Misconceptions in Middle-Grades Statistics: Preliminary Findings From a Diagnostic Assessment

• In Event: Poster Session 10
  In Poster Session: Assessment of Learning and Cognition

Abstract

The ability to analyze and interpret data is grounded in fundamental conceptions about data that should be developed in elementary and middle school. To this end, the project seeks to develop a formative, diagnostic assessment system that teachers can use to identify and address misconceptions in middle grades statistics. Using data from a preliminary field test of the diagnostic assessment, the current paper explores the prevalence of the targeted misconceptions, the relationship between the misconceptions, and the potential item contexts that might enable meaningful assessment and instructional materials in the middle grades.

Authors

• Jessica Masters, Research Matters, LLC

• Lisa Famularo, Measured Progress