Many subjects in the school curriculum engage with contexts where multiple factors interact. Historically however, data have rarely been used at school level in such contexts because of the difficulties inherent in understanding multiple variable relationships. Stronger links across traditional subjects has proved an elusive aspiration for curriculum developers. We are currently engaged in a pilot project with the Northern Ireland Curriculum Authority (CCEA) to use some innovative interfaces with multivariate summary data as a focus for multiple perspectives on various contexts. Innovations in curriculum design offer opportunities for innovation in assessment. Often statistics assessment focuses primarily on accurate performance of routine calculations or graphical construction. Here the use of data is primarily to enhance understanding. This paper will explore mechanisms for embedding assessment of key statistical concepts within cross-curricular activities.
{"title":"Embedding statistical assessment within cross-curricular materials.","authors":"J. Ridgway","doi":"10.52041/srap.07903","DOIUrl":"https://doi.org/10.52041/srap.07903","url":null,"abstract":"Many subjects in the school curriculum engage with contexts where multiple factors interact. Historically however, data have rarely been used at school level in such contexts because of the difficulties inherent in understanding multiple variable relationships. Stronger links across traditional subjects has proved an elusive aspiration for curriculum developers. We are currently engaged in a pilot project with the Northern Ireland Curriculum Authority (CCEA) to use some innovative interfaces with multivariate summary data as a focus for multiple perspectives on various contexts. Innovations in curriculum design offer opportunities for innovation in assessment. Often statistics assessment focuses primarily on accurate performance of routine calculations or graphical construction. Here the use of data is primarily to enhance understanding. This paper will explore mechanisms for embedding assessment of key statistical concepts within cross-curricular activities.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"358 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133104363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on the implementation of the experiments we designed to assess how well our first-year students learn statistics and mathematics with electronic quizzes. It describes many issues that arose in our attempts to study the impact of such quizzes. An explanation of these issues should assist others who wish to assess the impact of technology in the classroom. The paper concludes with a preliminary analysis of the data from our experiments in fall semester of 2006 and a description of similar experiments planned for the spring semester of 2007.
{"title":"Assessing student learning in first-year quantitative courses at Babson college: implementation and analysis","authors":"John D. McKenzie Jr., W. Rybolt","doi":"10.52041/srap.07803","DOIUrl":"https://doi.org/10.52041/srap.07803","url":null,"abstract":"This paper reports on the implementation of the experiments we designed to assess how well our first-year students learn statistics and mathematics with electronic quizzes. It describes many issues that arose in our attempts to study the impact of such quizzes. An explanation of these issues should assist others who wish to assess the impact of technology in the classroom. The paper concludes with a preliminary analysis of the data from our experiments in fall semester of 2006 and a description of similar experiments planned for the spring semester of 2007.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131899863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The theory of statistics is composed of highly abstract propositions that are linked in multiple ways. Both the abstraction level and the cumulative nature of the subject make statistics a difficult subject. A diversity of didactic methods has been devised to aid the student in the effort to master statistics, one of which is the method of propositional manipulation (MPM). Based on this didactic method, a corresponding assessment method has been developed. Basically, in using MPM for assessment purposes, the student is instructed to construct arguments using subsets of elementary propositions. In effect, the assessment procedure demands the student to display knowledge of the interrelationships between the propositions in a particular subset. Analysis of the student responses allows for scoring purely propositional knowledge, as well as conceptual understanding. In this paper we discuss research on the effectiveness of this assessment method, relative to assessment of conceptual understanding using concept mapping.
