GAISEGuidelines for Assessment and Instruction in Statistics Education
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This instrument was developed using an evidence-centered design approach that began with content domain analysis using the GAISE framework, the statistics content in the CCSSM, and learning trajectories from research on students' learning in statistics (Haberstroh et al., 2015).
The SETS instrument is aligned with the GAISE framework and reflects statistics content PSMTs are expected to teach.
An earlier version of this instrument with 26 items aligned with Levels A and B of GAISE was validated to measure K-8 preservice teachers' self-efficacy for teaching statistics (Harrell-Williams, Sorto, Pierce, Lesser, & Murphy, 2014b).
For the open-ended portion, in each GAISE level, PSMTs were asked to identify an item which they felt least confident to teach and an item which they felt most confident to teach and to explain their reasoning.
Descriptive statistics were computed and paired-samples t tests were used to test for differences of PSMTs' statistical knowledge between GAISE Levels B and C.
As assumptions of normality and sphericity were not validated, a repeated-measures ANOVA was used to test for significant differences in PSMTs' statistics teaching efficacy between the three GAISE levels.
Although both textbooks follow GAISE recommendations, the book for the honors section was specifically designed to incorporate an active-learning approach to the class material.