ERIC Number: ED462411
Record Type: Non-Journal
Publication Date: 2001-Dec
Reference Count: N/A
Assessing Student Representations of Inferential Statistics Problems. CSE Technical Report.
Lavigne, Nancy C.; Glaser, Robert
A student's understanding of a problem before he or she solves it is a critical component of successful problem solving. This understanding is based on how a problem is represented; that is, whether a problem is understood in terms of principles or solution methods or whether the focus is on features that are irrelevant to its solution. In this study, the representations of statistics problems for which 21 twelfth graders used a sorting task were studied. The degree to which problems were sorted according to statistical methods was indexed, and a verbal protocol was used to assess students' explanations of their sorts. Two main findings are discussed: (1) students' problem representations were based on key features that underlie statistical methods, and the extent to which these features were stressed in explanations varied; and (2) students' explanations were more sensitive to the nature of their problem representations than was their sorting performance. These findings have implications for the design of instruction and assessment. (Contains 1 figure, 4 tables, and 55 references.) (Author/SLD)
Descriptors: Comprehension, High School Students, High Schools, Instructional Design, Problem Solving, Protocol Analysis, Statistical Inference
UCLA/Center for the Study of Evaluation, 301 GSE&IS, box 951522, Los Angeles, CA 90095-1522 ($4.50). Tel: 310-206-1532. For full text: http://www.cse.ucla.edu/CRESST/Reports/TR553.pdf.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.; National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.