Development Of Statistical Thinking Assessment Tool For Middle School Students

Since the 1990 s,cultivating students with core literacy to adapt to future social needs and promote lifelong learning and development has gradually become a hot topic of common concern around the world.Countries around the world have begun to base on core literacy one after another in curriculum reformation and statistical thinking is important one.On the basis of sorting out relevant literature on statistical thinking,this research systematically develops statistical thinking assessment tool suitable for middle school students in China based on the "construct-centered" measurement theory.First,this study determined the assessment framework for middle school students' statistical thinking.Experts were invited to review and verify the suitability of the framework.Then prepare a preliminary test,conduct cognitive interviews with students,check the problems of the assessment tool and modify it to improve the content validity of the test.Test the assessment tool in a round,students respond to construct a outcome space,draw up scoring rules,and use independent two-point scoring to verify the appropriateness of the scoring standards and conduct a metrological analysis.Finally,the assessment tool was modified based on the results of the first round of testing,and the second round of testing was performed to further improve the scoring standards and outcome space.Based on the data of the second round of testing,the measurement properties of the assessment tool were analyzed.The results show that the quality of the test questions is significantly improved after modification,and the surveying tools developed by this research have generally good surveying properties.The main conclusions and findings of this study include:(1)In this study,the construction of the outcome space is closely linked to the formulation of the scoring criteria.The two graders A and B independently coded the test papers,and independently summarized the key characteristics and answer examples of different student levels of each test question.The inter-rater reliabilitycoefficients is high.(2)The Cronbach coefficient indicating that the assessment tool has good internal consistency reliability.Expert review and cognitive interviews ensure the content validity of the test,and the assessment tool have good structural validity.Overall,the middle school student's statistical thinking assessment tool has high reliability and validity,reasonable difficulty,high discrimination,and good surveying quality.(3)The research results show that the development of statistical thinking of students in middle school generally shows an upward trend.The development of statistical thinking of middle school students has significantly improved with the growth of grades.With the rise of grades,the level of statistical thinking of students has continued to develop;There is a significant difference in the development of statistical thinking between boys and girls,and the level of girls is significantly higher than boys.