This is a session of Topic 5: Assessment in statistics education
(Tuesday 13th, 16:30-18:00)
Meaningful classroom measures of students’ conceptual understanding in statistics: panel discussion
- Larry Weldon (Canada)
AbstractCertification of learning is one role of student assessment, but motivation for student learning is another important role. If we want the student to be able to make wise use of statistical strategies, we need to ensure that the student is motivated to learn the underlying concepts, and not merely the procedural aspects of these strategies. However, it seems much easier to assess procedural aspects than conceptual understanding. In this session, an attempt will be made to provide some helpful information for instructors on how to assess conceptual understanding.
This session will be run as a discussion from the floor after brief introductions by the three invited panelists to stimulate discussion.
In the following list of suggested questions, ASCU = “Assessment of Student’s Conceptual Understanding”.
1. Can ASCU be accomplished during the learning process, rather than by tests or exams?
2. Can ASCU be accomplished through experiential data analysis projects?
3. Do ASCU instruments require real data, realistic data, or realistic contexts?
4. Are ASCU instruments constrained by students’ assessment of them?
5. Are there new aspects of ASCU to reflect the context of modern software?
6. Do the generalist/practitioner/expert student goals imply varying approaches to ASCU?
7. Does mathematical facility of students influence the approach to ASCU?
|5C1||Helen MacGillivray (Australia) |
|5C2||Richard Gadsden (United Kingdom) |
|5C3||Maria Inés Rodriguez (Argentina) |