On a delayed assessment 1 to 3 months later, many students transferred their appreciation of variation to another context and could explain the meaning of variation¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2–r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On the delayed written assessment (26 marks possible, 66 students), the median score was 18, and many students demonstrated transfer of their understanding of variation to a different scenario. → Lyn D English and Jane M Watson 2015

Evidence¶

Lyn D English and Jane M Watson 2015¶

Lyn D English and Jane M Watson. (2015). Exploring variation in measurement as a foundation for statistical thinking in the elementary school. International Journal of STEM Education (2015) 2:3. https://doi.org/10.1186/s40594-015-0016-x

q2 · i? · design · r2

Written assessment administered 1 to 3 months after the activity to four year 4 classes (two classes after 1 month, two streamed high-achieving classes after 3 months). 26 marks possible; "the median score is seen to be 18"; the mean was 16.7, becoming 17.5 without three very low scores of students who spoke virtually no English.

"The distribution of scores for the 66 students who completed the questions is shown in Figure 4, where the median score is seen to be 18."

Lyn D English and Jane M Watson 2015 (2)¶

Lyn D English and Jane M Watson. (2015). Exploring variation in measurement as a foundation for statistical thinking in the elementary school. International Journal of STEM Education (2015) 2:3. https://doi.org/10.1186/s40594-015-0016-x

q2 · i? · design · r3

Authors' summary of assessment outcomes for research question 3, covering items Q10 to Q15 including a request for a definition of variation. "Many students had developed the ability to transfer their appreciation of variation to anothercontext and could clearly explain the meaning of variation."

"the results of the assessment indicated that many students had developed the ability to transfer their appreciation of variation to anothercontext and could clearly explain the meaning of variation"

Discussion¶

Learner Variables¶

• Statistical Reasoning — outcome: instruction changes it

Related Claims¶

• After introduction, the student used the INSERT text-marking strategy consistently and independently, suggesting transfer — related
• Students given retrieval practice instructions spontaneously used a repeated retrieval strategy on new materials one week later without further instructions — related
• Participating in a relevant group discussion, whether explaining or listening, raises immediate recall relative to an irrelevant discussion, but this advantage does not persist one month later — related
• Performance on practiced reasoning items and on transfer items continued to improve after 3-week and 9-month delays — related