Supporting Assessment in Undergraduate Mathematics

这个项目的目标是支持教职员工和院系努力评估学生在以下至少一项中的学习：(1)连贯的本科数学科学课程，包括整个学位课程；(2)个别课程，特别是改革课程，使用各种不同机构的评估工具。课程的目标是：(A)数学专业；(B)面向未来教师的课程；(C)作为大学数学准备的学校数学，通常称为大学安置方案；以及(D)通识教育课程，包括那些旨在量化识字的课程。后一块包括对整个学位课程所达到的数学和数量素养的评估，认识到许多数学是在数学课程之外学习的。这项工作的支持包括：(1)在全国范围内分发和讨论1999年关于本科生数学评估实践的案例研究；(2)汇编和在全国范围内分发第二卷案例研究和连贯的案例研究集合；(3)建立和维护一个网站，以包含带注释的参考书目、文献摘要、访谈和评估设计；以及(4)为教职员工举办一系列以校园为基础的评估方案的讲习班，包括面对面和电子场所。方案改进的评估周期尚未纳入部门的核心业务。该项目通过广泛传播通过评估经验获得的知识，极大地促进了评估方案的制定。

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.