This study considers the measurement of Statistical Literacy understanding that goes beyond the basic chance and data skills and knowledge in the mathematics curriculum. This understanding requires application of mathematical skills in a range of contextual situations and draws on aspects of statistics, such as variation and inference, which may not be explicit in the school curriculum. The study reports the outcomes from tests of Statistical Literacy given to 673 students from Grades 5 to 10. It confirms the nature and structure of a previously identified construct of Statistical Literacy and proposes three subgroups of items that address aspects of Statistical Literacy that might usefully be measured by classroom teachers.

Item Type:	Refereed Article
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
UTAS Author:	Callingham, RA (Associate Professor Rosemary Callingham)
UTAS Author:	Watson, JM (Professor Jane Watson)
ID Code:	35734
Year Published:	2005
Deposited By:	Education
Deposited On:	2005-08-01
Last Modified:	2012-03-01
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