Assessment in Statistics Education: Resources

Books

• • Angelo, T., & Cross, K. (1993). A handbook of classroom assessment techniques for college teachers (2nd ed.). San Francisco: Jossey-Bass.

A collection of practical ways to assess student learning and for giving the instructor student feedback on various course components; includes ideas like the minute paper and the punctuated lecture.

• • Gal, I., & Garfield, J. (Eds.) (1997). The assessment challenge in statistics education. Amsterdam: IOS Press. Retrieved April 26, 2008, fromhttp://www.stat.auckland.ac.nz/~iase/publications/assessbk/

A collection of articles, both conceptual and practical, on issues of assessment in statistics education.

• • Gold, B., Keith, S., & Marion, W. (Eds.). (1999). Assessment practices in undergraduate mathematics, MAA Notes #49. Washington, D.C.: Mathematical Association of America.

A collection of articles discussing assessment practices and techniques ranging from program assessment to classroom assessment to assessment of teaching.

• • Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.) (2001). Knowing what students know: the science and design of educational assessment. National Research Council. Available fromhttp://www.nap.edu/catalog.php?record_id=10019

This report reviews and synthesizes advances in the cognitive sciences and measurement and explores their implications for improving educational assessment. It addresses assessments used in both classroom and large-scale contexts for three broad purposes: to assist learning, to measure individual achievement, and to evaluate programs.

• • Wiggins, G., & McTighe, J. (2006). Understanding by design (2nd ed.). Englewood NJ: Prentice Hall.

This book brings to bear the author’s understanding of teaching for understanding and its implications for performance-based assessment including pragmatic advice, background, and extensive references. An accompanying workbook is the Understanding by design: professional development workbook (2004, workbook ed.) by the same authors, published by the Association for Supervision and Curriculum Development (ASCD).

Below are two important articles on alternative methods of assessment in the introductory statistics course. In addition, there are many readings at the ARTIST Website (https://app.gen.umn.edu/artist/)

• • Chance, B. (2000). Experiences with authentic assessment techniques in an introductory statistics course. In T. L. Moore (Ed.) Teaching statistics: resources for undergraduate instructors (pp. 209–218). Washington D.C: Mathematical Association of America

  • Garfield, J. (2000). Beyond testing and grading: New ways to use assessment to improve student learning. In T. L. Moore (Ed.) Teaching statistics: resources for undergraduate instructors (pp. 201–208). Washington DC: Mathematical Association of America.

• ARTIST

      https://app.gen.umn.edu/artist/ 

One of the broadest endeavors is the ARTIST project, which provides a variety of assessment resources including sample assignments, research instruments, discussion of implementation issues, and the Assessment Builder, which provides free downloadable access to over 1,000 high-quality assessment items that focus on statistical literacy, reasoning, and thinking.

• Survey of Attitudes Toward Statistics (SATS)

       http://www.unm.edu/~cschau/satshomepage.htm 

This is a tool for assessing student’s attitudes towards statistics.

• • A collection of research instruments can be found at the ARTIST Website (https://app.gen.umn.edu/artist/)