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Please use this identifier to cite or link to this item: https://saber.ucv.ve/jspui/handle/10872/7903
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dc.contributor.authorSalcedo, Audy-
dc.date.accessioned2014-12-08T23:13:10Z-
dc.date.available2014-12-08T23:13:10Z-
dc.date.issued2014-12-08-
dc.identifier.issn1570-1824-
dc.identifier.urihttp://hdl.handle.net/10872/7903-
dc.description.abstractThis study presents the results of the analysis of a group of teacher-made test questions for statistics courses at the university level. Teachers were asked to submit tests they had used in their previous two semesters. Ninety-seven tests containing 978 questions were gathered and classified according to the SOLO taxonomy (Biggs & Collis, 1982) and to the definitions of statistical literacy, statistical reasoning and statistical thinking (delMas, Ooms, Garfield & Chance, 2007). Results suggest a strong preference for questions that address the evaluation of cognitive abilities in the lower levels of the taxonomies used. Reflections as to the implications of these results for the teaching and evaluation of statistics courses are presented.es_VE
dc.language.isoenes_VE
dc.relation.ispartofseriesStatistics Education Research Journal (SERJ);13-
dc.subjectStatistics education researches_VE
dc.subjectSOLO taxonomyes_VE
dc.subjectStatistics literacyes_VE
dc.subjectStatistical reasoninges_VE
dc.subjectStatistical thinkinges_VE
dc.titleStatistics test questions: Content and trendses_VE
dc.typeArticlees_VE
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