Assessment as a tool for learning statistics

The current assessment reform movement in statistics encourages instructors to think more broadly about cognitive measures which assess student learning. In response, statistics instructors have begun incorporating innovative methods of assessment into their courses, the most common of these procedures being athentic assessment, performance assessment, and portfolio assessment. Thus, this paper will provide a typology of different effective ways of assessing performance in statistics classess for the various contexts (e.g., undergraduate vs. master's vs. doctoral), content (e.g., measurement vs. evaluation vs. research design), and pedagogical styles (e.g., web-based vs. traditional; theory vs. concepts vs. application).