{\it Raising Calculus to the Surface} has three different assessment parts in order to understand the impact the surface materials have on student learning.

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\item {\bf Pre / Post Assignment} This assignment on calculus knowledge aims to measure the gain (or loss) in student understanding of single variable calculus knowledge and how it extends to the multivariable setting. The pre-assignment asks about single variable calculus content, while the post-assignment asks similar questions in the context of multivariable calculus content.

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{\bf Administration: } Please administer the pre/post assignments (in-class preferable) to your students; Assign the pre-assignment before students begin working with the surface materials. Assign the post-assignment after students have completed working with the surfaces for the term or semester. We prefer paper-and-pencil (no calculator). The assignment should take about 30 minutes.

{\bf Collection: } Assign a unique key code for each student. Put this code on each page, then return the content pages to the research team. You do not need to return the cover sheet, which contains personal student data as well as a place to put a code. This sheet is helpful so that you can assign students the same code on both the pre-assignment and the post-assignment.

\item {\bf Concept Test} A concept test aims to measure the gain or loss on multivariable calculus knowledge for students for students in courses who use the surface materials as well as students in control classes. While this is ideally completed by both students who use the surface materials and students in a control section of the course, we know this is not always possible.

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{\bf Administration: } Please include the four paired questions on either a midterm exam or a final exam. This assignment should be given in a controlled in-class setting. We prefer paper-and-pencil (no calculator).

{\bf Collection: } Assign the same unique key code for each student as used on the assignments above. Put this code on each page, then return the content pages to the research team. You do not need to return the cover sheet, which contains personal student data as well as a place to put a code. This sheet is helpful so that you can assign students the same code on both the pre-assignment and the post-assignment.

\item {\bf Student Perception Survey} A The project aims to measure the impact using the surfaces had on student engagement in the course. This is accomplished by having students complete an online survey, available at the link posted below.

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\item Post-Survey Link (students): http://magpie.physics.winona.edu/limesurvey/index.php?sid=45761&lang=en

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{\bf Administation:} You may email out the link to students and have them print and sign the final page, which contains information about their major, minor, year in school, and institution name. Alternatively, send a list of students and email addresses to awangberg@winona.edu and the survey tool will send automatic emails and reminders to the students.

{\bf Collection:} All data is collected anonymously through the survey tool. Instructors who wish to administer paper-and-pencil surveys may do so using this page; email or mail results back to the project team.

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{\bf LaTeX code and Modifications} Every text and course uses slightly different language and notation. The LaTeX code is available for each assignment / assessment via the {\it Clone and Edit} mechanism. Feel free to grab the LaTeX for inclusion in your own exams or to reword the questions to better reflect the language and notation used in your course. (A link will be made to your cloned version of the assignments and assessments.)

{\bf email Collection}

Please forward scanned pdfs of the collected data to the following email address: raisingcalculus.fef477e@m.evernote.com<mailto:raisingcalculus.fef477e@m.evernote.com>

{\bf Mail Collection}

Alternatively, hard-paper copies of data can be mailed to:

Aaron Wangberg

Department of Mathematics & Statistics

322 Gildemeister Hall

Winona State University

Winona, MN 55987

%\begin{itemize} % \item Initial Calculus Problems (Pre-test) ( PDF ) % \item Post Calculus Problems (Post-test) ( PDF ) % \item Multivariable Calculus Post Test (Content) ( PDF ) %\end{itemize}