This paper is from Session 8C: Reasoning
which comes under Topic 8: New approaches to research in statistics education
Paper 8C2 (Thursday 12th, 16:00-17:30)
Assessing statistical literacy and statistical reasoning
- Anelise Sabbag (California Polytechnic State University, Brazil)
- Andrew Zieffler (University of Minnesota, United States)
- Joan Garfield (University of Minnesota, United States)
Statistical literacy and statistical reasoning have been considered by the statistics education community as important learning goals to be developed in statistics courses (Garfield & Ben-Zvi, 2008). Many statistics educators and scholars have tried to define these learning goals (e.g., Gal, 2002; Watson & Callingham, 2003; Garfield, 2002; Garfield & Chance, 2000). However, there is a lack of agreement regarding the relationship between them. This study will report on the development process of the REAsoning and LIteracy (REALI) assessment, including the several types of validity evidence that were gathered to support the intended inferences and uses of the instrument’s scores. REALI was developed to concurrently assess statistical literacy and reasoning and to be used as a tool to investigate the relationship between these learning goals.