Assessment in Statistics Education
Assessment in Statistics Education
复制标题
统计教育评估
DOI：
10.1007/978-1-4020-8383-9_4
复制
发表时间：
2008
影响因子：
2
通讯作者：
A. Zieffler
中科院分区：
文献类型：
--
作者：
Joan Garfield;D. Ben;B. Chance;Elsa Medina;Cary J. Roseth;A. Zieffler
我们如何确定学生在我们的统计课上知道和学习什么？近年来，学生的学习评估、课程成果检查、评估与学习目标的一致性以及评估的替代方法受到了极大的关注。统计课程尤其如此，人们越来越关注新确定的学习目标，如统计素养、推理和思维。在过去的二十年里，统计学学习目标的巨大变化导致我们对如何评估学生进行了相应的反思，并且使用替代评估（如学生项目，技术报告和口头报告）比过去更常见。替代性的评估任务也可以作为一个强大的学习工具，事实上，我们认为评估是学习过程的一个重要组成部分，而不仅仅是作为一种手段来测试学生的成果。在这一章中，我们将考虑为什么和如何在统计学中评估学生的成果，包括改变传统的评估做法和考虑新的评估工具，以及如何利用评估反馈来改进课程规划和教学。这一章包括两个研究有关评估的教学和学习统计和许多资源使用评估统计教育。
How do we determine what students know and learn in our statistics classes? In recent years, much attention has been paid to assessing student learning, examining outcomes of courses, aligning assessment with learning goals, and alternative methods of assessment. This is especially true for statistics courses, where there is a growing focus on newly identified learning goals such as statistical literacy, reasoning, and thinking. Over the past two decades, dramatic changes in the learning goals of statistics has led to a corresponding rethinking of how we assess our students, and it is becoming more common to use alternative assessments such as student projects, technical reports, and oral presentations than in the past. Alternative assessment tasks can also serve as a powerful learning tool, and in fact we view assessment as an important component of the learning processes rather than only as a means for testing of students’ outcomes.In this chapter, we will consider the why and how of assessment of student outcomes in statistics, including changes to traditional assessment practices and consideration of new assessment tools, and how to utilize assessment feedback to improve course planning and instruction. This chapter encompasses both research studies about assessment in teaching and learning statistics and many resources on using assessment in statistics education.