Quantitative Reasoning (QR) Assessment
Quantitative Reasoning (QR)
2015-16 Scoring Session Results
The assessment of Quantitative Reasoning began with work completed by the QR Learning Community in 2015-16. The community, comprised of faculty members representing each college on campus, developed a working definition of QR as “…the ability to make (or critique) a persuasive argument about a real-world or discipline-specific problem based on numerical evidence”. Based on this definition, the community developed a rubric with four traits: Problem Identification, Quantitative Analysis, Visual Presentation and Oral/Written Communication.
Averages and standard deviations of scores for each trait by subject:
A third reading was used whenever there was a two-point discrepancy in scores on any trait between the two readers of an artifact. If the third reading coincided with either of the first two reader’s scores, the third reading would replace the non-matching score. If the third reading was in between the first two readings, a coin would be flipped to decide whether the score should be rounded up or rounded down. If the coin said to round up, the third score would replace the lower of the first two and vice versa for rounding down. 21 artifacts (approximately 9%) required a third reading. Of these 21 artifacts, 12 contained a discrepancy in one trait, 7 contained a discrepancy in two traits, and 2 contained a discrepancy in three traits. A breakdown of the 32 total discrepancies by trait follows