Assessing statistics learning

The traditional assessment of students' learning in statistics courses has followed the model used for mathematics and many other subject areas; that is time constrained written examinations. In New Zealand a large proportion of statistics assessment is still of this form. In order to determine whether this is the most appropriate form of assessing statistics learning consideration needs to be given to the following: - fundamental differences between the content of statistics and other courses, - the skills required of statistics learners, - the purpose(s) of assessment, and - whether particular forms of assessment advantage or disadvantage some groups of learners. While this paper raises issues related to the first three points above, the major focus is on the last. Performance in the national examinations sat by secondary school students in New Zealand is analysed for gender and ethnic differences in two different forms of assessment: project based internal assessment and traditional written examination.