Abstract
The study reports on collaborations with practitioners to examine the results of students’ performances on high stakes tests as a means to strengthen practitioners’ knowledge of probability and statistics and to empower their conduct of investigations on student performance. Four issues are summarized: the development of their statistical reasoning, their understanding of the meaning of and relationships among the concepts of validity, reliability and fairness as applied to testing, their introduction to the history of testing and its relationship to science, society and cultural inequality, and their reports of independent inquiries. Data on performance on pre- and post-tests demonstrate growth in teacher reasoning and in their professionalism in raising important issues about testing
Kurzreferat
Der Beitrag berichtet von einer Zusammenarbeit mit Praktiker(inne)n, in der durch die Analyse der Ergebnisse von Tests zu Schüler(innen)leistungen das Wissens von Praktiker(inne)n im Bereich der Wahrscheinlichkeitsrechnung und Statistik gefestigt und die Praktiker(innen) zu einem angemessenen Umgang mit Untersuchungen von Schüler(innen)leistungen befahigt werden sollen. Vier Aspekte werden dargestellt: ihre Entwicklung von statistischer Argumentation, von Verständnis von Bedeutung und Beziehungen zwischen den Konzepten Gültigkeit, Zuverlässigkeit und Fairness beim Testen, ihre Einführung in die Geschichte des Testens und dessen Verhältnis zu Wissenschaft, Gesellschaft und kultureller Ungleichheit, und Berichte von unabhängigen Untersuchungen Ergebnisse von Pre- und Posttests weisen auf eine positive Entwicklung in der Argumentation der Lehrer(innen) und in ihrer Professionalität relevante Aspekte des Testens zu erkennen hin
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Confrey, J., Makar, K. & Kazak, S. Undertaking data analysis of student outcomes as professional development for teachers. Zentralblatt für Didaktik der Mathematik 36, 32–40 (2004). https://doi.org/10.1007/BF02655755
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DOI: https://doi.org/10.1007/BF02655755