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California State University, Monterey Bay Digital Commons @ CSUMB ULO 1 - Quantitative Reasoning ULO Assignment Guides, Rubrics, and Threshold Concepts 2018 Quantitative Reasoning, Critical Thinking, and Information Literacy Assignment Guide California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/ulo1_quantitative-reasoning Recommended Citation California State University, Monterey Bay, "Quantitative Reasoning, Critical Thinking, and Information Literacy Assignment Guide" (2018). ULO 1 - Quantitative Reasoning. 4. https://digitalcommons.csumb.edu/ulo1_quantitative-reasoning/4 This Assignment Guide is brought to you for free and open access by the ULO Assignment Guides, Rubrics, and Threshold Concepts at Digital Commons @ CSUMB. It has been accepted for inclusion in ULO 1 - Quantitative Reasoning by an authorized administrator of Digital Commons @ CSUMB. For more information, please contact digitalcommons@csumb.edu. Quantitative Reasoning,  Critical Thinking,  and Information Literacy Assignment Guide California State University, Monterey Bay This assignment guide is a tool educators can use to critically examine and improve their assignment guidelines for the purpose of helping student produce better work. There is no expectation that assignments explicitly address all questions posed in the guide. Rather, each guide poses questions to help educators make decisions about what kinds of prompts to include -- or not to include -- in their assignment guidelines. ​There may be several different types of assignments that assess quantitative reasoning (QR),  including the following:  ● Exam: ​Questions on exam may be written to explicitly assess each category of quantitativereasoning or more than one category of quantitative reasoning.  The original QR rubriccategories may be sufficient to assess the proficiency of students on exam style assignments.● Creation:​ Students must analyze raw data or develop original quantitative forms.  In suchassignments Calculation and Representation may feature as a large part of the assignmentthat does not end up in the final product (e.g., papers or presentations).  In such cases,alternative methods of demonstration of these categories may be considered for submissionin addition to the final product.● Synthesis: ​Students must synthesize evidence collected by others (quantitative forms ofinformation) from a variety of sources in support of an argument or purpose of work.  Insuch cases, Calculation and Representation may not feature in the assignment prompts(though students may be asked to assess others’ Calculations and Representations throughthe lens of the other categories of QR).As you review the assignment guidelines, respond to the questions below (​generated from the quantitative reasoning integrated rubric​) and revise your assignment prompts if appropriate and helpful to students. Depending on course level and prerequisites, it may be reasonable to expect students to know how to respond without explicit prompting. Consider providing students with a work sample that illustrates excellent performance. Abbreviations: QR = quantitative reasoning, CT = critical thinking, IL = information literacy. Issue/Problems (CT) ● Does the prompt define for students what is at issue, or should students define their ownissue? If the latter, how explicitly does the prompt define for students the limitations on theappropriate range of issues?● How explicitly does the prompt define the urgency/need for response?● How explicitly and narrowly does the prompt ask students to define what is at issue in thetask?● What information does the prompt offer in terms of the audience’s background knowledge?Supporting materials (IL) ● What kind(s) of sources are called for explicitly in the prompt (e.g. peer-reviewed literatureonly; are newspapers, magazines, blogs, and other forms of popular media acceptable; etc.)?● What guidance does the prompt offer in terms of ​quantity​ and ​diversity​ of sources?● How does the prompt engage students in establishing or questioning the credibility of citedexperts and other evidence?Methodology (QR) ● How does the assignment ask students to explain or justify their creation, development, oranalysis of quantitative forms and applications? ● What guidance does the prompt offer for students about defining the limitations of theiranalyses?● What information are students given about the context in which they are composing? Howdoes the prompt engage students in examining the assumptions relevant to that context?Calculation (QR) ● What guidance does the prompt offer in terms of the kinds of calculations students shouldperform?● What guidance does the prompt offer in terms of presenting those calculations (e.g. howmuch of their work they should show, the units involved)?Visual representation (QR) ● What guidance does the prompt offer in terms of the purposes for presenting quantitativeinformation as visual portrayals?● What guidance does the prompt offer in terms of the criteria for selecting an appropriateform for that information?● What guidance does the prompt offer in terms of how to display or present the quantitativeform within the final product?Interpretation (QR) ● What guidance does the prompt offer in terms of how students should translate informationpresented in quantitative forms in their own work? In others’ works?Evaluation (QR) ● What does the prompt ask students to do with the quantitative or qualitative information intheir sources or from their own work?  (E.g. Should they apply it to answer policy questions?Should they use it to evaluate solutions to problems? Should they develop a model?)● How does the prompt engage students in qualifying the claims made on the basis ofquantitative or qualitative evidence and analysis?Reasonableness (QR) ● What criteria for evaluating reasonableness exist in the situation of the problem?● How explicitly are those criteria described (i.e., are they implied by the situation orexplicitly described)?Coherence/Purpose (QR) ● What relationship does the prompt call for in terms of the quantitative information and theargument or purpose of the work?● What does the prompt explicitly define as the purpose of the evidence (e.g. providebackground information, support multiple perspectives, test a hypothesis, etc.)?● What information does the prompt provide in terms of appropriate vocabulary and normsof mathematical/statistical arguments?Academic integrity (IL) ● What guidance does the prompt offer in terms of ethical access and use of information? (e.g.,personal data, clinical trials, animal trials)● What guidance does the prompt offer in terms of reference and citation style?● What guidance does the prompt offer regarding the balance of paraphrase, quotation, andsummary?

Quantitative Reasoning, Critical Thinking, and Information Literacy Assignment Guide

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Quantitative Reasoning, Critical Thinking, and Information Literacy Assignment Guide

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