Assessment in Statistics Education: Issues and Challenges

By Joan Garfield, B. Chance. 2000

141 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/96d66cefc258caaf947eea77f693b59bdfff6845

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Dani Ben-Zvi
2. Joan Garfield
3. Danielle Dupuis
4. B. Chance
5. A. Zieffler
6. R. delMas
7. R. Hassad

In Statistics and Probability

1. Dani Ben-Zvi
2. Joan Garfield
3. A. Zieffler
4. S. Alt
5. B. Chang
6. Kristine Holleque
7. Danielle Dupuis
8. R. delMas

Citations in the corpus

• How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “Feedback should be analytical, and come at a time when students are interested in it (see Garfield & Chance, 2000).”
• The Challenge of Developing Statistical Reasoning (2002, background): “Garfield and Chance (2000) offer some suggestions for classroom assessment techniques to evaluate students’ statistical reasoning.”
• What Does Research Suggest About the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature (2008, methodology): “The SRA has been used in different contexts and reasonable test-retest reliability and content validity have been established (Garfield, 1998b, 2003; Liu, 1998; Garfield and Chance, 2000).”
• A Rasch Model Analysis on Secondary Students' Statistical Reasoning Ability in Descriptive Statistics (2014, background): “Students need to be able to combine ideas about data and chance, which leads to making inferences and interpreting statistical results (Garfield and Chance, 2000, p. 101)”. Lovett (2001) described statistical reasoning as the usage of statistical ideas and tools is needed to summarize, draw assumpti”
• ASSESSING STUDENTS’ CONCEPTUAL UNDERSTANDING AFTER A FIRST COURSE IN STATISTICS (2007, background): “Many assessment instruments have consisted of teachers’ final exams that are often not appropriate if they focus on procedures, definitions, and skills, rather than conceptual understanding (Garfield & Chance, 2000).”