评估两个数据可视化识字评估之间的趋同
Erik Brockbank1,2, Arnav Verma3, Hannah Lloyd4
1Department of Psychology, Stanford University, Stanford, USA. ebrockbank@stanford.edu.
Cognitive research: principles and implications
|April 5, 2025
概括
两个数据可视化素养评估显示相关得分,但测量不同的技能. 需要进一步的研究来开发STEM教育的综合评估.
科学领域:
- 在STEM教育方面.
- 数据可视化 识字能力 数据可视化
背景情况:
- 数据可视化对于理解定量数据至关重要.
- 数据可视化素养是关键的教育目标.
- 当前的评估可能无法完全捕捉数据可视化素养的构造.
研究的目的:
- 调查两个常见的图形理解评估测量数据可视化素养相同的基础构造的程度.
- 分析数据可视化素养评估中的个体变化和错误模式.
主要方法:
- 向大学样本和人口统计学代表的美国成年人样本 (N=1,113) 进行了两次图形理解评估.
- 分析了整体得分和个别错误模式,以比较评估结构.
主要成果:
- 两项评估的总分是相关的,并且与之前的数学课程相关联.
- 对错误模式的分析表明,评估探讨了数据可视化素养的不同组成部分.
- 评估组件和测试的设计类别 (例如,值检索与比较) 之间没有明确的对应性.
结论:
- 虽然总体得分一致,但当前的评估可能无法完全捕捉数据可视化素养的多面性质.
- 研究结果表明,需要开发更全面的评估,更好地反映数据可视化理解中的行为模式.
- 未来的评估应由组件组织起来,以更准确地代表数据可视化素养中的不同技能.
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