Robert C. delMas|Joan Garfield|Ann Ooms|Beth Chance
ASSESSING STUDENTS’ CONCEPTUAL UNDERSTANDING AFTER A FIRST COURSE IN STATISTICS
University of Minnesota System|University of Minnesota System|California Polytechnic State University
paper describes development caos test designed measure students conceptual understanding important statistical ideas across three years revision testing content validation realiability analysis results reported large scale class testing item responses compared pretest posttest order learn areas students demonstrated improved performance beginning end course well areas showed improvement decreased performance items showed increase students misconceptions particular statistical concepts also examined paper concludes discussion implications students understanding different statistical topics followed suggestions researchx0d first published november 2007 statistics education research journal archives