Assessing student learning in the context of evaluating a chance course

Joan B. Garfield

doi:10.1080/03610929608831874

Assessing student learning in the context of evaluating a chance course

Joan B. Garfield

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

This paper describes the use of different assessment methods to evaluate Chance courses in the NSF-funded Chance project. Multiple methods were used to measure changes in students' attitudes and beliefs about statistics, reasoning about probability and statistics, and ability to critique a newspaper article that reports statistical results. Samples of assessment materials and scoring rubrics used in the evaluation are included.

Original language	English (US)
Pages (from-to)	2863-2873
Number of pages	11
Journal	Communications in Statistics - Theory and Methods
Volume	25
Issue number	11
DOIs	https://doi.org/10.1080/03610929608831874
State	Published - 1996
Externally published	Yes

Keywords

Assessment
Student learning

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10.1080/03610929608831874

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abstract = "This paper describes the use of different assessment methods to evaluate Chance courses in the NSF-funded Chance project. Multiple methods were used to measure changes in students' attitudes and beliefs about statistics, reasoning about probability and statistics, and ability to critique a newspaper article that reports statistical results. Samples of assessment materials and scoring rubrics used in the evaluation are included.",

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AB - This paper describes the use of different assessment methods to evaluate Chance courses in the NSF-funded Chance project. Multiple methods were used to measure changes in students' attitudes and beliefs about statistics, reasoning about probability and statistics, and ability to critique a newspaper article that reports statistical results. Samples of assessment materials and scoring rubrics used in the evaluation are included.

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DO - 10.1080/03610929608831874

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JO - Communications in Statistics - Theory and Methods

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ER -

Assessing student learning in the context of evaluating a chance course

Abstract

Keywords

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