{"title":"Designing open questions for the assessment of conceptual understanding","authors":"N. Broers","doi":"10.52041/srap.07301","DOIUrl":"https://doi.org/10.52041/srap.07301","url":null,"abstract":"The theory of statistics is composed of highly abstract propositions that are linked in multiple ways. Both the abstraction level and the cumulative nature of the subject make statistics a difficult subject. A diversity of didactic methods has been devised to aid the student in the effort to master statistics, one of which is the method of propositional manipulation (MPM). Based on this didactic method, a corresponding assessment method has been developed. Basically, in using MPM for assessment purposes, the student is instructed to construct arguments using subsets of elementary propositions. In effect, the assessment procedure demands the student to display knowledge of the interrelationships between the propositions in a particular subset. Analysis of the student responses allows for scoring purely propositional knowledge, as well as conceptual understanding. In this paper we discuss research on the effectiveness of this assessment method, relative to assessment of conceptual understanding using concept mapping.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114636643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For any course in a student’s degree program, the assessment should be part of an integrated assessment and learning package, with the components of the package combining to meet the learning objectives in a steady development of skills and operational knowledge that take account of the students’ various prior and future learnings. This paper considers such a package for an introductory course in probability and distributional modelling, including its objectives with reference to the nature of statistical thinking in probabilistic and distributional modelling, and general assessment principles. A new component of assessment to strengthen the problem-solving environment and to better address some of the objectives is described, together with student and tutor feedback and student data.
{"title":"Weaving assessment for student learning in probabilistic reasoning at the introductory tertiary level","authors":"H. MacGillivray","doi":"10.52041/srap.07702","DOIUrl":"https://doi.org/10.52041/srap.07702","url":null,"abstract":"For any course in a student’s degree program, the assessment should be part of an integrated assessment and learning package, with the components of the package combining to meet the learning objectives in a steady development of skills and operational knowledge that take account of the students’ various prior and future learnings. This paper considers such a package for an introductory course in probability and distributional modelling, including its objectives with reference to the nature of statistical thinking in probabilistic and distributional modelling, and general assessment principles. A new component of assessment to strengthen the problem-solving environment and to better address some of the objectives is described, together with student and tutor feedback and student data.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"8 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126101958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As part of the assessment after an introductory statistics course, students had to do a small pro- ject and submit a written report describing their methods, results and conclusions. We supported the report writing and the project work by several means. Among others, we devel- oped an „exemplary project report” they were introduced to. This project report was written in two columns. In the first column the report about a question concerning a data set is with our best knowledge, in the accompanying second column, we reflect on the choices and options to be made in the respective stages of the report. The aim is to stimulate meta-cognitive activity and to help the students seeing the general in the particular of the exemplary report. We got several dozens of project reports and analyzed them carefully. We developed a grading scheme with several dimensions, including the quality of introductory and concluding sections, the quality of method choice and the quality of analysis and conclusions. We did not only pay at- tention to statistical quality but also to questions of style of writing such as whether the project question is introduced in a motivating manner and whether clear and convincing conclusions are presented to the reader with good communicative means including adequate graphs. The grading scheme was used to provide feed-back to the students. On the other hand we used this scheme for a systematic analysis of the available project reports. Weaknesses and strengths, most difficult areas for our students were identified and we were able to reflect on the adequacy and the shortcomings of our guiding “exemplary report” and our grading scheme.
{"title":"Assessing students’ statistical competence by means of written reports and project work","authors":"Rolf Biehler","doi":"10.52041/srap.07601","DOIUrl":"https://doi.org/10.52041/srap.07601","url":null,"abstract":"As part of the assessment after an introductory statistics course, students had to do a small pro- ject and submit a written report describing their methods, results and conclusions. We supported the report writing and the project work by several means. Among others, we devel- oped an „exemplary project report” they were introduced to. This project report was written in two columns. In the first column the report about a question concerning a data set is with our best knowledge, in the accompanying second column, we reflect on the choices and options to be made in the respective stages of the report. The aim is to stimulate meta-cognitive activity and to help the students seeing the general in the particular of the exemplary report. We got several dozens of project reports and analyzed them carefully. We developed a grading scheme with several dimensions, including the quality of introductory and concluding sections, the quality of method choice and the quality of analysis and conclusions. We did not only pay at- tention to statistical quality but also to questions of style of writing such as whether the project question is introduced in a motivating manner and whether clear and convincing conclusions are presented to the reader with good communicative means including adequate graphs. The grading scheme was used to provide feed-back to the students. On the other hand we used this scheme for a systematic analysis of the available project reports. Weaknesses and strengths, most difficult areas for our students were identified and we were able to reflect on the adequacy and the shortcomings of our guiding “exemplary report” and our grading scheme.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132368737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper begins with a description of several learning goals of the two-course Introductory Statistics sequence for undergraduate business students at the International University of Monaco, and then focuses on the goals of communicating statistical results and becoming critical consumers of statistical information. As our students are business students, we aim for them to become both producers and literate consumers of statistical analysis. In line with reform movements in Statistics Education and the GAISE guidelines, we are working to implement teaching strategies and assessment methods that align instruction and assessment with our learning goals. One of the main instructional tools we use is group projects with elements of peer and self assessment. This paper describes how peer evaluations are carried out, how they are summarized and why we believe that explicitly incorporating these self and peer assessments has improved student learning both in communicating and in consuming statistical information.
