Writing Assignments to Assess Statistical Thinking
Writing Assignments to Assess Statistical Thinking
复制标题
撰写作业来评估统计思维
DOI：
10.1080/10691898.2019.1696257
复制
发表时间：
2020
影响因子：
2.2
通讯作者：
R. Woodard
中科院分区：
文献类型：
--
作者：
Victoria Woodard;Hollylynne S. Lee;R. Woodard
摘要 统计学的主要目标之一是使用数据提供支持论点的证据。本文将讨论目前使用的一些流行的写作评估形式，以展示构建学生学习以证据支持他们的论点的方法之间的差异。我们分享一个模型，该模型最初是为了评估学生的统计学入门知识而创建的，现已适用于第二门统计学课程，该模型采用独特的方法来评估学生通过写作对统计概念的理解。在此模型中，学生需要回答提示，要求他们（1）对论点采取立场，（2）用提示中给出的事实捍卫自己的立场，（3）辨别这些事实暗示的含义，以及（4）对其论点给出正确的结论。我们提供了课程中使用的一些写作作业提示的示例、其预期的评估目的以及学生对这些作业给出的常见答案。本文的补充材料可在线获取。
Abstract One of the main goals of statistics is to use data to provide evidence in support of an argument. This article will discuss some popular forms of writing assessments currently in use, to demonstrate the differences between the methods for structuring the students’ learning to support their arguments with evidence. We share a model, which was originally created to assess students in introductory statistics and has been adapted for the second course in statistics, which takes a unique approach toward assessing the students’ understanding of statistical concepts through writing. In this model, students are expected to answer prompts that required them to (1) take a stance on an argument, (2) defend their position with facts given in the prompt, (3) discern the implications that those facts implied, and (4) give a proper conclusion to their argument. We provide examples of a few of the writing assignment prompts used in the course, their intended assessment purpose, and common answers that students gave to these assignments. Supplementary materials for this article are available online.