TRST 4604 - Vocational Foundation Skills - Stage 1 - Maria Rosales Uribe
Assessment
| Assessment Methods |
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|---|---|
| Assessment Description | Student Survey Pre and post test |
| Learning Outcomes | Demonstrate the ability to read, write, and understand the meaning of whole numbers, fractions, decimals, percents, measurements and ratio. Review basic facts of adding, subtracting, multiplying and dividing of whole numbers. Demonstrate the ability to solve decimal fractions problems in the four mathematical operations. Compare and convert units of measurement. Solve verbal and written problems employing problem solving skills. |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 20 |
Data Analysis
| Data Shared With | Faculty and staff within our department |
|---|---|
| Data Sharing Methods | |
| Data Summary | 1. The students took a questionnaire on the first day of class so that I could know my students. Here is the list of questions: a) Have you attended college before? If yes, describe your experience. If not, skip to question 2. Student Responses: “Yes, I did not complete the courses.” “Yes, I really couldn’t concentrate because the decision I made. Now that I am older, I’m all work and no play.” “Yes.” “Yes.” “Yes, and it was fun, but had some problems so couldn’t finish.” “Yes, it was ok. I never got to get the classes I wanted.” “Yes. It was alright. I wasn’t in the right frame of mind at the time to be there.” “Yes. It was ok. Math was not a requirement.” “College feels like any other school I’ve been to.” “Yes. I had to drop out three times.” “I have attended college before but did not complete classes.” “Yes. i was in the nurse aide program.” b) Do you have any construction experience? If so, please tell me about it. If not, skip to question 3. Student Responses: “The closest to construction I did was landscaping with a company by the name of the Garden Project.” “Yes, I have done all kinds of construction from framing, tile setting, finish carpentry, flooring, stucco, etc. It is all pretty much handyman stuff.” “Kinda.” “A lil. I’m very good with tools, etc.” “A little bit. I’ve done a little bit of framing, sheetrock, taping, decks, plumbing, etc.” “Very little. Helped family put up drywall.” “Just a little experience. I hear I can learn more here at City Build.” “Yes, as a laborer, and it was hard work that I like. I was a greenhorn for an electrical company, and I liked it.” “I have worked with a number of tools but more on the gardening landscape level.” “I used to install knobs on kitchen cabinets.” c) What is the most important math skill needed on the construction site? Why? Student Responses: “Algebra because in order to be an engineer, you need that skill.” “Tape measure because every trade you need to measure things often.” “Fractions because you use it in almost all areas of construction.” “Measurement.” “Fractions & algebra.” “Fractions.” “Algebra.” “Fractions & decimals.” “Fractions and finding out surface area. Fractions are used to read a tape measure, and finding out area helps with the sizes of wood or metal needed.” “Measurements because a measuring tape is one of the main tools in construction.” “Fractions and word problems. Fractions because fractions can like help you make a house.” “The most important math skill in construction is adding, subtracting, and multiplying because they apply to everything.” “Fractions.” “All math because you always have to figure out different weights and measurements on constructions sites.” “Fractions or multiplying.” “Fractions, decimals.” “Fractions because you’ll have to cut what.” “I don’t know. I hope to learn.” “Tape measure. You need it for lay out.” “Measuring tape.” d) Why do you think math is important to a pre-apprentice? Student Responses: “It’s important because you want to use the appropriate amount of what you need.” “To solve math problems on site.” “Because you have more to prove.” “Yes.” “To make sure/get you ready.” “So that they can build up their skills.” “So you could pass the test and get into a trade.” “Because when you start working, you can know how to read a tape measure.” “Because without math, you can’t construct right.” “It’s important because coming in as an apprentice, they might expect you to know how to do certain things.” “Because he or she needs to know measurements to do some of the work.” “It is used in every part of the construction field.” “So you can be up to date on your math skills. Help read blueprints.” “It will help on the job site and in life.” “So you can be ready to be an