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ERIC Number: EJ1135025
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
How the Mastery Rubric for Statistical Literacy Can Generate Actionable Evidence about Statistical and Quantitative Learning Outcomes
Tractenberg, Rochelle E.
Education Sciences, v7 Article 3 2017
Statistical literacy is essential to an informed citizenry; and two emerging trends highlight a growing need for training that achieves this literacy. The first trend is towards "big" data: while automated analyses can exploit massive amounts of data, the interpretation--and possibly more importantly, the replication--of results are challenging without adequate statistical literacy. The second trend is that science and scientific publishing are struggling with insufficient/inappropriate statistical reasoning in writing, reviewing, and editing. This paper describes a model for statistical literacy (SL) and its development that can support modern scientific practice. An established curriculum development and evaluation tool--the Mastery Rubric--is integrated with a new, developmental, model of statistical literacy that reflects the complexity of reasoning and habits of mind that scientists need to cultivate in order to recognize, choose, and interpret statistical methods. This developmental model provides actionable evidence, and explicit opportunities for consequential assessment that serves students, instructors, developers/reviewers/accreditors of a curriculum, and institutions. By supporting the enrichment, rather than increasing the amount, of statistical training in the basic and life sciences, this approach supports curriculum development, evaluation, and delivery to promote statistical literacy for students and a collective quantitative proficiency more broadly.
Descriptors: Statistics, Literacy, Scoring Rubrics, Outcomes of Education, Curriculum Development, Curriculum Evaluation, Undergraduate Study, Doctoral Programs, College Curriculum, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A