|
Abstract:
|
It is widely accepted that projects in a statistics classroom can be beneficial to student learning. Educators understand students may be more motivated if projects are “open-ended”, where students are given the freedom to pick their own topic, develop a data collection plan, and collect their own data. Students benefit from determining the appropriate visualizations to shed light on questions they have and practice communicating their findings. As beneficial as open-ended-projects may sound, implementing and assessing such projects in one’s classroom can be intimidating! I provide a framework that breaks up open-ended projects into segments that are digestible by the student and assessable by the instructor. I explain how to provide opportunities for students to learn from mistakes through resubmission of certain segments of the project after receiving feedback. A detailed and adaptable template for assessing each stage of the project is discussed, where assessment rubrics are structured to encourage students, focus on GAISE (Guidelines for Assessment and Instruction in Statistics Education) recommendations, and provide a straightforward method for instructors to guide students.
|
