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A model for assessing higher order thinking in statistics

journal contribution
posted on 2023-05-16, 09:58 authored by Jane WatsonJane Watson, Kevin CollisKevin Collis, Rosemary CallinghamRosemary Callingham, Moritz, JB
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.

History

Publication title

Educational Research and Evaluation

Pagination

247-275

ISSN

1380-3611

Department/School

Faculty of Education

Publisher

Routledge

Place of publication

The Netherlands

Repository Status

  • Restricted

Socio-economic Objectives

Other education and training not elsewhere classified

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