Quantitative Literacy at Michigan State University, 1: Development and Initial Evaluation of the Assessment

dc.creator	Alla Sikorskii
dc.creator	Vince Melfi
dc.creator	Dennis Gilliland
dc.creator	Jennifer Kaplan
dc.creator	Suzie Ahn
dc.date	2011-07-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:23:51Z
dc.date.available	2015-08-12T11:23:51Z
dc.identifier	1936-4660
dc.identifier	https://doaj.org/article/8a263a9416524abd90648d5b01e91d39
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29776
dc.description	Development, psychometric testing, and the results of the administration of a quantitative literacy (QL) assessment to undergraduate students are described. Three forms were developed covering a wide range of skills, contexts, and quantitative information presentation formats. Following item generation and revision based on preliminary testing and cognitive interviewing, a total of 3,701 consented undergraduate students at Michigan State University completed one of the three forms. Two of the forms contained 14 multiple-choice items, and one form contained 17 multiple-choice items. All forms were completed by students in less than 30 minutes. Evidence of validity and reliability were obtained for the three forms. Unidimensionality of the underlying construct was established using confirmatory factor analysis. Correlations with ACT and university mathematics placement test ranged from .41 to .67, and correlations with the Lipkus numeracy scale ranged from .40 to .45. Cronbach’s alphas for the three forms were near or exceeded .70. Comparison of student QL performance according to demographic characteristics revealed gender differences, with males scoring higher than females. These gender differences persisted even after controlling for ACT composite scores. Race/ethnicity differences were significant in unadjusted analysis, but did not persist over and above ACT composite scores in the adjusted analyses. The three newly developed forms of QL assessment will need to be further tested in the future to determine if they capture the effects of interventions that aim to improve QL.
dc.language	English
dc.publisher	University of South Florida Libraries
dc.relation	http://dx.doi.org/10.5038/1936-4660.4.2.5
dc.relation	https://doaj.org/toc/1936-4660
dc.rights	CC BY-NC
dc.source	Numeracy, Vol 4, Iss 2, p 5 (2011)
dc.subject	quantitative literacy
dc.subject	numeracy
dc.subject	measurement
dc.subject	undergraduate education
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	Quantitative Literacy at Michigan State University, 1: Development and Initial Evaluation of the Assessment
dc.type	article