The main role of assessment is to support learning, and any view of assessment implies a corresponding view of learning. Research on students’ conceptions of statistics, learning in statistics and assessment, suggests that there is a clear variation from narrow to broad views. Another dimension is students’ perceptions of their future professional roles and how that impacts on their present studies. In order to support the learning process, assessment should be structured in such a way as to make apparent to students the full range of variation in conceptions and to encourage them towards the broadest and most inclusive ideas. Further, it is important that the approach to assessment has coherence with the overall pedagogical approach.
|Title of host publication||Proceedings of the ISI/IASE Satellite on Assessing Student Learning in Statistics|
|Editors||Brian Phillips, Laurence Weldon|
|Place of Publication||Guimarães, Portugal|
|Publisher||International Association for Statistical Education|
|Number of pages||10|
|Publication status||Published - 2007|
|Event||IASE/ISI-Satellite Conference on Assessing Student Learning in Statistics - Guimarães, Portugal|
Duration: 19 Aug 2007 → 21 Aug 2007
|Conference||IASE/ISI-Satellite Conference on Assessing Student Learning in Statistics|
|Period||19/08/07 → 21/08/07|
Petocz, P., & Reid, A. (2007). Learning and assessment in statistics. In B. Phillips, & L. Weldon (Eds.), Proceedings of the ISI/IASE Satellite on Assessing Student Learning in Statistics Guimarães, Portugal: International Association for Statistical Education.