Contributed Paper C173
Development of a tool to assess students’ conceptual understanding in introductory statistics
PresenterNathan Tintle (United States)
Few tools exist to assess students’ conceptual understanding in post-secondary, introductory statistics courses. The CAOS test may be considered the gold standard, but was first published in 2007 and does not necessarily reflect some of the changes in student learning at the secondary level and be sensitive enough to measure student conceptual understanding in modern post-secondary statistics courses (e.g., simulation-based inference). In this paper we will describe the process of developing a new instrument which uses some CAOS items, as well as additional new items to improve validity and reliability. We will share the validity and reliability results across over 3000 students at dozens of institutions, as well as information about external factors associated with student performance (e.g., test setting; question order).