论文信息 - Examining Construct Validity of the Quantitative Literacy VALUE Rubric in College-Level STEM Assignments.

Examining Construct Validity of the Quantitative Literacy VALUE Rubric in College-Level STEM Assignments.

John P. Connolly, Ph.D. The University of Texas at Arlington Abstract Data-driven decision making is increasingly viewed as essential in a globally competitive society. Initiatives to augment standardized testing with performance-based assessment have increased as educators progressively respond to mandates for authentic measurement of student attainment. To meet this challenge, multidisciplinary rubrics were developed as a method of scoring student work samples. The current study utilized confirmatory factor analysis to examine ratings of student work (N = 245) using the Quantitative Literacy VALUE Rubric from the Association of American Colleges and Universities. The study examined a conceptual model of the six skill measures from the rubric to validate whether, taken together, they are reliable measures of a single general construct—Empirical and Quantitative Skill (EQS), a Texas Core Curriculum objective. The model confirmed that the six measures in the rubric (Interpretation, Representation, Calculation, Application/Analysis, Assumptions, and Communication) appeared to describe a single construct. Results support using the Quantitative Literacy VALUE Rubric for assessing EQS.

[1] Sally Reed,et al. Rising to the LEAP Challenge: Case Studies of Integrative Pathways to Student Signature Work. , 2017 .

[2] H. Margolis. Visual explanations: Images and quantities, evidence and narrative , 1998 .

[3] Delinda van Garderen,et al. Visual–Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities , 2003 .

[4] Russell Cobb,et al. The paradox of authenticity in a globalized world , 2014 .

[5] P. Cookson. No Child Left Behind and the Transformation of Federal Education Policy, 1965–2005 , 2007, Perspectives on Politics.

[6] C. J. Stanny,et al. Assessing the culture of teaching and learning through a syllabus review , 2015 .

[7] Kathleen Montgomery,et al. Authentic Tasks and Rubrics: Going Beyond Traditional Assessments in College Teaching , 2002 .

[8] Ashley P. Finley. How Reliable Are the VALUE Rubrics , 2011 .

[9] J. Supovitz. Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform , 2009 .

[10] Terrel L. Rhodes. Assessing outcomes and improving achievement : tips and tools for using rubrics , 2010 .

[11] Richard N. Landers,et al. Computing Intraclass Correlations (ICC) as Estimates of Interrater Reliability in SPSS , 2015 .

[12] Phil Wood. Confirmatory Factor Analysis for Applied Research , 2008 .