Research On The Assessment Model Of Middle School Students’ Data Analysis Literacy

In the era of big data,data has penetrated into all aspects of social life.Big data and digitization have become the distinct features of information society nowadays,which have a profound impact on the traditional mode of social management and economic development.The management and utilization of data will play a more and more important role in the fields of production and life,social management and scientific research.The concept of “talking with data,managing with data,making decisions with data,and innovating with data” has gradually become a basic criterion in our future life and work.Using statistical ideas and data analysis methods to analyze and use data scientifically and effectively has become an effective way for us to understand the objective world,make scientific decisions,create new knowledge,solve new problems and express and exchange our own views.Data analysis literacy is becoming the basic literacy that citizens must possess in the future.In the field of mathematical and statistical education,much attention has been paid to the cultivation of students’ ability of statistics and data analysis.In the new round of basic education curriculum reform,“General High School Mathematics Curriculum Standard(2017Edition)” formally put forward “data analysis literacy”,which is determined as the core literacy of mathematics,and is also the concentrated embodiment of the learning goal of statistics and probability curriculum.How to effectively teach and evaluate data analysis literacy has become an important problem needed to be solved in the teaching of statistics.The study focuses on the middle school students’ data analysis literacy.By constructing the assessment model of data analysis literacy,we can totally understand the learning characteristics and development level of middle school students’ data analysis literacy,and provide reference for the cultivation and evaluation of middle school students’ data analysis literacy.Literature research,expert consultation,questionnaire survey,test survey,statistical analysis and other research methods are used in the study to carry out the measurement and evaluation of middle school students’ data analysis literacy.Firstly,by the method of literature research,a large number of literature on relevant topics,curriculum standards documents and middle school mathematics textbooks are collected,sorted out and analyzed.Through the systematic analysis and induction of these literature,the main learning contents and training objectives of data analysis literacy are summarized.Based on this,we discussed the connotation and characteristics of data analysis literacy,established the theoretical analysis framework of data analysis literacy based on Gagne’s classification of learning outcomes,and determined the compositional dimension of middle school students’ data analysis literacy.Then,based on the learning contents of statistics curriculum in “Full-time Compulsory Education Mathematics Curriculum Standard(2011 Edition)” and“General High School Mathematics Curriculum Standard(2017 Edition)”,combined with the theoretical analysis and expert consultation of data analysis literacy(experts in statistics and mathematical education,middle school mathematics researchers and senior middle school mathematics teachers),the evaluation index system of middle school students’ data analysis literacy is preliminarily constructed.Then,the questionnaire surveys on the recognition of experts and middle school mathematics teachers are carried out to investigate the science and rationality of the evaluation index,verify and modify the evaluation index.Finally,the students’ test data are obtained through the test survey,and the psychological measurement model is used to analyze the students’ test data to construct the assessment model of data analysis literacy.The study tried to use the research ideas and methods of educational and psychological evaluation to construct assessment models.The overall research ideas are: literature research and theoretical analysis → explore conceptual connotation →determine the compositional dimension → establish of evaluation index system preliminarily → verify and modify evaluation index system → develop and test the assessment tool → construct assessment model.The study is divided into three main steps.The first step is to define the connotation and compositional dimensions of data analysis literacy;The second step is to combine theoretical research and expert consultation to build the assessment framework and evaluation index system for data analysis literacy,and then questionnaire investigation,exploratory factor analysis and confirmatory factor analysis are used to explore the structure of the evaluation index system,and verify and modify the evaluation index system;The third step is to develop and test the assessment tool based on the evaluation index system,obtain students’ test data through a test survey.And use item response model to analyze test data,then combine SOLO cognitive classification theory to construct the assessment model of data analysis literacy.The study is divided into three research questions.Question 1: What are the connotations and dimensions of the data analysis literacy of middle school students?We will solve the problem about “what data analysis literacy is”.Question 1 can be divided into two sub-questions: the analysis of the connotation of data analysis literacy and the exploration of the dimensions of data analysis literacy.Question 2: What is the evaluation index system for data analysis literacy? We will solve the problem about“how to measure and evaluate”.Question 2 can be divided into two sub-problems: the preliminary construction of the data analysis literacy evaluation index system,and the verification and modification of the evaluation index of data analysis literacy.Question3: How to construct the assessment model of middle school students’ data analysis literacy? We will solve the problem about how to quantitatively analyze the level of data analysis literacy.Question 3 can be divided into two sub-questions: the development and testing of the data analysis literacy scale and the construction of the assessment model of data analysis literacy.According to the above three research questions,the main conclusions are respectively introduced.Question 1 is for the connotation and constituent dimensions of the data analysis literacy of middle school students.Through literature analysis and theoretical research,the study defined middle school students’ data analysis literacy as: students’ ability to use knowledge,skills,and thinking of data in real-world context,effectively pose statistical questions,obtain statistical information through data collection,management and analysis,and explain and critically evaluate data and statistical information to make judgments and decisions.The ultimate goal of data analysis literacy education for middle school students is to enable middle school students to learn to use data to solve practical problems in the real world and make scientific decisions based on data.The main manifestations are the ability to use data perspective to observe the real world,use data thinking to think about practical problems,use data analysis to