{"title":"使用同构评估工具研究背景在统计素养成果中的作用","authors":"S. Phadke, Matthew Beckman, Kari LOCK MORGAN","doi":"10.52041/serj.v23i1.529","DOIUrl":null,"url":null,"abstract":"The Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report advocates for use of real data with context and purpose. This work contributes to the growing literature on assessing statistical literacy by investigating the influence of context as it relates to assessment performance among post-secondary introductory statistics students. We discuss the development of an isomorphic form of an existing assessment instrument, and report results which concluded that test takers demonstrated lower statistical literacy scores when assessment tasks incorporated real data from published studies as context when compared with functionally similar tasks such as those with a contrived data set and a realistic context.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"EXAMINING THE ROLE OF CONTEXT IN STATISTICAL LITERACY OUTCOMES USING AN ISOMORPHIC ASSESSMENT INSTRUMENT\",\"authors\":\"S. Phadke, Matthew Beckman, Kari LOCK MORGAN\",\"doi\":\"10.52041/serj.v23i1.529\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report advocates for use of real data with context and purpose. This work contributes to the growing literature on assessing statistical literacy by investigating the influence of context as it relates to assessment performance among post-secondary introductory statistics students. We discuss the development of an isomorphic form of an existing assessment instrument, and report results which concluded that test takers demonstrated lower statistical literacy scores when assessment tasks incorporated real data from published studies as context when compared with functionally similar tasks such as those with a contrived data set and a realistic context.\",\"PeriodicalId\":38581,\"journal\":{\"name\":\"Statistics Education Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Statistics Education Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.52041/serj.v23i1.529\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Statistics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52041/serj.v23i1.529","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
EXAMINING THE ROLE OF CONTEXT IN STATISTICAL LITERACY OUTCOMES USING AN ISOMORPHIC ASSESSMENT INSTRUMENT
The Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report advocates for use of real data with context and purpose. This work contributes to the growing literature on assessing statistical literacy by investigating the influence of context as it relates to assessment performance among post-secondary introductory statistics students. We discuss the development of an isomorphic form of an existing assessment instrument, and report results which concluded that test takers demonstrated lower statistical literacy scores when assessment tasks incorporated real data from published studies as context when compared with functionally similar tasks such as those with a contrived data set and a realistic context.
期刊介绍：
SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.
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