Quantitative Reasoning Rubric - Assessment and Planning - Truckee Meadows Community College

# Quantitative Reasoning Rubric

(Passed by CRC May 2022)

Includes the ability to use scientific reasoning skills including induction and deduction; to discern bias and subjectivity; to perform appropriate calculations; and to understand, evaluate, model, and effectively use data.

Learning Outcome Exemplary Proficient Marginal Unacceptable
For normalized learning gains (Hake gains 1, 2) following pre/post- test assessment High normalized learning gain.

g > 0.5

Medium normalized learning gain.

0.3 < g < 0.5

No significant gain nor loss.

0 < g < 0.3

Any significant normalized loss.

g < 0

For a single point assessment (e.g., appropriate questions on an exam or appropriate sections in a lab report). 90-100% 75-90% 60-75% < 60%
1. Computational Skills: Demonstrate proficiency with arithmetic and/or algebraic computational skills, and extend them, for example, to geometric and statistical computations. Calculations are without error and comprehensive to solve an application or obtain a correct answer. Calculations are presented clearly and concisely. 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 problems. The student either does not use the appropriate calculations or uses them incorrectly.
2. Communication of Quantitative Arguments: Express quantitative information symbolically, graphically, and/or in written or oral language. The student expresses quantitative information in the appropriate method. The representation is complete and correct. The student expresses quantitative information in the appropriate method, but the representation is partly incomplete and/or there are minor errors. The student expresses quantitative information in the appropriate method, but the representation is missing key parts and/or there are significant errors. The student is unable to express quantitative information symbolically, graphically, and/or in written or oral language.
3. Analysis of Quantitative Arguments: Select and use appropriate numeric, symbolic, graphical and/or statistical reasoning to interpret, analyze and critique information or line of reasoning presented by others. The student uses the appropriate statistical and/or mathematical method to critique information presented, explains why, and supports with reason(s) why information is correct or incorrect. The student uses the appropriate statistical and/or mathematical method to critique information presented, explain why, however does not support with reason(s) why the information is correct or incorrect. The student uses the appropriate statistical and/or mathematical method to critique information presented, however, does not explain why and does not support with reason(s) why the information is correct or incorrect. The student is unable to critique information using any statistical and/or mathematical methods and does not explain why information presented is correct or incorrect.
4. Formulation of Quantitative Arguments: Recognize, evaluate, and use quantitative information, quantitative reasoning, and technology to support a position or line of reasoning. The student evaluates the results and correctly confirms or rejects a position based on validity, accuracy and/or relevance to the real world. The student evaluates the results and mostly makes 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 makes incorrect conclusions about the validity, accuracy, and relevancy of the results.
5. Mathematical Process: Design and follow a multi-step mathematical process through to a logical conclusion and critically evaluate the reasonableness of the result. The student is able to use a multi-step mathematical process to arrive at an appropriate conclusion. They are able to evaluate each step of the process and neither take unnecessary steps nor skip necessary steps. The student is able to use a multi-step mathematical process to arrive at an appropriate conclusion. They are able to evaluate each step of the process but either take minor unnecessary steps or skip one necessary step. The student is able to use a multi-step mathematical process to arrive at an appropriate conclusion but is unable to critically evaluate the stepwise process and takes multiple unnecessary steps or skips multiple necessary steps. The student is unable to use a multi-step mathematical process to arrive at a logical conclusion to a problem. They are unable to critically evaluate the result or steps taken.
6. Quantitative Models: Create, analyze, and apply appropriate quantitative models to solve quantitative, theoretical, and real-world problems. The student is able to create the correct/appropriate quantitative models and demonstrate understanding or analytical thinking, in developing quantitative representations of real-world problems, theoretical, or quantitative problems. In using the appropriate quantitative models, the model is complete, succinct, and correct. The student is able to create quantitative models and demonstrate understanding or analytical thinking in developing representations of real-world problems, theoretical, or quantitative problems. The student uses the appropriate models however it is not as succinct and/or missing variables. The student is able to create quantitative models but does not result in a complete or correct model that accurately represents the intended model or is missing key components/variables and not succinct in the representation. The student is unable to create or apply quantitative models to solve quantitative, theoretical, or real-world problems.