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%T Communicating Quantitative Literacy: An Examination of Open-Ended Assessment Items in TIMSS, NALS, IALS, and PISA %A Kosko, Karl W. %A Wilkins, Jesse L. M. %J Numeracy %N 2 %P 1-18 %V 4 %D 2011 %K quantitative literacy; International Adult Literacy Survey (IALS); PIAAC %@ 1936-4660 %~ FDB %> https://nbn-resolving.org/urn:nbn:de:0168-ssoar-93895-9 %X 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. %C USA %G en %9 Zeitschriftenartikel %W GESIS - http://www.gesis.org %~ SSOAR - http://www.ssoar.info