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The table below shows the frequency distribution of scores.

Score Range

Number of Graduates

Number of Non-Graduates

5

0

0

4.5 – 4.9

1

0

4.0 – 4.4

6

9

3.5 – 3.9

21

9

3.0 – 3.4

13

21

2.5 – 2.9

15

17

2.0 – 2.4

4

5

1.5 – 1.9

0

0

1.0 – 1.4

0

0

0-.9

0

0

The results show a need for emphasis in all major elements of written discourse: thesis, support, analysis, and comprehension as well as grammar, spelling, and punctuation.

The scorers felt that scoring was difficult because the artifacts came from various assignments with different requirements.

After considering the results from the data summary, the following changes have occurred to improve learning:

The writing assignments will be standardized for the 2003 assessment cycle. Students graduating in 2003 will select one of two writing assignments to produce artifacts for the assessment of written communication.

In-service presentations provided faculty information that can be useful for supporting the written communication outcomes. (Details under the Supporting Activities section of this report.)

Quantitative Assessment

According to the intended student learning outcomes for quantitative analysis in general education learners will

1

Identify and extract relevant data from given mathematical or contextual situations.

2

Select known models or develop appropriate models that organize data into:

a)

tables or spreadsheets (with or without technology); or

b)

graphical representations (with or without technology); or

c)

symbolic/equation format.

3

Obtain correct mathematical results and state those results with qualifiers.

4

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