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The statistical literacy needed to interpret school assessment data

Citation

Chick, H and Pierce, R, The statistical literacy needed to interpret school assessment data, Mathematics Teacher Education and Development, 15, (2) pp. 5-26. ISSN 1442-3901 (2013) [Refereed Article]


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Copyright Statement

Copyright 2013 MERGA Inc.

Official URL: http://www.merga.net.au/documents/MTED_15_2_Chick_...

Abstract

State-wide and national testing in areas such as literacy and numeracy produces reports containing graphs and tables illustrating school and individual performance. These are intended to inform teachers, principals, and education organisations about student and school outcomes, to guide change and improvement. Given the complexity of the information, it is of interest to determine the critical statistical skills required to make sense of such data. This paper examines the statistical literacy necessary to interpret the graphical presentations of school assessment data for the Australian NAPLAN testing process. A framework for professional statistical literacy that acknowledges the importance of context is used to identify different levels of data interpretation. The implications for helping users make better use of such data and for teacher education more broadly are discussed.

Item Details

Item Type:Refereed Article
Keywords:statistics education research, data interpretation, statistical literacy, workplace data use, school improvement, teacher knowledge
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 Instruction
Objective Field:Teacher and Instructor Development
Author:Chick, H (Associate Professor Helen Chick)
ID Code:88719
Year Published:2013
Funding Support:Australian Research Council (LP100100388)
Deposited By:Education
Deposited On:2014-02-13
Last Modified:2014-06-18
Downloads:0

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