#### Student Learning Outcomes that are measurable or observable:

The “Operational” CCS outcomes as distributed at the 24 February 2015 meeting:

• Explain information presented in mathematical forms (e.g., equations, graphs, diagrams, and tables).
• Convert relevant information into appropriate mathematical forms (e.g., equations, graphs, diagrams, and tables)
• Solve problems using arithmetic, algebraic, geometric, or statistical methods.
• Evaluate mathematical results for reasonableness and validity.

#### Direct evidence of student learning, though in addition indirect evidence may be used:

Successful problem-solving within the course environment, with problems keyed to each of the four outcomes.

#### Student products or performances that give us this evidence:

Exam questions, homework questions, or similar work in each Q course. For each of the four learning outcomes, two such questions would be assessed for each of the four outcomes, for a total of eight assessed questions per course. These questions would typically be part of the normal run of the course—for example, questions that would be used as part of a summative exam and used for student grading. The course instructor would select the questions to be assessed and would ensure that these particular questions are appropriate for assessing the Q learning outcomes.

#### Collection points for these products and performances:

The questions to be assessed would be collected as part of course work in the same way as all other work in the course.

#### Procedure for evaluating this evidence:

The course instructor would develop a rubric for assessing each question, would rate the student responses to the question, would summarize the results, and would determine a threshold for acceptable integrated class performance as a means of determining success in achieving each learning outcome. Individual student responses to the questions would not be retained.

#### Procedure for using this evaluation to improve student learning:

The course instructor would write a one-page report listing the questions and a summary of the assessed student performance on each question. This report would be distributed among instructors of the course being assessed, instructors of similar courses, and other interested parties.

#### Is entire cycle as short as possible, but no more than three years long?

The entire cycle would be only one semester long.

#### Other observations and suggestions:

We feel it is important that the assessment not be a large burden. We recognize that assessment of Q courses is relatively easy compared to other outcomes given the nature of student work in Q courses, some of which naturally lends itself to outcomes assessment.

The goal of these procedures is to create a database of information (the one-page reports) that will be used to evaluate and improve instruction in individual courses and in the Q courses as a whole. We did not feel it would be necessary or productive to create a rigorous audit trail (e.g., retaining examples of student work for some length of time after completion of a course).

It is not clear how this procedure will be overseen above the course instructor level.