Teaching learning and assessment: Complementary or conflicting categories for school statistics

Over many years I have been attempting to improve statistical literacy in the population by changing the school curriculum. All such attempts have to be put in the general context of teaching, learning and assessing the subject. Ideally these should complement and reinforce each other. In practice they often conflict - in particular assessment can distort the learning process. In this talk I consider the nature of these conflicts and how they might be overcome in practice, giving examples from a lifetime's experience.