Rethinking Assessment of Student Learning in Statistics Courses

Authors

Joan Garfield, University of MinnesotaFollow
Andrew Zieffler, University of Minnesota
Daniel Kaplan, Macalester College
George W. Cobb, Mount Holyoke College
Beth L. Chance, California Polytechnic State University - San Luis Obispo
John P. Holcomb, Cleveland State UniversityFollow

Document Type

Article

Publication Date

2011

Publication Title

American Statistician

Abstract

Although much attention has been paid to issues around student assessment, for most introductory statistics courses few changes have taken place in the ways students are assessed. The assessment literature describes three foundational elements—cognition, observation, and interpretation—that comprise an “assessment triangle” underlying all assessments. However, most instructors focus primarily on the second component: tasks that are used to produce grades. This article focuses on three sections written by leading statistics educators who describe some innovative and even provocative approaches to rethinking student assessment in statistics classes.

Repository Citation

Garfield, J., Zieffler, A., Kaplan, D., Cobb, G. W., Chance, B. L., & Holcomb, J. P. (2011). Rethinking assessment of student learning in statistics courses. The American Statistician, 65(1), 1-10.

Original Citation

Garfield, J., Zieffler, A., Kaplan, D., Cobb, G. W., Chance, B. L., & Holcomb, J. P. (2011). Rethinking assessment of student learning in statistics courses. The American Statistician, 65(1), 1-10.

DOI

10.1198/tast.2011.08241

Volume

65

Issue

1