Contributed Paper C261In session C5A (Tuesday 10th, 14:00–15:30, Level 2E - Room 9)
Developing and assessing written communication skills in large introductory statistics classes
AuthorsElizabeth Johnson (George Mason University, USA)
David Holmes (George Mason University, USA)
PresenterElizabeth Johnson (United States)
A learning outcome for most introductory undergraduate statistics classes is for students to be able to clearly communicate statistical results from the analysis of authentic data. Achieving consistency in grading written assignments and providing appropriate feedback to students, however, is difficult especially when class sizes are large or when graduate students are required to grade these assignments. This paper will describe a method for developing assignments that requires students to use statistical software to analyze a large data set, designing a scoring rubric to grade students’ written communication on these assignments and a training protocol to enable graduate students to consistently apply the scoring rubric to these assignments.