| Division | Department | Your name | Course with section. Fo | CRN# for course | Enter SLO Statement(s) | Academic Year | Quarter of Assessment | Modality of class | Method of Assessment | Elaborate on Assessment Method | Number of students exceeding expectations | Number of students meeting expectations | Number of students approaching expectations | Number of students who do not meet this/these outcome(s) | N/A Not Applicable (withdrew, absent, ...) | Reflection | Enhancement/Action |
| PSME | CHEM | Nayereh Rezaei | CHEM 1A 25/26 | 21578, 21579 | Identify and explain trends in the periodic table | 2024-25 | Fall | Face-to-Face | Exam – Course Test/Quiz | Given questions on Final exam | 10 | 33 | 5 | 8 | 3 | Majority of the students had a pretty good understanding of this SLO | We can try to give more practice and have more discussion on the most important topic of SLO |
| PSME | CHEM | Christopher Deming | CHEM 1B-25/26 | 38390/38391 | Evaluate the principles of molecular kinetics. | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | The second exam for this class was entirely on kinetics, so this serves as an optimum look at how well student understand this topic. Exam included free response questions, calculations, graphing, and matching. Calculations included rate law, integrated rate laws, relative rate laws, and the method of initial rates. | 9 | 13 | 8 | 16 | 0 | Kinetics is tricky because it is a strong blend of calculations and concepts. It is also the first section that has not been covered in either of the previous chemistry classes (25 or 1A) so it is typically a big stepping off point for students. | The biggest deficiency was in the calculations, so emphasizing the different types of rate laws might be the way to improve. |
| PSME | CHEM | Christopher Deming | CHEM 1B - 25/26 | 38390/38391 | Apply principles of chemical equilibrium to chemi | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | I gave 2 different quizzes that focused on equilibrium. One was a take-home quiz and the other was in class. The aggregate performance on these two was used for the assessment. These included ICE tables and Lechateliers principle questions. | 17 | 28 | 10 | 2 | 0 | Since I gave a take-home quiz first, the student seemed well prepared for the in-class quiz, with really only 2 students not meeting the expectations. | I think no further enhancement is needed since over 90% of the students did well on these assessments |
| PSME | CHEM | Nida Khan | CHEM F001A.06 | 32516 | A student who successfully masters the material i | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | The assessment method used to evaluate student learning outcomes
(SLOs) was a combination of exams, course tests, and quizzes. These
assessments included conceptual questions, problem-solving exercises, data
interpretation tasks, and application-based questions to ensure a
comprehensive evaluation of students' understanding. The tests measured
students’ abilities to apply the scientific method in lab scenarios, analyze
and interpret experimental data, think critically, and utilize quantitative
reasoning skills relevant to General Chemistry. Students’ responses were
reviewed to assess their proficiency in each SLO. |
13 | 9 | 3 | 0 | 5 | Assessment results show that 13 students exceeded expectations,
demonstrating strong mastery of the course material. 9 students met expectations, indicating sufficient competency in applying key concepts. 3 students are approaching expectations, suggesting a need for targeted reinforcement. 5 students withdrew or were absent, which may reflect external challenges affecting performance. |
I provided extensive support to all students throughout the course, including extra materials, review sessions, and individual guidance to help them succeed. The results suggest that most students are successfully mastering the learning outcomes, but there is room for improvement in student retention and in supporting those who are approaching expectations. Moving forward, I will continue to offer additional resources and explore new strategies to further engage and assist students who may need extra support. |
| PSME | CHEM | Nida Khan | CHEM D010-23 | 32222 | • Develop problem-solving techniques by applyin | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | The assessment method used to evaluate student learning outcomes (SLOs) was a combination of exams, course tests, and quizzes. These assessments incorporated conceptual questions, problem-solving exercises, data interpretation tasks, and application-based questions designed to ensure a comprehensive evaluation of students’ understanding. The tests specifically measured students’ ability to develop problem-solving techniques by applying the scientific method to chemical data, analyze and solve chemical questions using information from the periodic table, and evaluate current scientific theories and observations with a scientific mindset. Students’ responses were carefully reviewed to assess their proficiency in these critical areas, ensuring they demonstrated a thorough understanding of matter and the changes it undergoes. | 8 | 5 | 5 | 2 | 1 | The assessment results indicate that 8 students exceeded
expectations, showcasing a strong mastery of the course material.
