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ERIC Number: EJ1149590
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: EISSN-2161-4210
Examining Construct Validity of the Quantitative Literacy VALUE Rubric in College-Level STEM Assignments
Gray, Julie S.; Brown, Melissa A.; Connolly, John P.
Research & Practice in Assessment, v12 p20-31 Sum 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A