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A framework for assessing high school students statistical reasoning

Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students' statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical...

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Main Authors: Chan, S. W., Ismail, Z., Sumintono, B.
Format: Article
Language:English
Published: Public Library of Science 2016
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/71965/1/ZalehaIsmail2016_AFrameworkforAssessingHighSchool.PDF
http://eprints.utm.my/id/eprint/71965/
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84993940394&doi=10.1371%2fjournal.pone.0163846&partnerID=40&md5=2b9c5f96452312b18496acd22c2974e7
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spelling my.utm.719652017-11-23T04:17:43Z http://eprints.utm.my/id/eprint/71965/ A framework for assessing high school students statistical reasoning Chan, S. W. Ismail, Z. Sumintono, B. L Education (General) Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students' statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical reasoning and four key constructs. The former consisted of idiosyncratic reasoning, verbal reasoning, transitional reasoning, procedural reasoning, and integrated process reasoning. The latter include describing data, organizing and reducing data, representing data, and analyzing and interpreting data. In contrast to earlier studies, this initial framework formulated a complete and coherent statistical reasoning framework. A statistical reasoning assessment tool was then constructed from this initial framework. The tool was administered to 10 tenth-grade students in a task-based interview. The initial framework was refined, and the statistical reasoning assessment tool was revised. The ten students then participated in the second task-based interview, and the data obtained were used to validate the framework. The findings showed that the students' statistical reasoning levels were consistent across the four constructs, and this result confirmed the framework's cohesion. Developed to contribute to statistics education, this newly developed statistical reasoning framework provides a guide for planning learning goals and designing instruction and assessments. Public Library of Science 2016 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/71965/1/ZalehaIsmail2016_AFrameworkforAssessingHighSchool.PDF Chan, S. W. and Ismail, Z. and Sumintono, B. (2016) A framework for assessing high school students statistical reasoning. PLoS ONE, 11 (11). ISSN 1932-6203 https://www.scopus.com/inward/record.uri?eid=2-s2.0-84993940394&doi=10.1371%2fjournal.pone.0163846&partnerID=40&md5=2b9c5f96452312b18496acd22c2974e7
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Chan, S. W.
Ismail, Z.
Sumintono, B.
A framework for assessing high school students statistical reasoning
description Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students' statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical reasoning and four key constructs. The former consisted of idiosyncratic reasoning, verbal reasoning, transitional reasoning, procedural reasoning, and integrated process reasoning. The latter include describing data, organizing and reducing data, representing data, and analyzing and interpreting data. In contrast to earlier studies, this initial framework formulated a complete and coherent statistical reasoning framework. A statistical reasoning assessment tool was then constructed from this initial framework. The tool was administered to 10 tenth-grade students in a task-based interview. The initial framework was refined, and the statistical reasoning assessment tool was revised. The ten students then participated in the second task-based interview, and the data obtained were used to validate the framework. The findings showed that the students' statistical reasoning levels were consistent across the four constructs, and this result confirmed the framework's cohesion. Developed to contribute to statistics education, this newly developed statistical reasoning framework provides a guide for planning learning goals and designing instruction and assessments.
format Article
author Chan, S. W.
Ismail, Z.
Sumintono, B.
author_facet Chan, S. W.
Ismail, Z.
Sumintono, B.
author_sort Chan, S. W.
title A framework for assessing high school students statistical reasoning
title_short A framework for assessing high school students statistical reasoning
title_full A framework for assessing high school students statistical reasoning
title_fullStr A framework for assessing high school students statistical reasoning
title_full_unstemmed A framework for assessing high school students statistical reasoning
title_sort framework for assessing high school students statistical reasoning
publisher Public Library of Science
publishDate 2016
url http://eprints.utm.my/id/eprint/71965/1/ZalehaIsmail2016_AFrameworkforAssessingHighSchool.PDF
http://eprints.utm.my/id/eprint/71965/
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84993940394&doi=10.1371%2fjournal.pone.0163846&partnerID=40&md5=2b9c5f96452312b18496acd22c2974e7
_version_ 1643656324489150464
score 13.211869

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