Additionally, 5 students met expectations, demonstrating a solid
understanding and competency in applying key concepts. However, 5 students
were approaching expectations, highlighting a need for targeted reinforcement
to strengthen their grasp of the material. Meanwhile, 2 students did not meet
expectations, suggesting areas for improvement in comprehension and
application. Lastly, 1 student withdrew or was absent, possibly due to
external challenges impacting their performance. |
I provided extensive support to all
students throughout the course, including extra materials, review sessions,
and individual guidance to help them succeed. The results suggest that most
students are successfully mastering the learning outcomes, but there is room
for improvement in supporting those who are approaching expectations or who
didn't meet expectations. Moving forward, I will continue to offer additional
resources and explore new strategies to further engage and assist students
who may need extra support. |
| PSME | CHEM | Nida Khan | CHEM D010-24 | 37725 | • Develop problem-solving techniques by applyin | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | The assessment method used to evaluate student learning outcomes
(SLOs) was a combination of exams, course tests, and quizzes. These
assessments incorporated conceptual questions, problem-solving exercises,
data interpretation tasks, and application-based questions designed to ensure
a comprehensive evaluation of students’ understanding. The tests specifically
measured students’ ability to develop problem-solving techniques by applying
the scientific method to chemical data, analyze and solve chemical questions
using information from the periodic table, and evaluate current scientific
theories and observations with a scientific mindset. Students’ responses were
carefully reviewed to assess their proficiency in these critical areas,
ensuring they demonstrated a thorough understanding of matter and the changes
it undergoes. |
5 | 5 | 5 | 0 | 4 | The assessment results indicate that 5 students exceeded
expectations, demonstrating a strong mastery of the course material.
Additionally, 5 students met expectations, showing understanding and competency in applying
key concepts. However, 5 students were approaching expectations, suggesting a
need for targeted reinforcement to strengthen their grasp of the material.
Notably, no students fell below expectations, indicating overall proficiency
in the subject. Lastly, 4 students were absent, which may reflect external
challenges affecting their performance. |
I provided extensive support to all students throughout the course, including extra materials, review sessions, and individual guidance to help them succeed. The results suggest that most students are successfully mastering the learning outcomes, but there is room for improvement in supporting those who are approaching expectations. Additionally, the number of absentees highlights the need to address potential challenges that may be preventing some students from fully engaging with the course. Moving forward, I will continue to offer additional resources and explore new strategies to further engage and assist students who may need extra support. |
| PSME | CHEM | Gorkem Ermut | CHEM 30A-27Y | 27100 | Solve stoichiometric problems by applying appro | 2024-25 | Fall | Hybrid (some Face-to-Face) | Exam - Standardized | Students were given multiple-choice exams, and calculations must be provided for full credit on each question. | 15 | 10 | 2 | 2 | 1 | It was a successful quarter with very motivated students. | I gave five quizzes this quarter and plan to remove one, as I had difficulty fitting the last one into the schedule and class time. |
| PSME | CHEM | Xiao Wang | Chem 25 - 62 | 37912 | Assess the fundamental concepts of modern ato | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | 8 fill in blank questions with 26 blanks in the lab final to test the electron configurations, subatomic particles, and isotopes. | 13 | 7 | 2 | 2 | 2 | High % of students met or exceeded the evaluated learning outcome. Students benefitted from the combination of classroom and hands-on in lab. Also, students benefitted from the online homework system. We do problem solving activity (a quiz with discussions) for each class. Also, I opened a discussion forum (a graded discussion forum) in Canvas for each exam, so students can help each other by asking and answering questions. | Continue improving teaching and learning process by encouraging struggling students to visit my office hours or get help from tutoring center. |
