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Communicating Quantitative Literacy: An Examination of Open-Ended Assessment Items in TIMSS, NALS, IALS, and PISA
[journal article]
Abstract Quantitative Literacy (QL) has been described as the skill set an individual uses when interacting with the world in a quantitative manner. A necessary component of this interaction is communication. To this end, assessments of QL have included open-ended items as a means of including communicative ... view more
Quantitative Literacy (QL) has been described as the skill set an individual uses when interacting with the world in a quantitative manner. A necessary component of this interaction is communication. To this end, assessments of QL have included open-ended items as a means of including communicative aspects of QL. The present study sought to examine whether such open-ended items typically measured aspects of quantitative communication, as compared to mathematical communication, or mathematical skills. We focused on public-released items and rubrics from four of the most widely referenced assessments: the Third International Mathematics and Science Study (TIMSS-95): the National Adult Literacy Survey (NALS; now the National Assessment of Adult Literacy, NAAL) in 1985 and 1992, the International Adult Literacy Skills (IALS) beginning in 1994; and the Program for International Student Assessment (PISA) beginning in 2000. We found that open-ended item rubrics in these QL assessments showed a strong tendency to assess answer-only responses. Therefore, while some open-ended items may have required certain levels of quantitative reasoning to find a solution, it is the solution rather than the reasoning that was often assessed.... view less
Keywords
competence; communication; assessment; quantity; quality of life; mathematics
Classification
Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods
Free Keywords
quantitative literacy; International Adult Literacy Survey (IALS); PIAAC
Document language
English
Publication Year
2011
Page/Pages
p. 1-18
Journal
Numeracy, 4 (2011) 2
DOI
https://doi.org/10.5038/1936-4660.4.2.3
ISSN
1936-4660
Status
Published Version; peer reviewed