|Susanne P. Lajoie (Canada)||firstname.lastname@example.org|
This paper will describe how an instructional computer-based approach
to teaching middle school students statistics has served as a teaching
and assessment model across grade levels. The Authentic Statistics Project
(Lajoie, Lavigne, Munsie & Wilkie, 1998) mimics a reciprocal teaching
approach in that students must produce knowledge as well as critique (Lavigne
& Lajoie, 2000) statistical investigations. Students are given assessment
benchmarks that they use in determining their own proficiency. The authentic
statistics project has now been replicated at the undergraduate level
for psychology students in Mexico (Garcia & Lajoie, in prep.). The
merits of this approach will be discussed.
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