apprentice.” “Sometimes you will need to read blueprints.” “For the job site, you don’t never know when math will come in handy.” “You need to know how to measure and read angles.” “Because you will be using it every day on the job site.” “It is important because math is a main factor in construction, and you should know the basics.” “So you can be prepared for any union trade.” e) How do you feel about math? Student Responses: “Never been good at it, but willing to learn.” “It’s ok.” “Ok.” “So, so.” “I could always learn more of it to help me in my line of work.” “I can go without, but it’s ok.” “Math is very challenging.” “It’s ok.” “:(“ “I’m pretty comfortable, but I believe I have a lot of improvement to do.” “I like it.” “Very bad at math. It confuses me a lot.” “It’s okay at times.” “Math is ok. I’m not a big fan.” “I like math.” “I am not fond of math. I do know how to add, subtract, and divide fractions, but have problems with perimeters, volume and area.” “Ok when I review it, I feel more better.” “It’s ok.” “I like math. I just need to brush up on the basics.” “Math is really challenging.” “Good.” “It’s an interesting subject. Somewhat of a challenge.” f) What are your strengths as a student? Student Responses: “Willingness.” “My drive, and I like a challenge.” “Able to learn quickly and apply it to everyday use.” “Willing to learn. I know how to listen, ask good questions. Quick learner.” “To be better at math and finish City Build and pick my career.” “Trying to remember how to solve math questions.” “Good listener & learn fast.” “Good listener. If you show me once, I can do it.” “Taking tests.” “Being here to learn.” “Reading, spelling and vocabulary.” “Willing to learn, dedicated.” “I am a good listener.” “Math.” “Work well in groups.” “I enjoy a challenge.” “Determine focus, and I’m my own person. I can only fail.” “Leader/helper.” “I’m a good listener. I ask questions. I like to learn. I pay attention.” “Working hands on, physical education, working in a group, and English.” “Multiplication and some percent.” g) What do you think will be your biggest challenge in this class? Student Responses: “Don’t know.” “Math.” “Math.” “Fractions.” “Adding and subtraction.” “Fractions and decimals.” “I don’t know.” “Listening and doing the work.” “Nothing.” “Dividing and everything that has to do with decimals, fractions and exponents.” “Passing the class.” “Fractions, decimals, percent. All that stuff.” “Fractions.” “Refreshing all these things I learned 10 years ago.” “Passing the test.” “Figuring out if I want to be in the advanced class.” “Fractions.” “To pass the test.” “15 min. break/finding something to do when I’m done.” “adding and subtracting fractions and converting fractions to decimals.” “My biggest challenge is math because I’m not that advanced, and I still have things to learn.” “Conquer all expectations of you.” h) What do you think will be easy for you in this class? Student Responses: “Don’t know.” “Not sure, yet.” “I don’t know.” “Basic math: addition, subtraction, multiplication.” “Refreshing my math skills.” “Paying attention.” “Multiplication.” “Easy stuff.” “Learning.” “fractions & decimals.” “hands on, PE.” “Multiply.” “Working with a team of people.” “Remembering the rules of math.” “adding and subtracting.” “Paying attention.” “math.” “Adding, subtracting, multiplication and decimals.” “Refresh my memory.” i) If you’ve been diagnosed with a learning disability, please let Melissa know so that she can help you better. The more detail, the better. Are there any special accommodations that you require? Student Responses: “No.” was the most common response. |
| Analysis Summary | Fractions are the basis for construction work. Therefore, a fraction inventory was given at the beginning of the term. Results of Initial Fraction Inventory 40% of students got all the problems wrong. 17% of students got 1 answer correct. 33% of students got 3 correct. 10% of students got 100%. Results of Post Fraction Inventory 1 student got 0% correct. 1 student got 12.5% correct. 2 students got 25% correct. 4 students got 50% correct. 5 students got 63% correct. 7 students got 88% correct. 6 students got 100% correct. |
| Next Steps Planned | No answer |
| Learning Outcomes | No answer |
Changes
| Details | Used a different assessment |
|---|---|
| Learning Outcomes | ALL |
Tentative Future Plans
| Term | Fall 2013 |
|---|---|
| Activities | Revision of outcomes and assessment methods (measurements) |
| More Details | No answer |
SLO Details Storage Location
ELECTRONIC COPY - In my electronic filing system (hard drive or web server)