Supporting Assessment in Undergraduate Mathematics

该项目的目标是支持教师和院系努力评估学生在以下至少一项方面的学习情况：(1)本科数学科学课程的连贯块，包括整个学位课程；(2)个别课程，特别是改革课程，在各种机构中使用各种评估工具。有针对性的课程模块是：(a)数学专业；(b)未来教师课程；(c)学校数学作为大学数学的准备，通常称为大学安置计划；(d)普通教育课程，包括旨在培养数量知识的课程。后一部分包括对整个学位课程中数学和定量素养的评估研究，认识到许多数学是在数学课程之外学到的。使用评估来改进程序的评估周期是特别有趣的，包括那些使用学习研究的评估周期。本工作的支持包括：(1)1999年《本科数学评估实践案例研究》在全国范围内的发行和讨论；(2)编写和在全国范围内分发第二卷案例研究和综合连贯的案例研究；(3)建设和维护一个网站，包含有注释的参考书目、文献简介、访谈和评估设计；(4)为教师开展一系列以校园为基础的评估项目的研讨会，包括面对面和电子场所。项目改进的评估周期没有融入部门的核心业务。通过广泛传播通过评估经验获得的知识，该项目极大地促进了评估计划的发展。

The objective of this project is to support faculty members and departments in efforts to assess student learning in at least one of the following:(1) Coherent blocks of courses of undergraduate mathematical sciences, including entire degree programs; and (2) Individual courses, especially reform courses, using various assessment tools across varieties of institutions. The targeted blocks of courses are: (a) the major in mathematics, (b) courses for future teachers; (c) school mathematics as a preparation for college mathematics, usually called college placement programs; and (d) general education courses, including those aimed at quantitative literacy. This latter block includes study of assessments of the mathematical and quantitative literacy achieved in entire degree programs, recognizing that much mathematics is learned outside mathematics courses. Assessment cycles that use assessment for program improvements are of special interest, including those that use research on learning.Support from this work includes: (1) Nationwide distribution and discussion of a 1999 volume of case studies on assessment practices in undergraduate mathematics; (2) Compilation and nationwide distribution of a second volume of case studies and syntheses of coherent sets of case studies; (3) Construction and maintenance of a website to contain an annotated bibliography, literature synopses, interviews, and assessment designs; and (4) Development and operation of a series of workshops for faculty workingon campus-based assessment programs, including both face-to-face and electronic venues.Assessment cycles for program improvement have not been integrated into core operations of departments. This project greatly facilitates assessment program development through wide dissemination of knowledge gained through experiences with assessment.