either of these courses as the students who made those grades are no longer mathematics majors.

As the data indicate, the majority of the students taking these courses are teacher candidates whose work compares favorably with the other majors.

Attachments

Assessment

Type of Assessment: Grade Point Average Assessment Administration:

This assessment is administered throughout the program following admission. Assessment Description:

The candidate is required to maintain a 2.5 (out of a 4.0) grade point average in mathematics with a minimum grade of C in each mathematics course in their program. The courses that are included in this assessment are MAT 405, History of Mathematics and MAT 411, Geometry. The scoring descriptors were agreed to by the Mathematics Department and are used to determine the final grade in each course. Data are reported by the faculty teaching the courses.

Descriptions (p.164-165, DSU Bulletin, 2005-2006) of the included courses are listed below.

MAT 405. History of Mathematics. Historical analysis of mathematics as a field of knowledge. Prerequisite: MAT 205. 3

MAT 411. Geometry. Intuitive, synthetic, and analytic approaches to Euclidean and other geometries. Prerequisite: MAT 205. 3

Scoring Guide

The following descriptors have been agreed to by the Mathematics Department: A

Able to connect the content of this course to other courses Able to write a complete proof of a theorem

Able to explain a use of a theorem Accurately solves exercises B

Able to explain the content of his course

Able to set up a proof with very few missing steps

Able to explain uses of theorems used as illustrations in class Sets up exercises correctly, makes a few errors

C

Limited ability to explain content of the course Has difficulty setting up proofs, gets some correct Can explain some representations for theorems Makes some errors in setting up exercises D

Ineffective in describing course content Proofs are memorized, gets few correct Representations are not fully understood Unable to complete some exercises F

Unsure of course content Proofs are incomplete

Representations are inaccurate Unable to complete exercises

Data Chart Assessment 6 This assessment includes 2 mathematics courses. The following shows how the grades were distributed.

Geometry (n = 10)

History of Mathematics (n = 13)

Teacher Candidates Other Mathematics Majors

Teacher Candidates Other Mathematics Majors

A B C D A B C D A B C D A B C D 1 3 3 0 2 1 0 0 3 3 4 0 2 0 1 0

Section IV Assessment 7 1. Description of the Assessment

In the majority of the mathematics courses* in the program, teacher candidates are graded on technology project assignments with a scoring rubric. To successfully complete each project the candidate must score a 3 or better on a 5-point rubric. 2. Alignment with NCTM Standards and Indicators

These assignments align with NCTM indicators 6.1, 10.5, 11.7, 12.4, 14.3, 14.6, 14.7.

3. Data Findings

Most teacher candidates scored a 3 or better on these assignments. 4. Data Interpretation

The mathematics teacher candidates can use knowledge of mathematics to select and use appropriate technological tools for mathematics problem solving and data representation. They selected from a variety of technology tools/computer programs: graphing

calculators, Derive 5, Geometer’s Sketchpad, Microsoft Word, Microsoft Excel, Microsoft FrontPage, Microsoft Publisher, Microsoft PowerPoint, and StatDisk. The teacher candidates that did not score a 3 or better on each of these assignments were deficient in other areas of the program and will not be approved for student teaching until deficiencies are removed.

*Unified Calculus and Analytics (MAT 205, MAT 206, and MAT 207) Mathematics Technology (MAT 215)

Applied Probability and Statistical Methods (MAT 300) Differential Equations (MAT 322)

History of Mathematics (MAT 405)

Attachments

Assessment 7

Teacher candidates should be able to use and teach with appropriate technology in their mathematics classes. Technology skills are incorporated into courses that they take in their program. The technology projects vary according to the specific content of the course. They relate to problem solving, graphic/data display, data analysis, data

information storage, information presentation, or conjecture discovery/exploration. The projects stress both mathematical content accuracy as well as communication skills.

Scoring Guide

To successfully complete the assignment the candidate must score a 3 or better. 5 demonstrates full knowledge: selects appropriate technology, makes correct

computations, carefully explains concepts, makes appropriate connections. 4 demonstrates knowledge of most of main ideas: selects appropriate technology,

makes only minor mistakes in computations and explanations.

3 demonstrates knowledge of some main ideas: selects appropriate technology, makes only minor mistakes in computations, no explanations.