| PSME | CHEM | Xiao Wang | Chem 25 - 61 | 23020 | Assess the fundamental concepts of modern ato | 2024-2025 | Fall | Face-to-Face | Exam – Course Test/Quiz | 8 fill in blank questions with 26 blanks in the lab final to test the electron configurations, subatomic particles, and isotopes. | 12 | 6 | 1 | 3 | 1 | 78 % of students met or exceeded the evaluated learning outcome. Students benefitted from the combination of classroom and hands-on in lab. Also, students benefitted from the online homework system. Our lab materials for this topic is very good. | Continue improving teaching and learning process by encouraging struggling students to visit my office hours or get help from tutoring center. |
| PSME | CHEM | MARTINOVIC, VALERIJA | CHEM 1A 65/66 - F24 | 21580, 21581 | • Identify and explain trends in the periodic table. | 2024-25 | Fall | Face-to-Face | Exam – Course Test/Quiz | Exam question: Re-order each list in the table below, if necessary, so that the atoms or ions are listed in order of decreasing size. a) I-, Xe, I b) Be+, Be, Li c) Rb, Na, Cs |
30 | 9 | 5 | 0 | 17 | Before the exam, a lecture on the topic was given in class, homework was assigned, and students had an opportunity to practice the concept of periodic trends in atomic size. | Although most students understood the concept, the outcome could be increased by giving students more opportunities to practice. |
| PSME | CHEM | Christopher Deming | CHEM 1B - 25/26 | 38390/38391 | Apply the second and third laws of thermodynam | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | On the final exam, there was a 5 part question on thermodynamics and the 2nd/3rd laws. This included entropy (3rd law) and spontaneity (2nd law) calculations and a conceptual question on the direction of energy transfer. | 19 | 20 | 11 | 3 | 0 | This questions served as a good measure since it asked about many different facets of the topic. I gave a practice exam with similar questions, so students seemed to have a good idea of how to solve these problems. | A very small number of students seemed lost with this problem, but perhaps getting more practice earlier would help. |
| PSME | ENGR | Saied Rafati | ENGR-10 | 00691 | Analyze and present data in solving engineering p | 2023-2024 | Fall | Face-to-Face | Exam – Course Test/Quiz | This is one the final exam questions where students needed to solve the problem using ohms law equation. | 31 | 1 | 3 | 1 | Overall, the students have good understanding of the ohms law. I have focused more on the ohm’s law application and demonstrated ohms law using hand on simulator for their understanding. | The students who consistently do their homework, participated in class discussion, and attended class also consistently do well on their class assessments. Therefore, my focus will be on encouraging students to participate more. | |
| PSME | ENGR | Saied Rafati | ENGR 37 | 28379 | Analyze the electrical behavior of DC and AC circu | 2023-2024 | Fall | Face-to-Face | Exam – Course Test/Quiz | This is one of the final questions where students need to solve
the problem using AC phasor equations and following rubric. |
7 | 5 | 4 | 4 | 0 | Overall, the students have good understanding of AC analysis.
Going forward, I focus on the more applications and doing more
practices. |
The students who consistently do their homework, participated in class discussion, and attended class also consistently do well on their class assessments. Therefore, my focus will be on encouraging students to participate more. |
| PSME | ENGR | Saied Rafati | ENGR 37 | 48851 | Analyze the electrical behavior of DC and AC circu | 2024-2025 | Spring | Face-to-Face | Exam – Course Test/Quiz | This is one of the final questions where students need to solve the problem using AC phasor equations and following rubric. | 22 | 5 | 4 | 3 | 1 | Overall, the students have a good understanding of the Ohms law.
