Teachers are inundated with data, including reports from mandated testing. Interpreting these requires professional statistical literacy, involving technical statistical knowledge and the capacity to interpret data meaningfully in the context of teachers’ professional work. For a study investigating teachers’ data use, the authors developed instruments for assessing statistical literacy based on typical reports and the critical components of statistical literacy required to understand them. Designing an instrument that assessed workplace-relevant statistical knowledge, and did not take too long to complete, involved design choices through a process of beginning with an initial pen-and-paper design and then designing an online version with automated marking. This paper will examine some of these design issues and their impact on assessing teachers’ statistical literacy prior to providing appropriate professional learning.
Funding
Australian Research Council
Dept of Education and Early Childhood Development
Victorian Curriculum and Assessment Authority
History
Publication title
Proceedings of the 9th International Conference on Teaching Statistics
Editors
K. Makar, B. de Sousa & R. Gould
Pagination
1-6
Department/School
Faculty of Education
Publisher
International Association for Statistical Education & International Statistics Institute (IASE/ISI)
Place of publication
United States
Event title
The 9th International Conference on Teaching Statistics
Event Venue
Flagstaff, Arizona, USA
Date of Event (Start Date)
2014-07-13
Date of Event (End Date)
2014-07-18
Rights statement
Copyright 2014 International Statistical Institute (ISI) & International Association for Statistical Education (IASE)