ERIC Number: ED299138
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Student Knowledge of Statistics: To Know Is To Do.
Beins, Bernard C.
Students in a college introductory statistics class were evaluated with conceptual and computational tests and the relationship between their levels of knowledge on the two forms of testing was assessed. There were significant correlations between their abilities to perform computations and to answer more conceptual questions on individual tests and across separate tests, for the final examination, and for the total number of points earned throughout the semester. The correlations indicate that the two styles of testing provide partially redundant, but not totally overlapping, information about student knowledge. Further, although student averages did not differ in the two types of tests, they seldom preferred only conceptual tests of their knowledge, judging the computational tests a better means of evaluation. Applications of these results extend to prediction of missing test scores and to the testing of students for whom English is a second language. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (Washington, DC, August 27-September 1, 1987).