JSM 2005 - Toronto

Abstract #303489

This is the preliminary program for the 2005 Joint Statistical Meetings in Minneapolis, Minnesota. Currently included in this program is the "technical" program, schedule of invited, topic contributed, regular contributed and poster sessions; Continuing Education courses (August 7-10, 2005); and Committee and Business Meetings. This on-line program will be updated frequently to reflect the most current revisions.

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Legend: = Applied Session, = Theme Session, = Presenter
Activity Number: 161
Type: Luncheons
Date/Time: Monday, August 8, 2005 : 12:30 PM to 1:50 PM
Sponsor: Section on Statistical Education
Abstract - #303489
Title: 'How-Squared' to Implement Writing Assignments in a Statistics Classroom
Author(s): Amy Phelps*+
Companies: Duquesne University
Address: 600 Forbes Ave, Pittsburgh, PA, 15282, United States
Keywords: pedagogy ; statistical reasoning ; writing assignments ; rubrics

Many recent discussions concerning statistical education focus on the students' grasp of statistical reasoning and their ability to interpret statistical conclusions in writing using common English. The how of developing appropriate writing assignments to assess a student's ability to accurately convey statistical conclusions is only half the battle. The how of grading these assignments may pose additional problems, given the size of many Introduction to Statistics classes, the variability of students' backgrounds, and the common perception that statistics is a mathematics class.

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Revised March 2005