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This prospective book discusses conceptual and pragmatic issues in the assessment of statistical knowledge and reasoning skills and the use of assessments to improve instruction among students at college and pre-college levels. It is designed primarily for academic audiences involved in teaching statistics and mathematics, and in teacher education and training. The book is divided in four sections: (I) Assessment goals and frameworks, (2) Assessing conceptual understanding of statistical ideas, (3) Innovative models for classroom assessments, and (4) Assessing understanding of probability. Both editors are involved in assessment issues in statistics. The book is written by leading researchers, statistics math educators and curriculum developers.
Russek et al. (1998) studied this question.