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dc.contributor.authorAmick, Elizabeth Barbara
dc.date.accessioned2014-03-04T21:00:37Z
dc.date.available2014-03-04T21:00:37Z
dc.date.issued2013-05
dc.identifier.otheramick_elizabeth_b_201305_ms
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/amick_elizabeth_b_201305_ms
dc.identifier.urihttp://hdl.handle.net/10724/28646
dc.description.abstractAssessments play an important role within any subject as a method to determine how well students are learning. Until recently within the field of statistics education there has been little attention paid to evaluating assessments. In order to improve this, an assessment known as the CAOS was developed and it has been found to be a valid and reliable assessment for introductory statistic students. In this study, the CAOS test will be examined and the scores of the CAOS test from the University of Georgia STAT 2000 students will be analyzed. Results are reported on what statistical concepts students understand and what concepts students are struggling with the most. The UGA scores are then compared to the national CAOS scores to determine any similarities and differences.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectStatistics education research
dc.subjectAssessment
dc.subjectCAOS
dc.subjectIntroductory statistics
dc.subjectMisconceptions
dc.titleStudents’ misconceptions about introductory statistics topics
dc.title.alternativeassessing STAT 2000 outcomes using CAOS
dc.typeThesis
dc.description.degreeMS
dc.description.departmentStatistics
dc.description.majorStatistics
dc.description.advisorJennifer Kaplan
dc.description.committeeJennifer Kaplan
dc.description.committeeJaxk Reeves
dc.description.committeeJack Morse


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