By Alyssa Hu, Matthew Beckman, & Dennis Pearl (Penn State University)
The ASA’s 2014 curriculum guidelines outlined best practices for undergraduate statistics programs and suggested further work in identifying assessment strategies. Using ASA’s guiding principles, essential student skills, and curriculum topics, the Comprehensive Undergraduate Statistics Program student survey and assessment were designed to evaluate learning outcomes from the students' perspective based on their perceived knowledge (survey) and actual performance (assessment) during their final year in an undergraduate statistics program. Similarly, the Statistics Program Emphases & Contents survey was designed to understand faculty perception of the level of exposure students have to these learning outcomes. This poster examines associations between the three instruments, with the goal of studying the alignment of what students think they know, what students actually know, and what faculty think students should know. We will show how the survey instruments align with ASA guidelines and investigate factors affecting response on each individual instrument using data from Penn State.