When 2020 pitched its curveball at educators, one of the largest challenges we faced was finding equitable, meaningful assessments that could be delivered remotely. In other words, could we write exam questions we thought students would find authentic and still allow us to feel confident we were learning about students’ individual achievements?
Posts from the ‘Assessment’ Category
Throughout the past 20 years, it has been largely accepted that statistics is not mathematics, albeit statistics makes use of mathematics. Both variability and context are intertwined and necessary for full engagement in statistical reasoning.
In the lesson, “Alphabet Statistics,” described by Marilyn Burns in her 1987 book, A Collection of Math Lessons (from grades 3 through 6), students explore letter-of-the-alphabet frequency of usage in print material. Over the years, Shelly Sheats Harkness used an adaptation of this lesson several times with middle-school students, high-school students, and preservice teachers. She shares it here with a technology twist.
What’s Going On in This Graph?, a new monthly activity from the ASA and The New York Times Learning Network, will help teachers and students explore the quantitative aspects of reporting.
In this column, we want to highlight an incredible resource developed as part of a project led by Tim Jacobbe, associate professor and mathematics education coordinator, for the University of Florida College of Education. LOCUS, Levels of Conceptual Understanding in Statistics, is an NSF-funded project that provides a rich repository of assessments of statistical understanding.