Slipping between the cracks? Maximising the effectiveness of prerequisite paths in UTS mathematics degrees

Woodcock, S; Bush, S

Slipping between the cracks? Maximising the effectiveness of prerequisite paths in UTS mathematics degrees

Woodcock, S

Bush, S

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Publication Type:: Journal Article
Citation:: ANZIAM Journal, 2013, 55 pp. C297 - C314
Issue Date:: 2013-01-01

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Field	Value	Language
dc.contributor.author	Woodcock, S https://orcid.org/0000-0003-4903-3164	en_US
dc.contributor.author	Bush, S https://orcid.org/0000-0003-2819-5412	en_US
dc.date.issued	2013-01-01	en_US
dc.identifier.citation	ANZIAM Journal, 2013, 55 pp. C297 - C314	en_US
dc.identifier.issn	1446-1811	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31105
dc.description.abstract	© Austral. Mathematical Soc. 2014. As with almost all degree programs at major Australian universities, the courses offered by the School of Mathematical Sciences at the University of Technology, Sydney consist of a number of individual subjects which together form several prerequisite paths. That is, certain subjects must be successfully completed by students before they may enrol in more advanced subjects in the same broad academic area. This attempts to ensure that those entering later subjects have the sufficient prior knowledge to succeed in their enrolled subjects. While this model is largely successful, it does have one potential 'loophole'. The minimum mark to pass a subject is 50%, meaning that students can potentially complete a prerequisite subject and advance through their course while demonstrating understanding of only half of the prior material. The implications of applying this pass criterion are generally poorly understood and little quantitative work has been undertaken to assess its efficiency and effectiveness. Here, we present quantitative analyses of recent (2008-2013) subject results and discuss a number of possible concerns and issues that these highlight. Furthermore, we draw conclusions and propose several future initiatives which are being used to inform future practice within the school, both in terms of subject development and assessment and also in providing targeted additional support to students whose prior subject performances suggest they may be at risk of future failure.	en_US
dc.relation.ispartof	ANZIAM Journal	en_US
dc.relation.isbasedon	10.21914/anziamj.v55i0.7943	en_US
dc.subject.classification	Numerical & Computational Mathematics	en_US
dc.subject.classification	General Mathematics	en_US
dc.title	Slipping between the cracks? Maximising the effectiveness of prerequisite paths in UTS mathematics degrees	en_US
dc.type	Journal Article
utslib.citation.volume	55	en_US
utslib.for	0199 Other Mathematical Sciences	en_US
utslib.for	01 Mathematical Sciences	en_US
utslib.for	09 Engineering	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	55	en_US

Abstract:

© Austral. Mathematical Soc. 2014. As with almost all degree programs at major Australian universities, the courses offered by the School of Mathematical Sciences at the University of Technology, Sydney consist of a number of individual subjects which together form several prerequisite paths. That is, certain subjects must be successfully completed by students before they may enrol in more advanced subjects in the same broad academic area. This attempts to ensure that those entering later subjects have the sufficient prior knowledge to succeed in their enrolled subjects. While this model is largely successful, it does have one potential 'loophole'. The minimum mark to pass a subject is 50%, meaning that students can potentially complete a prerequisite subject and advance through their course while demonstrating understanding of only half of the prior material. The implications of applying this pass criterion are generally poorly understood and little quantitative work has been undertaken to assess its efficiency and effectiveness. Here, we present quantitative analyses of recent (2008-2013) subject results and discuss a number of possible concerns and issues that these highlight. Furthermore, we draw conclusions and propose several future initiatives which are being used to inform future practice within the school, both in terms of subject development and assessment and also in providing targeted additional support to students whose prior subject performances suggest they may be at risk of future failure.

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http://hdl.handle.net/10453/31105