An assessment model for improving student learning of statistics

Abstract

Statistical reasoning, thinking and literacy have repeatedly been mentioned in the literature as important goals of statistics education. Many suggestions have been made on how to achieve these goals, with the focus on various aspects of the teaching and learning environment. In this article we propose an assessment model that targets student learning approaches as a means of achieving statistical reasoning, thinking and literacy. Our model is based on the paradigm that student learning is mostly driven by assessment.

South African Journal of Higher Education Vol. 22 (3) 2008: pp. 602-614