I have focused more on the ohm’s law application and demonstrated ohms law
using hand on simulator for their understanding. |
The students who consistently did
their homework, participated in class discussion, and attended class also
consistently did well on their class assessments. Therefore, my focus will be
on encouraging students to participate more. |
| PSME | ENGR | Saied Rafati | ENGR 10 | 00630 | Analyze and present data in solving engineering p | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | This is one the final exam questions where students needed to solve the problem using ohms law equation. | 34 | 1 | 1 | Overall, the students have a good understanding of the Ohms law. I have focused more on the ohm’s law application and demonstrated ohms law using hand on simulator for their understanding. | The students who consistently did their homework, participated in class discussion, and attended class also consistently did well on their class assessments. Therefore, my focus will be on encouraging students to participate more. | ||
| PSME | ENGR | Saied Rafati | ENGR 10 | 47402 | Analyze and present data in solving engineering p | 2024-2025 | Spring | Face-to-Face | Exam – Course Test/Quiz | This is one the final exam questions where students needed to solve the problem using ohms law equation. | 28 | 2 | 3 | Overall, the students have a good understanding of the Ohms law. I have focused more on the ohm’s law application and demonstrated ohms law using hand on simulator for their understanding. | The students who consistently did their homework, participated in class discussion, and attended class also consistently did well on their class assessments. Therefore, my focus will be on encouraging students to participate more. | ||
| PSME | ENGR | Saied Rafati | ENGR 37 | 48851 | Analyze the electrical behavior of DC and AC circu | 2024-2025 | Spring | Face-to-Face | Exam – Course Test/Quiz | This is one of the final questions where students need to solve the problem using AC phasor equations and following rubric. | 22 | 5 | 4 | 3 | 1 | Overall, the students have a good understanding of AC analysis. Going forward, I will focus on more applications and doing more practice. | The students who consistently did their homework, participated in class discussion, and attended class also consistently did well on their class assessments. Therefore, my focus will be on encouraging students to participate more. |
| PSME | ENGR | Saied Rafati | ENGR 37 | 37516Analyze the e | Analyze the electrical behavior of DC and AC circu | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | This is one of the final questions where students need to solve
the problem using AC phasor equations and following rubric. |
8 | 13 | 4 | Overall, the students have a good understanding of the Ohms law. I have focused more on the ohm’s law application and demonstrated ohms law using hand on simulator for their understanding. | The students who consistently did their homework, participated in class discussion, and attended class also consistently did well on their class assessments. Therefore, my focus will be on encouraging students to participate more. | ||
| PSME | MATH | Amanda Lien | MATH 10-56Z | 42724 | • Organize, analyze, and utilize appropriate meth | 2024-2025 | Spring | Online - Asynchronous | Exam – Course Test/Quiz | SLO determined by 25-question exam that includes questions with various scenarios. Students are asked to use the scenarios to determine the variable, identify the variable, determine the distribution, evaluate the data, organize data into visual representation (using appropriate graph depending on type of variable), create confidence intervals, conduct hypothesis testing based on a given claim, evaluate results from hypothesis testing, and draw conclusions from the results. Students earning at least 90% (45 points out of 50) on this exam were considered exceeding expectations. Students earning between 80% and 90% were considered meeting expectations. Students earning between 75% and 80% were considered to be approaching expectations. Students earning less than 75% were considered to be unsuccessful in meeting the outcomes. | 28 | 5 | 4 | 3 | 0 | This quarter I tried to adjust my questions and scenarios even more in the exam to try to discourage the use of AI in getting answers. I'm not sure that I was successful, but noticed that there were less perfect scores than last quarter (though more students earned A's). I had a chance to chat with my colleague, Vinh, about this concern during one of our department meetings and it seems that this is a common issue across all online courses. I definitely would like for our department to require in-person exams (at least for the final) for all online courses, but we learned that this may not be equitable. There's still work for me to do to find other methods of assessment that doesn't allow students to use AI to get answers. | We will need to encourage in-person exams for online classes. |