make scientific decisions,evaluate data and statistical opinions based on a critical attitude.The data analysis literacy of middle school students has four characteristics:instrumentality,thinking,hierarchical and fundamental.According to Gagne’s classification of learning outcomes,the analysis framework of data analysis literacy is built,and the structure model of data analysis literacy is constructed,which include three components of data knowledge,data skills and data thinking.Data knowledge is the learning foundation of data analysis literacy,including four aspects: mathematical knowledge,statistical knowledge,information technology knowledge and contextual knowledge.Data skills are the problem-solving tools of data analysis literacy,including four aspects: posing statistical questions,data collection and management,statistical analysis,and data interpretation and evaluation.Data thinking is the rational logic of data analysis literacy,including four aspects: data ethics,data awareness,statistical thinking and critical thinking.The first two belong to the category of attitudes,and the latter two belong to the category of cognitive strategies.Question 2 is for the evaluation index system of middle school students’ data analysis literacy.First,establish the assessment framework based on the basic objectives of the evaluation,which includes four evaluation elements.The first element is the data analysis process,which includes four sub-processes: posing statistical questions,data collection and management,statistical analysis,and data interpretation and evaluation,which reflect the thinking and solving process of statistical problems.The second element is the ability element including data knowledge,data skills,and data thinking,which reflect the learning outcomes of statistical learning.The third element is the problem content,which refers to the statistical course content that needs to examine.The fourth element is the problem context,which includes mathematical,educational,scientific,and public life context.Based on literature analysis and theoretical research on data analysis literacy,combined with expert consultation results and statistical learning content in mathematics curriculum standards,the evaluation index system for data analysis literacy is preliminarily builded.Through a survey of expert recognition of 46 experts in related research fields,and two surveys of teacher recognition of 1,276 middle school mathematics teachers,using exploratory factor analysis and confirmatory factor analysis to verify and modify the index system,the evaluation index system of data analysis literacy was finally established.The formal evaluation index system of data analysis literacy includes 4 first-level dimensions,12 second-level dimensions and 21 observation points.The four first-level dimensions are posing statistical questions,data collection and management,statistical analysis,and data interpretation and evaluation.The dimension of posing statistical problems include three secondary dimensions:discovering statistical problems,defining statistical problems,and formulating research plans,with three observation points.The dimension of data collection and management includes three secondary dimensions: data collection,data sorting,and data visualization,with eight observation points.The dimension of statistical analysis includes three secondary dimensions: statistical chart analysis,descriptive statistical analysis,and statistical inference,with seven observation points.The dimension of data interpretation and evaluation includes three secondary dimensions: data interpretation,decision-making and expression,and critical evaluation,with three observation points.Question 3 is for the construction of the assessment model for the data analysis literacy.The assessment model mainly consists of three parts: evaluation tools,measurement models and evaluation standards of cognitive level.First,based on the evaluation framework and the verified data analysis literacy evaluation index system,the pre-test paper of the data analysis literacy for junior high school students is compiled.Through the review of the pre-test paper and the feedback after pre-test,a formal test paper is finally formed,which contains a total of 20 objective response items and 15 questionnaire self-evaluation items.Using a two-stage stratified sampling method,704 junior high school students in grade 3 were selected as the survey subjects from a city in Sichuan Province.With the item response theory,the student’s ability level and the question’s difficulty are fixed on the same scale,so they can compare directly.Therefore,the partial credit model is used as the measurement model to estimate the ability of the tested students and the difficulty parameter of questions in the test.Finally,combined with the SOLO cognitive classification theory,based on the student’s ability level and the difficulty parameter of questions estimated by the item response model,a cognitive level evaluation framework is established.The cognitive level of data analysis literacy is divided into five levels: idiosyncratic,transitional,quantitative,analytical,critical.We qualitatively describe the characteristics of each cognitive level,and quantitatively divide the ability range corresponding to each cognitive level.It can be used to evaluate the level of data analysis literacy for junior high school students.At last,use the assessment model to analyze the test data of junior three students.The analysis result show that:(1)The overall distribution of the cognitive level of data analysis literacy of all students is roughly in the form of a normal distribution.49.7%of the students are distributed at the quantitative level,23% are distributed at the transitional level,and 23.4% are distributed at the analytical level,the proportions of idiosyncratic level and critical level are only 2.4% and 1.4%;(2)There are big differences in the cognition level of data analysis literacy among students in different schools;there are also big differences between different classes in the same school;(3)There are big differences in the cognition level of data analysis literacy of urban and rural school students.The cognition level of urban school students is obviously better than that of rural school students;(4)The cognition level of data analysis literacy of students in some classes in urban schools greatly exceeds the average level of the overall student,while the cognition level of the last classes is significantly lower than the average level.and the development of data analysis literacy of students in different classes is very uneven.The research innovation are:(1)systematically discussed the connotation and characteristics of middle school students’ data analysis literacy,constructed a structural model of data analysis literacy based on Gagne’s classification of learning outcomes;(2)From the perspective of the statistical problem solving process,established an evaluation index system for middle school students’ data analysis literacy,and verified it through questionnaire surveys,exploratory factor analysis and confirmatory factor analysis;(3)by item response theory,constructed an assessment model suitable for junior high school students that can quantitatively describe the cognitive level of data analysis literacy.