Assessment in statistics education
Convenors
Abstract
Assessment plays a vital role in the teaching/learning process in statistics education, and its content, methods, and results influence learners, teachers, programs, institutions, and other stakeholders. Yet, assessment poses many challenges in our discipline. Assessment needs to mirror changing instructional goals which involve understanding of context- and data-based arguments, statistical reasoning, and communication skills, while requiring students to integrate abstract ideas and linked conceptual networks with procedural and technical skills. Our diverse learners possess a wide range of ages, backgrounds, and preconceptions in data analysis and probability, as well as diverse goals and perceptions regarding how they will apply statistical knowledge. Further, learners of all ages are increasingly expected to be able to use various technologies and understand their role and promise as part of accessing, learning, analyzing, or communicating about statistical issues, and in parallel new technologies expand the realm of feasible assessment techniques. Lastly, current emphasis on accountability demands reliable and valid assessments that can be applied on a larger scale or at the program level. With these issues in mind, session topics will describe and take a critical look at current and recommended practices, explore challenges and future directions, and present research results and suggested improvements that can contribute to the reliability, validity, practicality, fairness, and overall value of assessment procedures in statistics education.
Sessions
