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Assessing statistical inquiry

Citation

Fitzallen, N and Watson, J and English, L, Assessing statistical inquiry, Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 305-312. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper]


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Abstract

As statistics education becomes more firmly embedded in the school curriculum and its value across the curriculum is recognised, attention moves from knowing procedures, such as calculating a mean or drawing a graph, to understanding the purpose of a statistical investigation in decision making in many disciplines. As students learn to complete the stages of an investigation, the question of meaningful assessment of the process arises. This paper considers models for carrying out a statistical inquiry and, based on a four-phase model, creates a developmental sequence that can be used for the assessment of outcomes from each of the four phases as well as for the complete inquiry. The developmental sequence is based on the SOLO model, focussing on the "observed" outcomes during the inquiry process.

Item Details

Item Type:Refereed Conference Paper
Keywords:Assessment; statistics education; inquiry
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Fitzallen, N (Dr Noleine Fitzallen)
Author:Watson, J (Professor Jane Watson)
ID Code:102016
Year Published:2015
Funding Support:Australian Research Council (DP150100120)
Deposited By:Education
Deposited On:2015-07-22
Last Modified:2017-12-09
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