General Education Competency Rubric: Quantitative Reasoning

 Learning Outcome Exemplary Proficient Marginal Unacceptable
For normalized learning gains (Hake gains) following pre/post- test assessment High normalized learning gain. Medium normalized learning gain. No significant gain nor loss. Any significant normalized loss.
1. Students will use appropriate calculations to solve an application and/or particular problem to obtain a correct
solution.
Calculations are without error and comprehensive to solve an application or obtain a correct solution. Calculations are also presented elegantly (clear and concise) Calculations have minor errors and are sufficiently comprehensive to obtain the correct solutions.  Calculations may contain major errors or represent only a portion of the calculations required to comprehensively solve the problem. The student either does not use the appropriate calculations or uses them incorrectly. As a result, the student is unable to solve the application or problem. 
2. Students will represent the relevant details of a system in terms of the appropriate scientific and/or mathematical model. The student successfully represents the system in terms of the appropriate scientific and/or mathematical model. The representation is both correct and complete.  The student represents the system in terms of the appropriate scientific and/or mathematical model, but the representation is partly incomplete and/or includes minor errors.  The student represents the system in terms of the appropriate scientific and/or mathematical model, but the representation is missing key parts and/or there are significant errors.  The student is unable to represent the system in terms of the appropriate scientific and/or mathematical model. 
3. Students will translate the parameters of a scientific and/or mathematical model into the details of the system being modeled. The student makes a complete and correct translation from the parameters of the model to the phenomenon being modeled.  The student translates from the parameters of the model to the phenomenon being modeled, but the translation is partly incomplete and/or includes minor errors.  The student translates from the parameters of the model to the phenomenon being modeled, but the translation is missing key parts and/or there are significant errors.  The student is unable to correctly translate the parameters of the model to the phenomenon being modeled. 
4. Students will deduce the consequences of a particular model under different contexts, scenarios and/or constraints. The student arrives at deductions by a correct and consistent use of the model, and the deductions are correct.  The student use of the model is mostly correct and/or consistent and lead to correct deductions.  The student use of the model is partly incorrect and/or inconsistent and the student deductions are incorrect and/or incomplete.  The student use of the model is incorrect and/or inconsistent. As a result, the student is unable to arrive at deductions for how the model will respond under different contexts, scenarios and/or constraints and/or the deductions are incorrect. 
5. Students will construct a generalized model based on the specifics of a system being investigated. Constructs a valid generalization and clearly articulates the logic of this generalization based on the specifics that have been identified.  Constructs a valid generalization but does not clearly articulate the logic underlying that generalization.  Constructs a generalization that has some relationship to the specifics that have been identified; however, the specifics do not totally support the generalization.  Constructs a generalization that is not at all supported by the specifics or does not construct a generalization. 
6. Students will evaluate mathematical and/or logical results for issues of validity, accuracy and/or relevance to the real world. The student evaluates the results and correctly confirms or rejects the conclusion based on validity, accuracy and/or relevance to the real word.  The student evaluates the results and makes mostly correct conclusions about the validity, accuracy and/or relevancy of the results.  The student evaluates the results but makes incorrect conclusions about the validity, accuracy and/or relevancy of the results.  The student does not evaluate the results, and/or makes incorrect conclusions about the validity, accuracy and/or relevancy of the results. 
7. Students will make hypotheses and/or predictions. The student proposes hypotheses and/or predictions that are relevant to the model and testable.  The student proposes hypotheses and/or predictions that are mostly relevant to the model and the hypotheses and/or predictions are testable.  The student proposes hypotheses and/or predictions that are somewhat relevant but the relevance is tenuous and/or the hypotheses and/or predictions may not be testable.  The student proposes hypotheses and/or predictions that are neither relevant to the model nor testable. 
8. Students will modify models based on new information. The student recognizes a discrepancy between the model/reasoning and new information, and successfully revises the model and/or their reasoning in a manner that is both consistent and complete.  The student recognizes a discrepancy between the model/reasoning and new information, but makes revisions that are inconsistent and/or incomplete.  The student recognizes a discrepancy between the model/reasoning and new information, but incorrectly dismisses the significance of the discrepancy.  The student does not recognize any discrepancy between the model/reasoning and new information.