| dc.creator |
Stuart Boersma |
|
| dc.creator |
Dominic Klyve |
|
| dc.date |
2013-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:30:06Z |
|
| dc.date.available |
2015-07-20T22:30:06Z |
|
| dc.identifier |
1936-4660 |
|
| dc.identifier |
https://doaj.org/article/ae3be29b434245d588378f68788dd808 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/22245 |
|
| dc.description |
In this study, we offer a new “prompt-less” instrument for measuring students’ habits of mind in the field of quantitative literacy. The instrument consists of a series of questions about a newspaper article the students read. The questions do not explicitly solicit quantitative information; students’ habit of mind is assessed by their use of quantitative reasoning even when it is not asked for. Students’ answers were graded according to a modified version of the Quantitative Literacy Assessment Rubric (QLAR) published in this journal (vol. 4, issue 2). We applied the instrument and rubric to assess pre- and post-intervention habits of mind in opportunistic samples of two cohorts of students: the general (non-STEM) student body and (non-STEM) honors students at Central Washington University. The intervention was a QL course designed around a collection of newspaper articles to provide authentic context. The pre- and post-course assessment showed no statistically significant improvement in either group. We close with a discussion of practical aspects of using the rubric based on our experience of using it in this QL class. |
|
| dc.language |
English |
|
| dc.publisher |
University of South Florida Libraries |
|
| dc.relation |
http://dx.doi.org/10.5038/1936-4660.6.1.6 |
|
| dc.relation |
https://doaj.org/toc/1936-4660 |
|
| dc.rights |
CC BY-NC |
|
| dc.source |
Numeracy, Vol 6, Iss 1, p 6 (2013) |
|
| dc.subject |
habit of mind |
|
| dc.subject |
assessment |
|
| dc.subject |
open-ended |
|
| dc.subject |
reasoning |
|
| dc.subject |
rubric |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
Measuring Habits of Mind: Toward a Prompt-less Instrument for Assessing Quantitative Literacy |
|
| dc.type |
article |
|