JSM 2005 Online Program

Abstract #303988

This is the preliminary program for the 2005 Joint Statistical Meetings in Minneapolis, Minnesota. Currently included in this program is the "technical" program, schedule of invited, topic contributed, regular contributed and poster sessions; Continuing Education courses (August 7-10, 2005); and Committee and Business Meetings. This on-line program will be updated frequently to reflect the most current revisions.

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Activity Number:	147
Type:	Contributed
Date/Time:	Monday, August 8, 2005 : 10:30 AM to 12:20 PM
Sponsor:	Section on Statistical Education
Abstract - #303988
Title:	Assessment of Introductory Statistics and Statistics Programs
Author(s):	Julia Norton*+ and Jean C. Ellis and Jaimyoung Kwon
Companies:	California State University, East Bay and California State University, East Bay and California State University, East Bay
Address:	28022 El Portal Drive, Hayward, CA, 94542-2512, United States
Keywords:	departments of statistics ; programs ; evaluation ; introductory statistics ; teaching statistics
Abstract:	This paper provides a retrospective look at five years' of assessing introductory statistics courses over quarters, faculty, course topics, grades, and continuing coursework. Since Fall 1999, the Department of Statistics at California State University East Bay (formerly Hayward) has required a common final in our introductory statistics course. After five years, we have collected data that includes followup coursework associated with specific majors and, less frequently, a minor in statistics. The student research considers student issues while faculty consider time trend and a discussion of intervention. High marks on the final exam relate to success in future coursework. There is some relationship between scores on portions of the exams and their respective quiz scores on related topics. Faculty who rely on the assessment exam for grading purposes have lower grade distributions, but also have students with a consistent carryover into later coursework. We also have implemented parallel programmatic assessments at the undergraduate and graduate levels. These are compared.

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