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QuaRCS Light: Validation of an Abbreviated Assessment of Undergraduate Numeracy and Mathematics Affect

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Title: QuaRCS Light: Validation of an Abbreviated Assessment of Undergraduate Numeracy and Mathematics Affect
Language: English
Authors: Isaac S. Rosenthal, Kate Follette, Vonna L. Hemmler, Catherine Sarosi, Sanlyn Buxner, Erin Galyen, Margaret Shea, Soon-Young Shimizu, Brendan Seto
Source: Numeracy. 2026 19(1).
Availability: National Numeracy Network. 906 West 2nd Avenue, Suite 100, Spokane, WA 99201. Tel: 507-222-5239; Web site: https://digitalcommons.usf.edu/numeracy/
Peer Reviewed: Y
Page Count: 38
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: 2044372
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Numeracy, Affective Measures, Test Validity, College Science, Mathematics Anxiety, Test Reliability, Scores, Test Length, Student Attitudes, Attitude Measures, Sense of Belonging, Metacognition, Cognitive Structures
ISSN: 1936-4660
Abstract: In this study, we present evidence for the validity of a shortened form of the Quantitative Reasoning for College Science (QuaRCS) Assessment, a validated instrument assessing the numeracy and math-related affect of undergraduate students in general education/introductory science courses. Previously published analyses of QuaRCS data revealed that 1) roughly 30% of students found the assessment boring, leading to lower self-reported effort and 2) affective factors (e.g. numerical self-efficacy) were significant predictors of QuaRCS score. As a result, we reduced the length of the assessment from 25 to 15 quantitative items, and expanded the affective variable selection from three to eight to include math related anxiety, situational math affect, sense of belonging, growth mindset and metacognition. We administered the abbreviated assessment ("QuaRCS light") to roughly 15,000 students across 18 institutions and validated it with classical test theory and item response theory based methods. We found, despite a modest decrease in reliability, students' effort scores were significantly higher on QuaRCS light, justifying this tradeoff. In addition, we validated the new affective factors using exploratory and confirmatory factor analysis. When included in a linear regression model as predictors of QuaRCS score, these 8 factors explain 31% of the observed score variance, increasing to 49% when student confidence, effort, and calculator usage are included. Our findings emphasize the importance of affective factors in understanding and fostering numeracy, and this work informs the design of more holistic and effective assessments that are appropriate for assessing numeracy in diverse student populations.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495350
Database: ERIC
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  Data: QuaRCS Light: Validation of an Abbreviated Assessment of Undergraduate Numeracy and Mathematics Affect
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  Data: In this study, we present evidence for the validity of a shortened form of the Quantitative Reasoning for College Science (QuaRCS) Assessment, a validated instrument assessing the numeracy and math-related affect of undergraduate students in general education/introductory science courses. Previously published analyses of QuaRCS data revealed that 1) roughly 30% of students found the assessment boring, leading to lower self-reported effort and 2) affective factors (e.g. numerical self-efficacy) were significant predictors of QuaRCS score. As a result, we reduced the length of the assessment from 25 to 15 quantitative items, and expanded the affective variable selection from three to eight to include math related anxiety, situational math affect, sense of belonging, growth mindset and metacognition. We administered the abbreviated assessment ("QuaRCS light") to roughly 15,000 students across 18 institutions and validated it with classical test theory and item response theory based methods. We found, despite a modest decrease in reliability, students' effort scores were significantly higher on QuaRCS light, justifying this tradeoff. In addition, we validated the new affective factors using exploratory and confirmatory factor analysis. When included in a linear regression model as predictors of QuaRCS score, these 8 factors explain 31% of the observed score variance, increasing to 49% when student confidence, effort, and calculator usage are included. Our findings emphasize the importance of affective factors in understanding and fostering numeracy, and this work informs the design of more holistic and effective assessments that are appropriate for assessing numeracy in diverse student populations.
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      – Text: English
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        PageCount: 38
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Numeracy
        Type: general
      – SubjectFull: Affective Measures
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      – SubjectFull: Test Validity
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      – SubjectFull: College Science
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      – SubjectFull: Mathematics Anxiety
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      – SubjectFull: Test Reliability
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