| Author(s) |
Callingham, Rosemary Anne
|
| Publication Date |
2006
|
| Abstract |
Current school curriculum documents stress the need for assessment to support learning. Teachers use assessment information to infer students' development and plan appropriate intervention. In order to do this, a framework is needed within which the assessment can be developed and interpreted, and a suitable task is required to obtain the necessary information about students' performances. The responses of 586 students to performance assessment tasks developed for the purpose of assessing a numeracy construct, rather than statistical understanding, were analysed against a previously identified hierarchy of Statistical Literacy. The findings suggest that the tasks provided reliable and interpretable evidence of performance in Statistical Literacy, using a classroom-based process rather than a traditional test.
|
| Citation |
Working Cooperatively in Statistics Education: Proceedings of the 7th International Conference on Teaching Statistics (ICOTS-7), p. 1-6
|
| ISBN |
9073592240
9789073592247
|
| Link | |
| Publisher |
International Association for Statistical Education (IASE) & International Statistical Institute (ISI)
|
| Title |
Assessing Statistical Literacy: A Question of Interpretation?
|
| Type of document |
Conference Publication
|
| Entity Type |
Publication
|
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