The purpose of e-ATLAS is to develop a suite of high-quality assessment instruments that can be used to help evaluate the effectiveness of reform efforts associated with the teaching and learning of introductory statistics at the tertiary level. The two primary instruments developed as part of e-ATLAS are the Statistics Teaching Inventory (STI) and the Goals and Outcomes Associated with Learning Statistics (GOALS v.2). An additional instrument, the Basic Literacy in Statistics (BLIS), developed by Laura Ziegler as part of her doctoral dissertation research, has also been included in the instruments currently available for the e-ATLAS project. Each of these instruments can be administered online. Since summer 2013, these instruments have been used to gather large quantities of data. Although the funding period for e-ATLAS is ending, we are pursuing ways to continue to administer these instruments and to make them accessible to the statistics education community.NSF DUE-1044812 & 1043141
The Goals and Outcomes Associated with Learning Statistics (GOALS v.2) is an assessment of introductory tertiary-level statistics students’ statistical reasoning. It includes items related to ideas of samples and sampling, inference and p-values, levels of confidence, study design, and covariation. GOALS v.2 includes 19 selected-response items. For more information about GOALS v.2, contact Bob delMas at email@example.com.
The Statistics Teaching Inventory (STI) is an assessment of introductory statistics instructors' teaching practices and beliefs. It includes items designed to examine instructors' pedagogical practices, curricular emphasis, technology use, assessment practice, and beliefs about student learning. There are four forms of the STI, each designed for a different teaching environment:
The Basic Literacy In Statistics (BLIS) is an assessment of introductory tertiary statistics students' statistical literacy—the ability to read, understand, and communicate statistical information. It includes items related to data production, graphs, descriptive statistics, sampling distributions, confidence intervals, randomization distributions, hypothesis tests, scope of conclusions, regression, and correlation. BLIS also includes content pertaining to simulation-based methods. BLIS includes 37 selected-response items. For more information about BLIS, contact Laura Ziegler at firstname.lastname@example.org.
The Graduate Student Statistics Teaching Inventory (GSSTI) is a modified version of the STI to be administered to graduate teaching assistants (GTAs) in statistics departments. The GSSTI includes items that explore GTAs' preparatory experiences for teaching, the extent to which they have learned about topics related to teaching statistics, their beliefs about how introductory statistics should be taught, and the teaching practices of the courses for which they teach or assist. For more information about the GSSTI, contact Joan Garfield at email@example.com.