Rubric
Assessment: Rubric for Assessing Quantitative Reasoning Learning Outcomes
| Learning Outcome | Unsatisfactory | Satisfactory | Outstanding |
| Apply logical and symbolic analysis to different kinds of problems |
Cannot apply logical and symbolic analysis appropriately or only to selected problems |
Can apply logical and symbolic analysis appropriately to different kinds of problems |
Can apply logical and symbolic analysis to all appropriate problems at a highly advanced level |
|
Model phenomena with mathematical or logical reasoning
Estimations/computations are incomplete or otherwise unsuccessful |
Cannot model phenomena using such reasoning and/or fails to make and evaluate important assumptions in modeling |
Can model phenomena with such reasoning and demonstrates correct evaluation of important assumptions | Can model phenomena using such reasoning in a sophisticated way that may shed new light on the phenomena |
| Represent quantitative information in different forms (e.g., equations, graphs, diagrams, tables, text) |
Representation is inappropriate or inaccurate in one or more forms; interferes with understanding of information |
Representation is accurate in all forms and supports understanding of information | Representation is accurate and unusually clear in all forms and facilitates new insights into information |
| Describe numerical data presented in different forms (e.g., equations, graphs, diagrams, tables, words) | Provides inaccurate description of numerical data | Provides accurate description of numerical data | Provides accurate description of numerical data in a way that is exceptionally clear or useful |
|
Use quantitative techniques to estimate or compute a result |
Estimations/computations are incomplete or otherwise unsuccessful |
Estimations/computations are essentially all successful and sufficiently comprehensive to solve the problem |
Estimations/computations are essentially all successful, sufficiently comprehensive to solve the problem, and presented exceptionally well (clearly, concisely, etc.) |
|
Develop appropriate inferences and conclusions from numerical data |
Inappropriate or incorrect inferences/conclusions developed from numerical data | Correct inferences/conclusions developed from numerical data | Correct inferences/conclusions developed from numerical data, explained in an exceptionally clear or useful way |
|
Critically evaluate key assumptions and limitations of one's own work as well as others' inferences and conclusions |
Does not successfully evaluate assumptions and limitations of others' inferences and conclusions; has not included critical evaluation of own work |
Successfully evaluates assumptions and limitations of both one's own work and others' inferences and conclusions | Evaluates assumptions and limitations of both one's own work and others' inferences and conclusions in an insightful way that may shed new light on the work |
|
Use communication (written, visual, oral) to express a quantitative argument, inference, or conclusion |
Poor communication practices obscure the argument, inference, or conclusion | Effective communication practices facilitate understanding of the argument, inference, or conclusion | Superb communication practices facilitate understanding at an unusually high level through clarity, creativity, and understanding of audience |
Material from AAC&U VALUE Quantitative Literacy rubric excerpted with permission from Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.