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Keywords

direct and indirect assessment, quantitative reasoning, proficiency

Abstract

Quantitative Reasoning (QR) competencies are increasingly vital for academic and professional success across disciplines. This study examines the QR proficiency of over 400 undergraduates through a mixed-methods approach, integrating survey-based self-assessments (n = 469) with direct evaluations of final exams (n = 80). This study took place at a public, primarily undergraduate, four-year state university in Northern California with approximate enrollment of 7,500 students. Although students reported frequent engagement in foundational QR tasks— such as calculation and interpretation—rubric-based scoring revealed inconsistent levels of mastery, particularly on higher-order skills like evaluation and coherence. Regression analyses linked confidence to calculation and data visualization abilities but suggested that interpretation may be underappreciated or conflated with other QR dimensions. Qualitative responses emphasized finance-related applications while overlooking broader contexts for quantitative literacy. Limitations of the study include data collection at a single institution, convenience sampling, and utilizing a single artifact type (final exams) for direct assessment. Overall, the findings highlight a need for more explicit instruction and assessment of complex QR tasks, along with curricular design that foregrounds real-world data analysis and problem solving. These results offer practical insights into reinforcing QR education, ultimately supporting students’ ability to apply quantitative knowledge meaningfully across diverse contexts.

DOI

https://doi.org/10.5038/1936-4660.19.1.1516

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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