| PSME | MATH | Roderic Taylor | Math 1D-21 | 38470 | Use double, triple and line integrals in application | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | Evaluated multiple questions on exam related to the course objective. | 7 | 9 | 10 | 6 | 5 | The subjects relevant to this objective were squeezed together at the end of the course. | Try to plan out the course to have more time for the subjects relevant to this objective. |
| PSME | MATH | Neelam Shukla | Math 10-52Z | 28399 | 1. Organize, analyze, and utilize appropriate meth | 2024-25 | Fall | Online - Asynchronous | Exam – Course Test/Quiz | Quizzes and exams (timed) were given on Canvas as well WebAssign, and students were asked to upload all the detailed work done to get the final answer. Collaborated work was assigned in the groups. My expectation was students score equal to/more than 80%. | 29 | 2 | 2 | 0 | 4 | 87% of the students were exceeding expectations. 6% of the students were meeting expectations. 6% of the students were approaching expectations. 10% did not participate/absent. | Students were encouraged to participate in the discussions regularly. They were assigned group lab work. Students learned progressively with student-student and student-instructor interactions. They uploaded complete work done for quizzes and exams and they were provided detailed and timely feedback for each submission. Students were provided help during office hours. It helped them to learn the subject and improved their rate of success. |
| PSME | MATH | Roderic Taylor | Math 2A-27 | 48876 | Classify, solve and analyze differential equation p | 2024-2025 | Spring | Face-to-Face | Exam – Course Test/Quiz | Evaluated based on answers to exam questions. | 16 | 17 | 3 | 4 | 2 | Students were largely successful at applying techniques of solutions. | Put more emphasis on applications. |
| PSME | MATH | Yogeswari Jyothsna Vis | Math 1B 19Z | 27499 | Apply the definite integral in solving problems in | 2024-25 | Fall | Online with at least some synchronous hou | Exam – Course Test/Quiz | The height of a parabolic arch above the ground is given by the
function y=4−x^2 where xis the horizontal distance from the center of
the arch, and the arch spans from x=−2 to x=2 meters. Question: What is the average height of the arch above the ground over the interval −2≤x≤2? |
18 | 7 | 5 | 6 | 4 | Approximately 69% of the students met or exceeded expectations
on Student Learning Outcome. Of these, 72% of students successfully applied
the definite integral to solve the average height problem and demonstrated a
strong understanding of how to evaluate integrals in the context of
analytical geometry. About 16% of the students had difficulty identifying the correct mathematical model for the situation, translating the word problem into an integral, and interpreting the results in context.Common issues included confusion with the limits of integration, difficulty with handling the geometry of the problem, and misunderstanding the concept of finding the average value of a function over an interval. |
Provide more focused instruction on
the concept of limits of integration, especially when dealing with physical
problems that require interpretation of the domain. Emphasize how the limits
relate to the physical scenario and reinforce this with a variety of
examples. Integrate more geometry-focused examples in the curriculum to improve students' spatial reasoning and understanding of shapes like curves, areas, and averages in real-world contexts. |
| PSME | MATH | Howard Rudolf | Math 32-46Z | 38539 | Formulate, construct, and evaluate trigonometric | 2024-2025 | Winter | Online with at least some synchronous hou | Exam – Course Test/Quiz | I chose a question from the final exam directly related to the SLO and tallied how many students got the answered correctly and how manhy students answered incorrectly. | 0 | 49 | 0 | 2 | 2 | Since most of the students (49/51) answered the question correctly, I. would state that I successfully met the objective. | None. |
| PSME | MATH | Linlin Zhang | MATH 10-21 | 38492 | • Organize, analyze, and utilize appropriate meth | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | There were 7 quizzes, two projects, two midterms and one final exam. Other than projects, the other assessments were timed and done during class. Some quizzes were done in groups of 4 or fewer students while most assessments were done individually. | 26 | 8 | 3 | 4 | 2 | Students can do calculations when finding descriptive statistics and perform inferential testings. Some still have difficult time when interpreting the result for inferential statistics. | Next time, we need to leave more time to work on the last few chapter and do one more project so students have more practice with sample testing. |
| PSME | MATH | Linlin Zhang | MATH 1B - 25 | 38451 | • Analyze the definite integral from a graphical, n | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | We had 7 quizzes, two midterms and one final exam. All assessments were timed and done during class time. Some quizzes were done in groups of 3 or fewer students while most assessments were done individually. | 35 | 5 | 1 | 2 | 1 | Students can perform different integration problems by applying appropriate techniques. Application problems like volumes and physics problems are more challenging for them. | Next time if possible, we should give students more chance to solve application problems during class time so I can given them more timely feedback. |
