This paper begins with a description of several learning goals of the two-course Introductory Statistics<br>sequence for undergraduate business students at the International University of Monaco, and then<br>focuses on the goals of communicating statistical results and becoming critical consumers of statistical<br>information. As our students are business students, we aim for them to become both producers and<br>literate consumers of statistical analysis. In line with reform movements in Statistics Education and the<br>GAISE guidelines, we are working to implement teaching strategies and assessment methods that align<br>instruction and assessment with our learning goals. One of the main instructional tools we use is group<br>projects with elements of peer and self assessment. This paper describes how peer evaluations are<br>carried out, how they are summarized and why we believe that explicitly incorporating these self and<br>peer assessments has improved student learning both in communicating and in consuming statistical<br>information.
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