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Assessment of Learning, for Learning, and as Learning in Statistics Education

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Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education

Part of the book series: New ICMI Study Series ((NISS,volume 14))

Abstract

Assessing student learning of statistics poses unique challenges to mathematics teachers at the elementary and secondary level. This chapter describes some guiding principles for developing or selecting assessment items, building on general pillars of good assessment practice as well as important features of the discipline of statistics. The chapter concludes with some specific recommendations regarding the improvement of assessment of student learning of statistics.

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Author information

Authors and Affiliations

  1. Educational Psychology, University of Minnesota, 178 Ed Sciences Bldg, 56 East River Road, Minneapolis, MN, 55455, USA

    Joan Garfield

  2. Department of Statistics, University of Georgia, 204 Statistics Bldg, 101 Cedar Street, GA, 30602, Athens, USA

    Christine Franklin

Authors
  1. Joan Garfield
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  2. Christine Franklin
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Corresponding author

Correspondence to Joan Garfield .

Editor information

Editors and Affiliations

  1. Fac. Ciencias de la Educación, Universidad de Granada, Granada, 18071, Spain

    Carmen Batanero

  2. Dept. Counseling,, Educational Psychology &, Michigan State University, Erickson Hall 240, East Lansing, 48824, Michigan, USA

    Gail Burrill

  3. SiMERR National Centre, University of New England, Armidale, 2350, New South Wales, Australia

    Chris Reading

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Garfield, J., Franklin, C. (2011). Assessment of Learning, for Learning, and as Learning in Statistics Education. In: Batanero, C., Burrill, G., Reading, C. (eds) Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. New ICMI Study Series, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1131-0_16

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