Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Measuring statistical literacy.

Rosemary Callingham1, Jane M Watson

  • 1University of New England, School of Education, University of New England, Armidale, NSW 2350, Australia. Rosemary.Callingham@une.edu.au

Journal of Applied Measurement
|February 11, 2005
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same journal

Development of a Short Form of the CPAI-A (Form B) with Rasch Analyses.

Journal of applied measurement·2021
Same journal

Evaluating the Impact of Multidimensionality on Type I and Type II Error Rates using the Q-Index Item Fit Statistic for the Rasch Model.

Journal of applied measurement·2021
Same journal

Diabetes Distress in Emerging Adults: Refining the Problem Areas in Diabetes-Emerging Adult Version using Rasch Analysis.

Journal of applied measurement·2021
Same journal

A Psychometric Replication of Fan (1998) Item Response Theory and Classical Test Theory: An Empirical Comparison of their Item/Person Statistics.

Journal of applied measurement·2021
Same journal

The Development of the Mental Toughness Situational Judgment Test: A Novel Approach to Assessing Mental Toughness.

Journal of applied measurement·2021
Same journal

Using the Rasch Model to Measure Comprehension of Fraction Addition.

Journal of applied measurement·2021
See all related articles

This study measured Statistical Literacy in 673 students, confirming a construct that extends beyond basic math skills. Findings suggest practical ways teachers can assess this vital understanding in varied contexts.

Area of Science:

  • Statistics Education
  • Mathematics Education
  • Psychometrics

Background:

  • Statistical Literacy extends beyond basic curriculum knowledge, requiring application in real-world contexts.
  • Understanding statistical concepts like variation and inference is crucial, even if not explicitly taught.
  • Previous research identified a construct for Statistical Literacy.

Purpose of the Study:

  • To measure Statistical Literacy in students from Grades 5 to 10.
  • To confirm the nature and structure of the Statistical Literacy construct.
  • To propose measurable subgroups of Statistical Literacy for classroom teachers.

Main Methods:

  • Administered tests of Statistical Literacy to 673 students across Grades 5-10.
  • Analyzed student responses to confirm the established Statistical Literacy construct.

Related Experiment Videos

  • Identified subgroups of items for assessing Statistical Literacy.

    • Main Results:

    • Confirmed the previously identified construct of Statistical Literacy.
    • Demonstrated the applicability of the construct across a wide grade range.
    • Provided evidence for three distinct subgroups within the Statistical Literacy construct.

    Conclusions:

    • Statistical Literacy is a measurable construct that develops beyond foundational math skills.
    • The study validates a framework for assessing Statistical Literacy.
    • The proposed subgroups offer practical tools for teachers to evaluate student understanding.