BEFORE: More examples – Diagnostics for statistics


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The Reason Statistically strand is not relevant for most tutors. We haven’t talked about it at all. If you don’t need to deal with data collection or statistics in your training then you can move right along.

However, if you do need to deal with statistics or probability in your training then there are also various diagnostic questions that you can adapt and use.

We have had tutors from tourism and farming embed statistical understanding into their teaching.

There are also many everyday contexts where an understanding of statistics can increase our enjoyment or ability to make sense of the world.

One example would include sports. Sports commentators have access to and use massive amounts of statistical data.

Another example is the news. News reports, opinion pieces and all kinds of reporting and advertising all use statistics to convince and persuade us. Sometimes the news media uses statistics to distort the truth.

In these cases, it’s always useful to think about how a better understanding of statistics can help our learners make sense of the world.

You can find diagnostic questions and resources on the following pages:

General guidelines for using the diagnostic processes

  • There are only two diagnostic assessments in this resource. One relates to understanding information presented on a dot plot and bar graph. The other is about probability.
  • The explanations on how to use these are on page 8.

Diagnostic questions for analysing and interpreting data from a bar graph

  • If your learners need to read and understand graphs, then this one might be for you.
  • The instructions are detailed and there are two graphs. So you could split this into two smaller assessments.
  • You can find the diagnostic on pages 9 to 10.

Diagnostic questions for probability

  • Probability is part of daily life. However, it’s not something that many tutors teach as part of their course work.
  • If you’re interested, there is a detailed diagnostic including ideas for hands-on resources on pages 11 to 13.

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