The interaction between new curricular goals for students and alternative methods of assessing student learning is described. Suggestions are offered for teachers of statistics who wish to re-examine their classroom assessment practices in light of these changes. Examples are offered of some innovative assessment approaches that have been used in introductory statistics courses, and current challenges to statistics educators are described.
|Original language||English (US)|
|Number of pages||12|
|Journal||International Statistical Review|
|State||Published - Apr 1999|