A Framework for the Development of Measurement Instruments for Evaluating the Introductory Statistics Course

Chervany, Norman L.; Collier, Raymond O.; Fienberg, Stephen E.; Johnson, Paul E.; Neter, John

doi:10.1080/00031305.1977.10479186

Cited by 21 publications

(9 citation statements)

References 10 publications

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“…As early as the 1970s, researchers wrote about statistical reasoning. Chervaney, Collier, Fienberg, Johnson, & Neter (1977) presented a three-step process of reasoning that focused on comprehending the problem, planning and executing appropriate methods to solve the problem, and evaluating and interpreting the outcomes. However, the early research did not describe how to operationalize these ideas in the statistics classroom.…”

Section: Introductionmentioning

confidence: 99%

Reasoning and Communicating in the Language of Statistics

Parke

2008

Journal of Statistics Education

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Although graduate students in education are frequently required to write papers throughout their coursework, they typically have limited experience in communicating in the language of statistics, both verbally and in written form. To succeed in their future careers, students must be provided with opportunities to develop deep understandings of concepts, develop reasoning skills, and become familiar with verbalizing and writing about statistics. The instructional approach described here spans the entire semester of a statistics course and consists of several aspects including cognitively rich individual assignments, small group activities, and a student-led scoring activity. To demonstrate the impact of this approach on student learning, qualitative and quantitative data were collected from students in two statistics courses. Several assessments indicate improvement in students' reasoning and understanding, written and verbal communication, and confidence.

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Section: Introductionmentioning

confidence: 99%

Reasoning and Communicating in the Language of Statistics

Parke

2008

Journal of Statistics Education

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“…We found that authors of the research papers written on similar topic felt very good [6,7,8] about projects, but our experience was not quite similar. As the semester went on we started regretting the idea of introducing projects in statistics course.…”

Section: Discussionmentioning

confidence: 83%

“…After reviewing numerous articles written by expert teachers regarding group projects in introductory statistics classes [5,6,7,8], we believed that by doing projects students could learn that statistics is more than just summarizing data. To maximize the benefit of group project, students were given lots of freedom from the beginning to the end of the project.…”

Section: Too Much Freedom Caused Frustrationsmentioning

confidence: 99%

Group Projects in an Introductory Statistics Course

Baki¹,

Baki²

2014

IJCDSE

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“…Other aspects of course maintenance and design, with particular reference to statistics, are discussed in Chervany et al (1977) and Hunter (1977). Earlier references concerned with course content in sample surveys are by Mahalanobis (1950) and Yates (1950), and for a general introductory course see Freeman and More (1956), No use of a job description was made in these references.…”

Section: Introductionmentioning

confidence: 99%