This paper is from Session 5A: Assessing progress and performance with authentic and alternative assessment techniques

which comes under Topic 5: Assessment in statistics education

Other papers under session 5A ... 5A1: Assessment within Census at School: a pilot program in the United... 5A2: Contrasting cases: the “B versus C” assessment tool for...

(Monday 12th, 11:00-12:30)

Assessing pre-service teachers’ conceptions of randomness through project work

Presenter

• Carmen Batanero (University of Granada, Spain)

Co-authors

• Pedro Arteaga (University of Granada, Spain)
• Blanca Ruiz (Institute of Technology Monterrey, Mexico)
• Rafael Roa (Institute of Technology Monterrey, Mexico)

Abstract

In this paper we present results of assessing conceptions of randomness in a sample of 215 prospective primary school teachers in Spain. Data were collected as a part of a statistical project where teachers first collected data from a classical experiment directed to assess their intuitions of randomness, then analysed these data and produced a report where they had to justify their conclusions. Conceptions are first analysed from the data collected in the experiments and secondly from the teachers’ written reports. Results show a good perception of expected values in a series of experiments and poor conceptions of variation and independence in random sequences. These results also indicate a need for better statistics preparation of these teachers and illustrate the usefulness of working with statistical projects in assessing the teachers’ knowledge and improving their statistical and pedagogical knowledge.

Other papers under session 5A ... 5A1: Assessment within Census at School: a pilot program in the United... 5A2: Contrasting cases: the “B versus C” assessment tool for...