论文标题
使用同构评估工具检查上下文在统计素养结果中的作用
Examining the role of context in statistical literacy outcomes using an isomorphic assessment instrument
论文作者
论文摘要
已经对统计素养的核心作用进行了广泛的讨论，强调了其作为学习成果的重要性，并在促进能够以知情和关键的方式与世界互动的公民进行促进。我们的工作有助于评估和改善人们对其专业和个人生活至关重要的人的统计素养的越来越多。我们考虑对情境化统计素养的测量 - 应用于相关环境的统计素养。我们讨论了修改现有评估，试点研究设计的同构仪器的开发，并得出结论的结果，即1）同构评估具有可比的心理测量特性，2）测试者的统计素养得分较低，以纳入相关背景的评估。
The central role of statistical literacy has been discussed extensively, emphasizing its importance as a learning outcome and in promoting a citizenry capable of interacting with the world in an informed and critical manner. Our work contributes to the growing literature on assessing and improving people's statistical literacy vis-a-vis contexts important in their professional and personal lives. We consider the measurement of contextualized statistics literacy - statistical literacy as applied to relevant contexts. We discuss the development of an isomorphic instrument modifying an existing assessment, design of a pilot study, and results which conclude that 1) the isomorphic assessment has comparable psychometric properties, and 2) test takers have lower statistical literacy scores on an assessment that incorporates relevant contexts.
