Outcome Statements: Upon receipt of an associate degree from Johnson County Community College, a student should be able to:

1. Identify relevant data (numerical information in mathematical or other contexts) by

a. extracting appropriate data from a problem containing extraneous data and/or
b. identifying appropriate data in a word problem.

2. Select or develop models (organized representations of numerical information, e.g., equation, table, graph) appropriate to the problem which represent the data by

a. arranging the data into a table or spreadsheet and/or
b. creating pictorial representations (bar graphs, or pie charts, or rectangular coordinate graphs, etc.) with or without technological assistance and/or
c. selecting or setting up an equation or formula.

3. Obtain and describe results by

a. obtaining correct mathematical results, with or without technological assistance and
b. ascribing correct units and measures to results.

4. Draw inferences from data by

a. describing a trend indicated in a chart or graph, and making predictions based on that trend and/or
b. describing the important features of data presented in a table or spreadsheet, and making predictions based on that trend and/or
c. describing the important features of an equation or formula, and making predictions based on those features and/or
d. making reasonable estimates when given problems involving quantities in any organized or disorganized form and/or
e. drawing qualitative conclusions about the original situation based on the quantitative results that were obtained.

The mathematics outcomes consist of four major outcomes, numbered 1 to 4. These major outcomes are each subdivided into several subpoints labeled by letters. A major outcome is demonstrated when at least one subpoint has been demonstrated, except for major outcome 3, where subpoint 3.a. must be demonstrated. A subpoint is demonstrated when at least one instance of the subpoint has occurred, except for subpoints 3.a. (which requires at least 70 percent accuracy of the items examined) and 3.b. (which requires at least 2 instances involving different measures).

Methods of Scoring: The following method of scoring will measure the mathematics outcomes:

5 = All four major outcomes are demonstrated by the use of more than one subpoint per major outcome.
4 = All four major outcomes are demonstrated.
3 = Three major outcomes are demonstrated.
2 = Two major outcomes are demonstrated.
1 = Only one major outcome is demonstrated.
0 = No major outcomes are demonstrated.

Standards: For assignments where a score of 4 is expected on the mathematics outcomes method of scoring, at least 70 percent of all JCCC students earning associate degrees should obtain a score of 4 or more, and at least 80% of all JCCC students earning associate degrees should obtain a score of 3 or more.

For assignments where a score of 3 is expected on the mathematics outcomes method of scoring, at least 70 percent of all JCCC students earning associate degrees should obtain a score of 3 or more.

Suggested Assignment Guidelines

An appropriate assignment (e.g., homework, exam, quiz, project) would allow students to demonstrate mathematical skills by asking them to:

• work with extraneous data, word problems, or applications;
• create tables, graphs, or diagrams, or select and use equations or formulas;
• obtain several mathematical results; and
• draw qualitative conclusions from their mathematical work.

Student work best suited for evaluation would require students to identify relevant numerical information in some context, organize their information through the use of mathematical models, obtain several numerical results (five or more), and draw some qualitative conclusions from their results. Submissions that require students to demonstrate all four of these objectives are best, but each problem in a submission need not address each objective. Multi-step problems or projects can also work well. (Submissions that require students to do only three of the four tasks are acceptable but do give the impression that JCCC does not teach to all four objectives.) Submissions with qualitative conclusions about results can often be motivated by a well-phrased question in the assignment asking students about the implication of a numerical result.

Revised April 2005