{"title":"Using peer assessment of project presentations to develop skills as consumers of statistical information","authors":"Michelle Sisto","doi":"10.52041/srap.07704","DOIUrl":"https://doi.org/10.52041/srap.07704","url":null,"abstract":"This paper begins with a description of several learning goals of the two-course Introductory Statistics sequence for undergraduate business students at the International University of Monaco, and then focuses on the goals of communicating statistical results and becoming critical consumers of statistical information. As our students are business students, we aim for them to become both producers and literate consumers of statistical analysis. In line with reform movements in Statistics Education and the GAISE guidelines, we are working to implement teaching strategies and assessment methods that align instruction and assessment with our learning goals. One of the main instructional tools we use is group projects with elements of peer and self assessment. This paper describes how peer evaluations are carried out, how they are summarized and why we believe that explicitly incorporating these self and peer assessments has improved student learning both in communicating and in consuming statistical information.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"394 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115223034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PhD students and others from all kinds of disciplines have the need for statistical learning and understanding in common. For that reason, research courses in research method and biostatistics are open for all kinds of participants, which mean that a large variety of applied topics are represented in each course. The participants are commonly involved in the research process on different stages, some of them having only a research topic, others have collected all data. Furthermore there is also a variation in opinion about statistics, not regarding the need for statistics but the concerns about the demand for mathematical skills etc. The heterogeneity of the participants’ research fields and experience in research is a real challenge in teaching but also in assessment of learning. However, a common issue is that all participants are highly motivated as they need knowledge and understanding in statistical thinking and literacy. The aim of this paper is to present the experiences of an examination approach in which the participants get the opportunity to formulating their own examination tasks based on own research problems and to solve them. This approach not only improved the participants’ learning and understanding, but good statistical practice was also implemented the research group as a whole.
{"title":"Assessing learning by student’s own examination tasks. Experiences from research courses in biostatistics","authors":"E. Svensson","doi":"10.52041/srap.07504","DOIUrl":"https://doi.org/10.52041/srap.07504","url":null,"abstract":"PhD students and others from all kinds of disciplines have the need for statistical learning and understanding in common. For that reason, research courses in research method and biostatistics are open for all kinds of participants, which mean that a large variety of applied topics are represented in each course. The participants are commonly involved in the research process on different stages, some of them having only a research topic, others have collected all data. Furthermore there is also a variation in opinion about statistics, not regarding the need for statistics but the concerns about the demand for mathematical skills etc. The heterogeneity of the participants’ research fields and experience in research is a real challenge in teaching but also in assessment of learning. However, a common issue is that all participants are highly motivated as they need knowledge and understanding in statistical thinking and literacy. The aim of this paper is to present the experiences of an examination approach in which the participants get the opportunity to formulating their own examination tasks based on own research problems and to solve them. This approach not only improved the participants’ learning and understanding, but good statistical practice was also implemented the research group as a whole.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125228035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The National Institute of Study and Research of the Ministry of Education in Brazil states that there are 169 Schools of Dentistry in 2006. At the School of Dentistry of Araçatuba, UNESP, Brazil, this Biostatistics discipline is included in the course with 90 credit hours a year. An interrelationship with other professors has been developed for some years using database of different dental fields. The aim of this research is to get acquainted with the teaching of Biostatics at schools of dentistry in Brazil. The methodology applied was to send the questionnaire to all the coordinators of the courses. As for the result of 76 questionnaires answered, 45 stated the inclusion of Biostatistics in their program studies. Only in 3 schools Biostatistics is taught all over the year in “61 to 90” hours. The conclusion is that the teaching of Biostatistics must be incentivated in all schools of dentistry in Brazil.
