Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/11316
Title: The measurement of school students' understanding of statistical variation
Contributor(s): Watson, J M (author); Kelly, B A (author); Callingham, Rosemary Anne  (author); Shaughnessy, J M (author)
Publication Date: 2003
DOI: 10.1080/0020739021000018791
Handle Link: https://hdl.handle.net/1959.11/11316
Abstract: The paper presents a questionnaire devised to assess school students' understanding of statistical variation. The questionnaire is based on earlier research into students' understanding of the chance and data curriculum and recent work, more specifically related to variation. It was devised, piloted, revised, and administered to 746 students in grades 3, 5, 7, and 9 in ten Tasmanian schools. The analysis of outcomes was carried out in three stages: a hierarchical coding scheme was developed based on a structural model of cognitive development; a Rasch analysis was carried out to produce a variable map of student performance and item difficulty on a single scale; and a holistic model of development was suggested for the questionnaire. Outcomes for individual items are presented to illustrate the range of student responses, and possible rubrics for use by teachers. For some items, comparisons are made with results of other researchers.
Publication Type: Journal Article
Source of Publication: International Journal of Mathematical Education in Science and Technology, 34(1), p. 1-29
Publisher: Taylor & Francis
Place of Publication: United Kingdom
ISSN: 1464-5211
0020-739X
Fields of Research (FoR) 2008: 130399 Specialist Studies in Education not elsewhere classified
Socio-Economic Objective (SEO) 2008: 930301 Assessment and Evaluation of Curriculum
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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