(Passed by CRC May 2022)
Includes the ability to use scientific reasoning skills including induction and deduction; to discern bias and subjectivity; to perform appropriate calculations; and to understand, evaluate, model, and effectively use data.
| Learning Outcome | Exceeds Expectations | Meets Expectations | Approaches Expectations | Does Not Meet Expectations |
|---|---|---|---|---|
| For normalized learning gains (Hake gains 1, 2) following pre/post- test assessment | High normalized learning gain. g > 0.5 |
Medium normalized learning gain. 0.3 < g < 0.5 |
No significant gain nor loss. 0 < g < 0.3 |
Any significant normalized loss. g < 0 |
| For a single point assessment (e.g., appropriate questions on an exam or appropriate sections in a lab report). | 90-100% | 75-90% | 60-75% | < 60% |
| 1) Computational Skills: Demonstrate proficiency with arithmetic and/or algebraic computational skills, and extend them, for example, to geometric and statistical computations. | Calculations are without error and comprehensive to solve an application or obtain a correct answer. Calculations are presented clearly and concisely. | Calculations have minor errors and are sufficiently comprehensive to obtain the correct solutions. | Calculations may contain major errors or represent only a portion of the calculations required to comprehensively solve the problems. | The student either does not use the appropriate calculations or uses them incorrectly. |
| 2) Communication of Quantitative Arguments: Express quantitative information symbolically, graphically, and/or in written or oral language. | The student expresses quantitative information in the appropriate method. The representation is complete and correct. | The student expresses quantitative information in the appropriate method, but the representation is partly incomplete and/or there are minor errors. | The student expresses quantitative information in the appropriate method, but the representation is missing key parts and/or there are significant errors. | The student is unable to express quantitative information symbolically, graphically, and/or in written or oral language. |
| 3) Analysis of Quantitative Arguments: Select and use appropriate numeric, symbolic, graphical and/or statistical reasoning to interpret, analyze and critique information or line of reasoning presented by others. | The student uses the appropriate statistical and/or mathematical method to critique information presented, explains why, and supports with reason(s) why information is correct or incorrect. | The student uses the appropriate statistical and/or mathematical method to critique information presented, explain why, however does not support with reason(s) why the information is correct or incorrect. | The student uses the appropriate statistical and/or mathematical method to critique information presented, however, does not explain why and does not support with reason(s) why the information is correct or incorrect. | The student is unable to critique information using any statistical and/or mathematical methods and does not explain why information presented is correct or incorrect. |
| 4) Formulation of Quantitative Arguments: Recognize, evaluate, and use quantitative information, quantitative reasoning, and technology to support a position or line of reasoning. | The student evaluates the results and correctly confirms or rejects a position based on validity, accuracy and/or relevance to the real world. | The student evaluates the results and mostly makes correct conclusions about the validity, accuracy and/or relevancy of the results. | The student evaluates the results but makes incorrect conclusions about the validity, accuracy and/or relevancy of the results. | The student does not evaluate the results and makes incorrect conclusions about the validity, accuracy, and relevancy of the results. |
| 5) Mathematical Process: Design and follow a multi-step mathematical process through to a logical conclusion and critically evaluate the reasonableness of the result. | The student is able to use a multi-step mathematical process to arrive at an appropriate conclusion. They are able to evaluate each step of the process and neither take unnecessary steps nor skip necessary steps. | The student is able to use a multi-step mathematical process to arrive at an appropriate conclusion. They are able to evaluate each step of the process but either take minor unnecessary steps or skip one necessary step. | The student is able to use a multi-step mathematical process to arrive at an appropriate conclusion but is unable to critically evaluate the stepwise process and takes multiple unnecessary steps or skips multiple necessary steps. | The student is unable to use a multi-step mathematical process to arrive at a logical conclusion to a problem. They are unable to critically evaluate the result or steps taken. |
| 6) Quantitative Models: Create, analyze, and apply appropriate quantitative models to solve quantitative, theoretical, and real-world problems. | The student is able to create the correct/appropriate quantitative models and demonstrate understanding or analytical thinking, in developing quantitative representations of real-world problems, theoretical, or quantitative problems. In using the appropriate quantitative models, the model is complete, succinct, and correct. | The student is able to create quantitative models and demonstrate understanding or analytical thinking in developing representations of real-world problems, theoretical, or quantitative problems. The student uses the appropriate models however it is not as succinct and/or missing variables. | The student is able to create quantitative models but does not result in a complete or correct model that accurately represents the intended model or is missing key components/variables and not succinct in the representation. | The student is unable to create or apply quantitative models to solve quantitative, theoretical, or real-world problems. |