Effects of Question Stem on Student Descriptions of Histograms

Autor/inn/en	Kaplan, Jennifer J.; Lyford, Alexander; Jennings, Jeremy K.
Titel	Effects of Question Stem on Student Descriptions of Histograms
Quelle	In: Statistics Education Research Journal, 17 (2018) 1, S.85-102 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1824
Schlagwörter	Statistics; Cues; Vignettes; Questioning Techniques; Geometric Concepts; Teaching Methods; Intermode Differences; Undergraduate Students; Introductory Courses; Regression (Statistics); Student Evaluation; Evaluation Methods; Mathematics Achievement; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Statistik; Stichwort; Befragungstechnik; Fragetechnik; Elementare Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Regression; Regressionsanalyse; Schulnote; Studentische Bewertung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg
Abstract	Assessment is necessary, but difficult, in statistics education. Multiple choice assessments are common, particularly for research purposes. Open-ended assessments may be more adept at revealing student understanding, but ensuring their validity can be difficult. The study presented here examines differences in student descriptions of histograms for different question prompts and scenarios in order to understand how best to ask such questions in research and teaching situations. The results show that different ways of asking students to describe histograms and different scenarios and shapes of histograms lead to systematic differences in student descriptions of histograms. The paper concludes with suggestions for phrasing questions, both for research and classroom assessment, and provides directions for future research based on our results. (As Provided).
Anmerkungen	International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01