{"title":"Assessing the inclusion of biostatistics in schools of dentistry in brazil","authors":"Maria Lucia Marçal Mazza, E. Santo, Márcia Regina","doi":"10.52041/srap.07404","DOIUrl":"https://doi.org/10.52041/srap.07404","url":null,"abstract":"The National Institute of Study and Research of the Ministry of Education in Brazil states that there are 169 Schools of Dentistry in 2006. At the School of Dentistry of Araçatuba, UNESP, Brazil, this Biostatistics discipline is included in the course with 90 credit hours a year. An interrelationship with other professors has been developed for some years using database of different dental fields. The aim of this research is to get acquainted with the teaching of Biostatics at schools of dentistry in Brazil. The methodology applied was to send the questionnaire to all the coordinators of the courses. As for the result of 76 questionnaires answered, 45 stated the inclusion of Biostatistics in their program studies. Only in 3 schools Biostatistics is taught all over the year in “61 to 90” hours. The conclusion is that the teaching of Biostatistics must be incentivated in all schools of dentistry in Brazil.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126658015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The guiding principle in the assessment of any course is that we must assess what we teach. We begin by outlining the assessment instruments we use and discuss how we use these instruments to assess what we teach. We then look at the following assessment considerations: firstly, two specific types of questions we use and why we use them, then equity for students across semesters, the time and cost associated with assessment, some strategies and administrative tools and finally, one of the biggest challenges, finding enough suitable data sets to use.
{"title":"Assessing large second year undergraduate service courses in data analysis","authors":"Mike Forster, David M. Smith","doi":"10.52041/srap.071002","DOIUrl":"https://doi.org/10.52041/srap.071002","url":null,"abstract":"The guiding principle in the assessment of any course is that we must assess what we teach. We begin by outlining the assessment instruments we use and discuss how we use these instruments to assess what we teach. We then look at the following assessment considerations: firstly, two specific types of questions we use and why we use them, then equity for students across semesters, the time and cost associated with assessment, some strategies and administrative tools and finally, one of the biggest challenges, finding enough suitable data sets to use.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121165910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alternative assessment methods are becoming increasingly common in higher education with the aim of increasing the potential learning of students. This paper presents an application of an alternative assessment method: peer assessment of oral presentations for postgraduate students within a statistics department. Even though the assessment of peers is a valuable workplace skill, such an activity is rarely an integrated part of university education. With a new emphasis in universities on the development of generic skills, it is appropriate to explore means of assessment that are valued in the marketplace. The aim of the peer assessment intervention reported here was to increase the critical thinking skills of students and enable them to develop their ability as independent decision makers. The advantages and disadvantages of the intervention and peer assessment in general are discussed and suggestions are made for possible improvements.
{"title":"Empowering students to be the judges of their own performance through peer assessment","authors":"A. Bilgin, Sharon Fraser","doi":"10.52041/srap.07701","DOIUrl":"https://doi.org/10.52041/srap.07701","url":null,"abstract":"Alternative assessment methods are becoming increasingly common in higher education with the aim of increasing the potential learning of students. This paper presents an application of an alternative assessment method: peer assessment of oral presentations for postgraduate students within a statistics department. Even though the assessment of peers is a valuable workplace skill, such an activity is rarely an integrated part of university education. With a new emphasis in universities on the development of generic skills, it is appropriate to explore means of assessment that are valued in the marketplace. The aim of the peer assessment intervention reported here was to increase the critical thinking skills of students and enable them to develop their ability as independent decision makers. The advantages and disadvantages of the intervention and peer assessment in general are discussed and suggestions are made for possible improvements.","PeriodicalId":148864,"journal":{"name":"Assessing Student Leaning In Statistics IASE Satellite Conference","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121388664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：