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Supporting Assessment in Undergraduate Mathematics
This report from the Mathematical Association of America describes what was learned during a four-year project designed to support mathematics departments in the design and implementation of programs for the assessment of student learning. The 26 case studies deal primarily with coherent blocks of undergraduate courses designed for particular purposes, such as teacher preparation and math-intensive majors. The 2005 revision of the CUPM Guidelines for Assessment of Student Learning is provided in the appendix. Editor Steen teaches mathematics at St. Olaf College. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com)
239 pages, Paperback
First published February 28, 2006
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December 30, 2015
With a broad scope regarding assessment, you will find something that will help you as you go through the assessment process
Like all college teachers of mathematics, I like to think that I am doing a good job. It is pleasant to think that the students that sit in my classes are getting quality instruction and that the course content is what it should be. While my beliefs are important, it is also necessary that I create the documentation to support this and satisfy the requirements known as assessment. While assessment does differ somewhat from institution to institution, the core of the requirements is essentially the same at every undergraduate institution.
Therefore, the papers in this book will be of value to you if you are currently going through an intensive assessment process. Some of the best ways to reduce the stress and workload of the process is to either borrow from others, cite the actions and consequences experienced by others or simply reading about the problems others have had. All of these and more are described in this book, and at many levels and locations. The editors have gone to great lengths to include articles by people in many different circumstances, so it is likely that you will find something appropriate to your circumstances. I have certainly found it helpful.
This book was made available for free for review purposes and this review also appears on Amazon
Like all college teachers of mathematics, I like to think that I am doing a good job. It is pleasant to think that the students that sit in my classes are getting quality instruction and that the course content is what it should be. While my beliefs are important, it is also necessary that I create the documentation to support this and satisfy the requirements known as assessment. While assessment does differ somewhat from institution to institution, the core of the requirements is essentially the same at every undergraduate institution.
Therefore, the papers in this book will be of value to you if you are currently going through an intensive assessment process. Some of the best ways to reduce the stress and workload of the process is to either borrow from others, cite the actions and consequences experienced by others or simply reading about the problems others have had. All of these and more are described in this book, and at many levels and locations. The editors have gone to great lengths to include articles by people in many different circumstances, so it is likely that you will find something appropriate to your circumstances. I have certainly found it helpful.
This book was made available for free for review purposes and this review also appears on Amazon
Displaying 1 of 1 review