Assessing Quantitative Literacy in Higher Education: An Overview of Existing Research and Assessments with Recommendations for Next-Generation Assessment. Research Report. ETS RR-14-22
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| Title: | Assessing Quantitative Literacy in Higher Education: An Overview of Existing Research and Assessments with Recommendations for Next-Generation Assessment. Research Report. ETS RR-14-22 |
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| Language: | English |
| Authors: | Roohr, Katrina Crotts, Graf, Edith Aurora, Liu, Ou Lydia |
| Source: | ETS Research Report Series. Dec 2014. |
| Availability: | Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Information Analyses Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education Adult Basic Education Adult Education Elementary Education Secondary Education |
| Descriptors: | Higher Education, Logical Thinking, Thinking Skills, Numeracy, Mathematical Logic, Mathematics Skills, Elementary Secondary Education, Definitions, Evaluation Methods, Business Administration Education, Business Schools, College Entrance Examinations, Graduate Study, Adult Basic Education, Achievement Tests, Foreign Countries, Secondary School Students, International Assessment, Calculators, Test Validity, Test Reliability, Scores, Problem Solving |
| Assessment and Survey Identifiers: | College Level Examination Program, Collegiate Assessment of Academic Proficiency, Graduate Management Admission Test, National Assessment of Adult Literacy, Program for International Student Assessment |
| ISSN: | 2330-8516 |
| Abstract: | Quantitative literacy has been recognized as an important skill in the higher education and workforce communities, focusing on problem solving, reasoning, and real-world application. As a result, there is a need by various stakeholders in higher education and workforce communities to evaluate whether college students receive sufficient training on quantitative skills throughout their postsecondary education. To determine the key aspects of quantitative literacy, the first part of this report provides a comprehensive review of the existing frameworks and definitions by national and international organizations, higher education institutions, and other key stakeholders. It also examines existing assessments and discusses challenges in assessing quantitative literacy. The second part of this report proposes an approach for developing a next-generation quantitative literacy assessment in higher education with an operational definition and key assessment considerations. This report has important implications for higher education institutions currently using or planning to develop or adopt assessments of quantitative literacy. |
| Abstractor: | As Provided |
| Number of References: | 86 |
| Entry Date: | 2016 |
| Accession Number: | EJ1109328 |
| Database: | ERIC |
| Abstract: | Quantitative literacy has been recognized as an important skill in the higher education and workforce communities, focusing on problem solving, reasoning, and real-world application. As a result, there is a need by various stakeholders in higher education and workforce communities to evaluate whether college students receive sufficient training on quantitative skills throughout their postsecondary education. To determine the key aspects of quantitative literacy, the first part of this report provides a comprehensive review of the existing frameworks and definitions by national and international organizations, higher education institutions, and other key stakeholders. It also examines existing assessments and discusses challenges in assessing quantitative literacy. The second part of this report proposes an approach for developing a next-generation quantitative literacy assessment in higher education with an operational definition and key assessment considerations. This report has important implications for higher education institutions currently using or planning to develop or adopt assessments of quantitative literacy. |
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| ISSN: | 2330-8516 |
