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Assessing statistical literacy: A question of interpretation?


Callingham, RA, Assessing statistical literacy: A question of interpretation?, Working cooperatively in statistics education, 2 7 July 2006, Salvador, Bahia, Brazil, pp. 1 - 6. ISBN 978-90-73592-24-7 (2006) [Refereed Conference Paper]

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Current school curriculum documents stress the need for assessment to support learning. Teachers use assessment information to infer studentsí 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 studentsí 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.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Assessment, development and evaluation of curriculum
UTAS Author:Callingham, RA (Associate Professor Rosemary Callingham)
ID Code:76254
Year Published:2006
Deposited By:Education
Deposited On:2012-03-02
Last Modified:2014-10-10
Downloads:1 View Download Statistics

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