The chapter does not provide an extensive overview of the use of technology in statistics. Rather, a detailed summary is provided of how one researcher has used technology to teach and assess statistics in grade eight. Both traditonal modes of assessment as well as technology-driven methods will be described in an attempt to demonstrate how multiple mediums of assessment can be used to provide a profile of students' statistical knowledge. The research reported here is grounded in cognitive theory with an emphasis on theories of learning that emphasize learning situations that are concrete rather than abstract. In other words, students learn better by "doing" statistics rather than just computing or reciting statistical equations or definitions. This research program is designed to provide authentic learning and assessment situations (Lajoie, 1995). The term authentic refers to meaningful, realistic tasks and assessments that validly assess what the learner understands.
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