The Levels of Conceptual Understanding in Statistics (LOCUS) Project: Results of the Pilot Study
The Levels of Conceptual Understanding in Statistics (LOCUS) Project: Results of the Pilot Study
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统计概念理解水平 (LOCUS) 项目：试点研究结果
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Tim Jacobbe
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文献类型：
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作者：
Douglas Whitaker;Steve Foti;Tim Jacobbe
统计中的概念理解水平(LOCUS)项目(NSF DRL-111868)创建了衡量对统计的概念性(而不是程序性)理解的评估，这在美国统计学会框架(Franklin等人，2007年，《统计教育评估和指导准则》)中概述。在这里，我们简要概述了Locus项目，并介绍了从六个州的3400多名6-12年级学生那里收集的数据的多项选择题评估试点管理的结果。这些结果有助于说明学生在实施共同核心国家标准之前对统计主题的理解。使用GAISE框架中列出的统计问题解决过程的四个组成部分，初中生和高中生在评估问题、制定问题和收集数据方面往往表现得更好；在分析数据问题上，两组学生的表现都相对较差。
The Levels of Conceptual Understanding in Statistics (LOCUS) project (NSF DRL-111868) has created assessments that measure conceptual (rather than procedural) understanding of statistics as outlined in GAISE Framework (Franklin et al., 2007, Guidelines for Assessment and Instruction in Statistics Education, American Statistical Association). Here we provide a brief overview of the LOCUS project and present results from multiple-choice items on the pilot administration of the assessments with data collected from over 3400 students in grades 6-12 across six states. These results help illustrate students’ understanding of statistical topics prior to the implementation of the Common Core State Standards. Using the four components of the statistical problem-solving process outlined in the GAISE Framework, middle and high school students tended to perform better on questions assessing Formulate Questions and Collect Data; both groups also tended to perform relatively worse on the Analyze Data questions.