2 demonstrates little knowledge of main ideas: selects appropriate technology, makes major mistakes in computations, no explanations

1 demonstrates no understanding of main ideas or totally ineffective approach 0 no response

Data Chart Assessment 7

The following shows how the points were distributed in each course. Course

Number

Number of BSE candidates

Score of 5 Score of 4 Score of 3 Score of 2 Score of 1

MAT 205 13 1 9 2 1 0 MAT 206 9 1 2 5 0 1 MAT 207 7 0 2 4 1 0 MAT 215 6 6 0 0 0 0 MAT 300 3 1 1 1 0 0 MAT 322 6 0 3 0 2 1 MAT 405 10 3 3 4 0 0 CUR 487 6 5 1 0 0 0

Section IV Assessment 8 1. Description of the Assessment

Each teacher candidate is required to participate in the annual high school

mathematics tournament that is sponsored by the mathematics department. Each teacher candidate is evaluated with a check list of responsibilities and post-tournament interview. Candidates in 400-level courses are required to write test items and select at least two supervision activities. The candidates from the 200 and 300-level courses are required to complete at least two supervision activities. All candidates are encouraged to help with the letter writing after the tournament.

2. Alignment with NCTM Standards and Indicators

Tournament activities align with NCTM indicators 3.1, 3.2, 3.3, 3.4, 7.5, 16.1, 16.3. 3. Data Findings

• 100% of the candidates in the 400-level class wrote test items.

• 91% of the candidates in mathematics classes participated in 2 or more supervision activities.

• 8 candidates wrote letters to participants after the tournament.

• Interview comments: impressed with level of mathematics ability, pleased to see such good team work, amazed at the level of excitement, and surprised at how seriously the high school students took the activities.

• See attachments for a letter that was written to a high school student by a teacher candidate.

4. Data Interpretation

This tournament gives the teacher candidates the opportunity to participate in a planned and well supervised event with high school students (130 attended spring 2006) prior to student teaching. Not only are they supervised by the university mathematics faculty, but also by the teachers from the local high schools that bring their students to this all day event. The candidates demonstrate that they can lead activities in mathematics, communicate with high school students using the language of mathematics, and assess mathematics skills. The candidates also demonstrate that they can be ambassadors for Delta State University since the tournament also serves as a recruiting tool for the department.

Attachments

Assessment

Annual Mathematics Tournament

Each teacher candidate is required to participate in the annual high school mathematics tournament that is sponsored by the mathematics department.

The Test Writing Assignment

Submit 20 questions as outlined below. Some suggested topics are listed for each category. If a problem is copied from a source, be sure to list that source. The high school students will not be allowed to use calculators, and the problems that you choose should reflect that restriction. Also, try to choose problems with different levels of difficulty.

5 problems from Algebra (solving equations, lines, intercepts, functions, word problems, etc.

4 problems from Trigonometry (solving triangles, ratios of sides of triangles, inverse trig functions, etc.)

4 problems from Geometry (congruency, similarity, parallel lines, polygons, relationships within figures, applications of theorems, etc.)

4 problems from Discrete Mathematics (counting, combinations, permutations, sequences, series, etc. )

3 problems from Probability (coins, dice, urn problems, etc.)

Assessment Tool and Scoring Guide

Checklist for Tournament Participation Participation Categories

• Tournament Preparation--Test items for written test (required for 400-level candidates)

• Supervision during tournament (2 or more required for all levels of teacher candidates)

1. Registration

2. Monitor written test 3. Grade written test

4. Monitor ciphering contest 5. Score ciphering

6. Monitor afternoon relays

7. Supervise break/help with refreshments 8. Escort to and supervise lunch

• Follow-up after tournament--Write letters to high school participants Informal post-tournament interview

• Reflect on student abilities • Suggestions for improvement

• Critique selection of mathematics problems

• Reflect on student reaction to problems you wrote in terms of difficulty level, noticeable gaps in student knowledge, etc.

Work Sample – Example letter

Eight teacher candidates wrote letters to the high school participants after the tournament. A sample of one of the letters is provided.

March 9, 2006 Dear

I am ecstatic that you accompanied your school to our math tournament. It was

wonderful seeing all of you eager, enthusiastic future mathematicians! I hope your visit with us was a pleasant one and I hope to see you again soon on campus. Hopefully, you will consider DSU as your choice for furthering your education. We are located within driving distance of many areas and if you choose to live on campus, the atmosphere is great as well. Delta State is like a home away from home. It has a friendly atmosphere, the teachers are great, and the classes are small.

I made DSU my choice because it is close to home and I enjoy attending small classes. All of my teachers know me by first name. They all seem to enjoy their job which makes me enjoy my classes more. There are plenty of on-campus activities to become a part of. We have a student chapter of the Mathematical Association of America of which I am a member. We have various honor societies, Greek organizations, student government association, and of course, we have excellent athletic teams. Our baseball team is well on its way to being division champions. If this happens, they will be joining our men’s and women’s basketball teams as Gulf South Conference Champions. As you can see, there are a plethora of opportunities here at DSU and it would be impossible for me to fully describe every one of them. So, if I can be of further assistance, please e-mail me at the math department. Again, we loved having you here and hope to see you soon!

Section V. Use of Assessment Results to Improve Candidate and Program