User:Statisfactions/stat ed different levels

=Content and Curriculum standards at different levels= Content and curriculum standards for statistics instruction vary across students' educational level and the contexts in which they expect to encounter statistics.

Secondary
Professional organizations and national statistics bureaus have weighed in on primary and secondary statistics education, generally emphasizing the target as statistical literacy. The American Statistical Association Pre-K-12 Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report identifies statistical literacy as the primary goal for statistical education through high school. This report specifies that all high school graduates should be able to:


 * formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them;
 * select and use appropriate statistical methods to analyze data;
 * develop and evaluate inferences and predictions that are based on data; and
 * understand and apply basic concepts of probability.[cite]

The Australian Bureau of Statistics' Education Services Division also specifies statistical literacy as the goal of primary and secondary instruction. They specify four main criteria and targets for instruction:


 * Data awareness
 * Ability to understand statistical concepts
 * Communicate statistical information and understandings
 * Ability to analyse, interpret and evaluate statistical information

Each of these criteria has three levels: Basic (upper primary), Intermediate (junior secondary), and Advanced (middle/senior secondary).

Various national schooling standards have increasingly emphasized statistical concepts as a part of primary and secondary mathematics curricula. Skills taught include data display, interpretation of graphs, and understanding of basic probability.

AP goes here

Introductory courses
(Discipline-specific statistics instruction will be included here)

Other educational settings
[workplace trainings, etc.] Six-sigma goes here.

Assessments
The Trends in International Mathematics and Science Study (TIMSS), an international assessment of the mathematics and science knowledge of 4th and 8th grader students around the world, was built in consultation with various national standards for mathematics education and reflects this emphasis on statistical concepts. The 4th grade includes 15% "data display" items, and the 8th grade test includes 20% "data and chance" items. The 4th-grade construct of data display includes reading, interpreting, organizing graphs. At the 8th-grade level, international examinees are expected to build on these skills by comparing shape, spread, and central tendencies and to understand the fundamentals of probability.

At the secondary level, the OECD Programme for International Student Assessment (PISA) of 15-year-olds contains the content domain of "uncertainty and data" under the subject area of mathematics. Development of the PISA was also guided by various national standards -- those of OECD counties and of six "high-performing" countries (p. 56). This includes items on counting principles, estimation, data collection, variability, sampling, and probability.