Current school curriculum documents stress the need for assessment to support learning. Teachers use assessment information to infer students' development and plan appropriate intervention. In order to do this, a framework is needed within which the assessment can be developed and interpreted, and a suitable task is required to obtain the necessary information about students' performances. The responses of 586 students to performance assessment tasks developed for the purpose of assessing a numeracy construct, rather than statistical understanding, were analysed against a previously identified hierarchy of Statistical Literacy. The findings suggest that the tasks provided reliable and interpretable evidence of performance in Statistical Literacy, using a classroom-based process rather than a traditional test.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education