Assessing a statistical inquiry
English, Lyn D., Fitzallen, Noleine, & Watson, Jane (2015) Assessing a statistical inquiry. In Beswick, Kim, Muir, Tracey, & Wells, Jill (Eds.) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, PME, Hobart, Tas, pp. 353-360.
As statistical education becomes more firmly embedded in the school curriculum and its value across the curriculum is recognised, attention moves from knowing procedures, such as calculating a mean or drawing a graph, to understanding the purpose of a statistical investigation in decision making in many disciplines. As students learn to complete the stages of an investigation, the question of meaningful assessment of the process arises. This paper considers models for carrying out a statistical inquiry and, based on a four-phase model, creates a developmental squence that can be used for the assessment of outcomes from each of the four phases as well as for the complete inquiry. The developmental sequence is based on the SOLO model, focussing on the "observed" outcomes during the inquiry process.
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|Item Type:||Conference Paper|
|Keywords:||Statistics, Statistical inquiry, Assessment, Mathematics education|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 [Please consult the author]|
|Deposited On:||16 Sep 2015 23:30|
|Last Modified:||30 Nov 2015 13:12|
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