| PSME | MATH | Roderic Taylor | Math 1D-21 | 38470 | Apply analytic, graphical and numerical methods | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | Based on test question relevant to the course objective. | 29 | 0 | 3 | 0 | 5 | The question chosen to evaluate this may have been too basic. | Need to contemplate how to evaluate such a broad learning objective. |
| PSME | MATH | Sithparran Vanniasegar | MATH 10-33 | 27535 | Collect data, interpret, compose and defend conj | 2024-25 | Fall | Face-to-Face | Exam – Course Test/Quiz | I asked a hypothesis test on the final exam. | 18 | 3 | 2 | 2 | 0 | Some students did not calculate the p-value correctly. | More problems where students calculate the p-value will be given. |
| PSME | MATH | Gregory Stachnick | Math 10-MP2 | 39141 | • Organize, analyze, and utilize appropriate meth | 2024-2025 | Winter | Face-to-Face | Laboratory Project | Conduct a lab experiment to validate the Law of Large
Numbers 1. Student teams learn how to use simulation to generate sample data representing 100 rolls of a pair of dice and calculate the sums. 2. Calculate the frequency and relative frequency distributions of the sums, record them in tables and create histograms. 3. Calculate the theoretical frequencies and relative frequencies for the sums based on a sample space and probability rules. Create tables and histograms. 4. Collect the simulation data from all the teams, calculate the frequency and relative frequency distributions for this much larger set of whole class sample data. Create the same types of tables and histograms. 5. Compare the three sets of results, sample size 100, whole class sample, and theoretical results. 6. Identify characteristic of the shapes of the histograms. 7. Was the Law of Large Numbers supported by your results? |
3 | 17 | 8 | 7 | 1 | Most of the students were unfamiliar with using any kind of spreadsheet. They were also unfamiliar with the concept of a simulation and the notion of creating a simulation of the real-world activity of tossing a pair of dice and automatically calculating the sums using random number generators and formulas in Google Sheets. Students were impressed with the ease of creating the various kinds of charts in Google Sheets once your data sets are constructed. | It would be better for my class tutor and I to spend more hands-on one-on-one time directly with the students on spreadsheet basics. The examples I provided were not sufficiently stand alone to allow the class to create their own simulations and charts. I wanted the students to enter their individual simulation results into a whole class shared spreadsheet, to create a joint larger data set to be used for possible validation of the Law of Large Numbers. I also had trouble getting the students to get their results entered by the deadline. Perhaps some kind of reward or penalty would help. |
| PSME | MATH | Vinh Thanh Nguyen | MATH 1A-17 | 38432 | Analyze and synthesize the concepts of limits, con | 2024-2025 | Winter | Face-to-Face | Exam - Standardized | I use formative assessment which is ongoing assessment conducted during the learning process to provide feedback for improvement. This is also the traditional assessment which is pen and paper tests, written exams, and final exams. | 23 | 4 | 4 | 3 | 6 | Many students performed well on questions that required recall and basic comprehension, indicating that they have successfully learned fundamental concepts. However, some students struggled with challenge questions. | It suggests for more practice with critical analysis. I should spend more time to do more practice problems in class or during office hour. |
| PSME | MATH | Usha Ganeshalingam | Math 1a-11 | 27474 | Analyze and synthesize the concepts of limits, con | 2024-25 | Winter | Face-to-Face | Exam – Course Test/Quiz | I used 1 questions on the final to assess this SLO. | 10 | 4 | 2 | 6 | Students had the most difficulty with using the correct notation and writing out the steps of a problem logically (ie forgetting to write lim when finding a limit or derivative using definitions) | I will model and emphasize the importance of using correct notation. | |
| PSME | MATH | Teck Ky | MATH10-41 | 27539 | Organize, analyze, and utilize appropriate metho | 2023-2024 | Fall | Face-to-Face | Exam – Course Test/Quiz | The assessment tool was based on the final examination. |
20 | 14 | 0 | 0 | 1 | 35/36 students were able to effectively communicate their understanding of those three SLOs through their exams. | I will continue to use homework from the textbook and class participation to connect to those three SLOs. |
| PSME | MATH | Roderic Taylor | Math 2A-27 | 48876 | Construct and evaluate differential equation mod | 2024-2025 | Spring | Face-to-Face | Exam – Course Test/Quiz | Evaluation based on answers to question on final. | 21 | 4 | 8 | 6 | 3 | Applications to electronic circuits were difficult to follow. | I should stress applications to springs next time. |
