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Session 6D. Studies of Assessment in Statistics Education

Session Organizer(s)

Susanne Lajoie (Canada)

Session Abstract

This session will address the progress that has been made over the last decade in the area of statistics education and assessment. Batanero, Garfield, Ottaviani & Truran (2000) have provided the research community with interesting insights and questions to pursue that can move the field of statistics education forward. This session will address some of these issues in terms of statistics assessment. One issue that will be addressed is the multidisciplinary contexts in which statistics education can be situated. As statistical education evolves as a discipline I anticipate more research involving the examination of statistical reasoning across disciplines. For example, statistical investigations can cross into areas of scientific reasoning quite easily. In both situations, research questions are posed, data are collected, analyzed, graphed and interpreted.

The similarities and differences in how such investigations are conducted across disciplines, how data are collected, used, and interpreted are important for refining our definition of statistical literacy and how it is assessed. It is quite possible that instruction that crosses the curriculum may tie the concepts of statistical reasoning and statistical literacy more tightly. Lehrer and Schauble (2000) have looked at the relationship between mathematical concepts and science, as has Cobb (in press). However, these cross-disciplinary relationships need to be further examined in terms of our definitions of statistical reasoning and how we assess learning and problem-solving across disciplines.

Batanero et al. (2000) also raised questions regarding the use of technology in statistics education and how the results of statistics education research can transfer across cultures. This session will address both these questions. First, researchers will discuss ways in which technology can facilitate the integration of statistics instruction and assessment. Finally, we will describe some research in statistics assessment that has been transferred across cultures. Multicultural perspectives in learning and instruction need to be considered in all fields of instruction. In terms of statistical education, we need to have some knowledge of how statistics is being taught in order to build on existing prior knowledge and instructional methods. As demonstrated in the international conferences in statistics education, statistics instruction is a global concern. However, when working towards transferability of research it is necessary to consider both local and global issues of education and assessment.


Presentation 6D1 Addressing Cognitive and Situational Complexity in the Instruction and Assessment of Statistical Reasoning Sharon J. Derry (USA)
Joel R. Levin (USA)
Rand J. Spiro (USA)
Presentation 6D2 Investigation Questions and the Path to Statistical Understanding Nancy C. Lavigne (USA)
Susanne P. Lajoie (Canada)
Presentation 6D3 Statistics Assessment in Multidisciplinary Contexts Susanne P. Lajoie (Canada)
Andrew Chiarella (Canada)

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