Quantitative Reasoning Report Fall 2021
Overview
Virginia Tech has chosen to measure two outcomes within the Quantitative and Computational Thinking (QCT) area of the Pathways general education program for the assessment of quantitative reasoning skills. These two outcomes were chosen based on their alignment with the concept of Quantitative Reasoning.
Quantitative thinking is the formulation of questions that can be addressed using mathematical principles, leading to answers that include reliable and usable measures of accuracy. Computational thinking is the ability to conceive meaningful, information-based representations of the world that can be effectively manipulated using a computer. (Students take three courses in this area of the curriculum.)
Quantitative and Computational Thinking (QCT) courses are designated as either Foundational or Advanced/Applied. Courses or course sequences addressing this concept must meet a majority of the student learning outcomes (SLOs). During the Fall 2021 semester, Virginia Tech offered 50 Pathways courses that included the Core Concept of QCT. Of those, 26 courses were approved as Foundational, and 24 courses were approved as Advanced/Applied.
Outcomes Virginia Tech Measured this Reporting Cycle
- Apply the foundational principles of computational or quantitative thinking to frame a question and devise a solution in a particular field of study.
- Evaluate conclusions drawn from or decisions based on quantitative data.
Virginia Tech's Target for this Reporting Cycle
At least 70% of students will be rated as meeting or exceeding competency in this area.
Methods
All undergraduate students are required to participate in the Pathways to General Education program. All courses approved for this area of general education will participate in the assessment process. All students will complete the required assessment developed by the faculty member teaching the course. Faculty develop their own assessment methodologies based on the content and structure of the course. All assessments must be direct measures of student learning. Some possibilities include: written assignments, multiple‐choice items, projects, case studies, and artistic creations. Faculty determine what is a below competent, competent, or above competent level of performance on each learning outcome. Rubrics have been developed to guide faculty in this process.
Data and Analysis