| PSME | MATH | Vinh Thanh Nguyen | Math 1D-46 | 38474 | Apply analytic, graphical and numerical methods | 2024-2025 | Winter | Face-to-Face | Exam - Standardized | I sued traditional assessment which is pen and paper quizzes, tests, written exams, and final exam. | 21 | 6 | 5 | 6 | Many students performed well on my midterms. Some students are struggled to do the problem-solving questions. | I should do more practice problems focused on complex problem-solving. | |
| PSME | MATH | Vinh Thanh Nguyen | Math 32 MP2 | 39220 | Formulate, construct, and evaluate trigonometric | 2024-2025 | Winter | Face-to-Face | Exam - Standardized | There are couples assessment methods that I used for this MPS
class: 1. Formative Assessment: I created quizzes, class discussions, and homework reviews for students. 2.Summative Assessment: I created tests, and final exam by using traditional assessment- pen and paper tests, written exams, and final exam. |
6 | 5 | 9 | 3 | 3 A+ students did perfectly on final exam. Other students performed well on questions that required basic comprehension. Some students were struggled with problem-solving problems. | I should do more additional practice sessions focused on complex problem-solving. | |
| PSME | MATH | Sithparran Vanniasegar | Math 1B-17 | 27498 | Apply the definite integral in solving problems in | 2024-25 | Fall | Face-to-Face | Exam – Course Test/Quiz | I used an arc length problem for this problem. | 22 | 3 | 3 | 0 | 0 | While almost all students set up the integral correctly, some students were unable to recognize that the substitution method was needed to evaluate the integral. | I plan on giving more problems where students are asked to identify the appropriate integration technique. |
| PSME | MATH | Vinh Thanh Nguyen | Math 1D-28 | 38472 | Apply analytic, graphical and numerical methods | 2024-2025 | Winter | Face-to-Face | Exam - Standardized | I use traditional assessment which is pen and paper quizzes, tests and written exams and final exam. |
13 | 8 | 5 | 4 | 3 | Many students performed well on quizzes and tests. Problem-solving questions were well-handled by students who actively engaged in class. Some students struggled with critical thinking questions. | I need to do more practice problems with students as well as more specific steps by steps instruction. |
| PSME | MATH | Roderic Taylor | Math 1D-21 | 38470 | Synthesize the key concepts of differential, integr | 2024-2025 | Winter | Face-to-Face | Exam – Course Test/Quiz | Evaluate questions on exam relevant to this objective. | 16 | 7 | 5 | 4 | 5 | It seemed to me every question on the final was relevant to this course objective. | I need to discuss this objective with other instructors who have taught this class to see how they interpret it. |
| PSME | MATH | Sundararajan Arabhi | Math 31- Q31-W25 | 38531 and 38532 | Investigate, evaluate, and differentiate between a | 2024-2025 | Winter | Hybrid (some Face-to-Face) | Exam – Course Test/Quiz | - Tests,weekly Quizzes - Group assessments to review for exams - HWs on each section - Extra credit opportunity for each section extra practice |
4 | 8 | 6 | 10 | 6 | A lot of students this quarter were not equipped with beginning and intermediate algebra concepts. As a coReq class, i was able to bring some students, who needed help with advanced algebra, up to par but other students who were weak in basic algebra struggled through out the course. | I did tutorials in every class since this was a CoReq and that helped a lot of students a lot. They listened to lecture and did problems in groups. Then they went home and did their HW on the same topic. If they wanted more practice, they could also do an extra credit practice set on My Open Math. |
| PSME | MATH | Amanda Lien | MATH 10-59Z | 38501 | • Organize, analyze, and utilize appropriate meth | 2024-2025 | Winter | Online - Asynchronous | Exam – Course Test/Quiz | SLO determined by 25-question exam that includes questions with various scenarios. Students are asked to use the scenarios to determine the variable, identify the variable, determine the distribution, evaluate the data, organize data into visual representation (using appropriate graph depending on type of variable), create confidence intervals, conduct hypothesis testing based on a given claim, evaluate results from hypothesis testing, and draw conclusions from the results. Students earning at least 90% (45 points out of 50) on this exam were considered exceeding expectations. Students earning between 80% and 90% were considered meeting expectations. Students earning between 75% and 80% were considered to be approaching expectations. Students earning less than 75% were considered to be unsuccessful in meeting the outcomes. | 16 | 15 | 6 | 6 | 0 | I'm definitely noticing an increase in the number of students who are earning A's in the online course. I have been writing completely new questions with my own scenarios that I've made up so that none of the questions could be found online, but with a quick trial, I can see that AI was able to successfully answer my questions. | For future quarters, I would like to require in-person exams for my online courses. I think that this may help with the possible usage of AI during the exam. |