A Learning Progression for Constructing and Interpreting Data Display. Issue 1 (24th February 2020)

• Record Type: Journal Article
• Authors: Kim, Eun Mi; Nabors Oláh, Leslie; Peters, Stephanie
• Is Part Of: ETS research report series. Issue 1(2020)
• Page Start: 1
• Page End: 27
• Publication Date: 2020-02-24
• Subjects: Data display -- learning progression -- task design -- statistics education -- mathematics; Universities and colleges -- Entrance examinations; Universities and colleges -- Graduate work -- Examinations; Universities and colleges -- United States -- Entrance examinations; Universities and colleges -- United States -- Graduate work -- Examinations; Graduate Record Examination; Educational tests and measurements; Social sciences; Education -- Research; Education -- Research; Educational tests and measurements; Graduate Record Examination; Social sciences; Universities and colleges -- Entrance examinations; Universities and colleges -- Graduate work -- Examinations; United States; 378
• DOI: 10.1002/ets2.12285
• Languages: English
• ISSNs: 2330-8516

Abstract

Abstract: K–12 students are expected to acquire competence in data display as part of developing statistical literacy. To support research, assessment design, and instruction, we developed a hypothesized learning progression (LP) using existing empirical literature in the fields of mathematics and statistics education. The data display LP posits a progression of student understanding and learning of data display in terms of two progress variables: constructing data displays and interpreting data displays. An initial data display LP was revised through expert review and then supported the design of a set of data display tasks to elicit evidence of student knowledge and skills in constructing and interpreting data display. The data display LP and tasks presented in this research report can inform assessment development as well as classroom instruction, and they can be used for further studies on potential interactions between the two progress variables in students' development of data display knowledge. Abstract : Report Number: ETS RR‐20‐03