Assessing Student Status and Progress in Science Reasoning and Quantitative Literacy at a Very Large Undergraduate Institution

Details Assessing Student Status and Progress in Science Reasoning and Quantitative Literacy at a Very Large Undergraduate Institution Assessing Student Status and Progress in Science Reasoning and Quantitative Literacy at a Very Large Undergraduate Institution

Jan 2009

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009aas...21335306d&link_type=abstract

American Astronomical Society, AAS Meeting #213, #353.06; Bulletin of the American Astronomical Society, Vol. 41, p.495

Astronomy and Astrophysics

Astronomy

Scientific paper

The typical large liberal-arts, tier-one research university requires all of its graduates to achieve some minimal standards of quantitative literacy and scientific reasoning skills. But how do we know what we are doing, as instructors and as a university, is working the way we think it should? At Michigan State University, a cross-disciplinary team of scientists, statisticians, and teacher education experts have begun a large-scale investigation about student mastery of quantitative and scientific skills, beginning with an assessment of 3,000 freshmen before they start their university careers. We will describe the process we used for developing and testing an instrument, for expanding faculty involvement and input on high-level goals. For this limited presentation, we will limit the discussion mainly to the scientific reasoning perspective, but we will briefly mention some intriguing observations regarding quantitative literacy as well. This project represents the beginning of long-term, longitudinal tracking of the progress of students at our institution. We will discuss preliminary results our 2008 assessment of incoming freshman at Michigan State, and where we plan to go from here. We acknowledge local support from the Quality Fund from the Office of the Provost at MSU. We also acknowledge the Center for Assessment at James Madison University and the NSF for their support at the very beginning of our work.

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