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A model for assessing higher order thinking in statistics


Watson, JM and Collis, KF and Callingham, RA and Moritz, JB, A model for assessing higher order thinking in statistics, Educational Research and Evaluation, 1, (3) pp. 247-275. ISSN 1380-3611 (1995) [Refereed Article]

DOI: doi:10.1080/1380361950010303


As in other areas of the school curriculum, the teaching, learning and assessment of higher order thinking in statistics has become an issue for educators following the appearance of recent curriculum documents in many countries. These documents have included probability and statistics across all years of schooling and have stressed the importance of higher order thinking across all areas of the mathematics curriculum. This paper reports on a pilot project which applied the theoretical framework for cognitive development devised by Biggs and Collis to a higher order task in data handling in order to provide a model of student levels of response. The model will assist teachers, curriculum planners and other researchers interested in increasing levels of performance on more complex tasks. An interview protocol based on a set of 16 data cards was developed, trialed with Grade 6 and 9 students, and adapted for group work with two classes of Grade 6 students. The levels and types of cognitive functioning associated with the outcomes achieved by students completing the task in the two contexts will be discussed, as will the implications for classroom teaching and for further research. © 1995, Swets & Zeitlinger. All rights reserved.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education systems
Research Field:Education systems not elsewhere classified
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Watson, JM (Professor Jane Watson)
UTAS Author:Collis, KF (Professor Kevin Collis)
UTAS Author:Callingham, RA (Associate Professor Rosemary Callingham)
UTAS Author:Moritz, JB (Mr Jonathan Moritz)
ID Code:6194
Year Published:1995
Deposited By:Education
Deposited On:1995-08-01
Last Modified:2012-03-01

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