• Evaluate a statistically based report with justification and insight
• Identify sampling and possible nonsampling errors in surveys including polls

• “ statistical literacy relates to two interrelated components, primarily (a) people’s ability to interpret and critically evaluate statistical information, data-related arguments, or stochastic phenomena,…..and (b) their ability to discuss or communicate their reactions to such statistical information. “
• ( Gal, 2002)
• "…understanding the basic language of statistics (e.g., knowing what statistical terms and symbols mean and being able to read statistical graphs), and understanding some fundamental ideas of statistics."
• ( Gaise Report, 2007)

• “ …the ability to interpret and evaluate critically statistical information in a variety of contexts and from a variety of media. It is also the ability to
that interpretation in a way that can impact decision-making”
• ( Watson, 2006)

• Prior knowledge
• Student preparation for Unit
• Importance of Context
• Evaluation of Reports
• Different forms of assessment delivery
• Challenges

• Contextual knowledge is essential
• Select a context that is appropriate for your students
• In practice assessments encourage students to research topic before starting evaluation of report
• Share knowledge discovered in brainstorm session
• Potential for cross-curricular project

• Develop a set of worry questions to include sampling problems, questionnaire design & delivery etc.
• Explore probability misconceptions . For example, equiprobability bias, expression of probabilities
• Research different types of data display. Technology allows students to be more innovative than the traditional bar chart, histogram, pie chart etc.
• Get students to write their own reports of a data set complete with headlines and charts.

• No evidence cell phones cause cancer : US oncologist
- The Hindu BusinessLine
News
• Link found between cell phone use and increase in brain tumours - WHO

• Examples
• Who is the data about? Who or what was studied?
• Where did the data come from? Who paid for the investigation or research?
How was it collected?
• Was a sample used? How was it sampled? Was the sample randomly selected and is it representative?
• How reliable or accurate is the data? What measurements or questions were asked? Have measurements or terms been defined?
• What is the shape of the distribution of the data? Have they used the correct summary statistics for the type of distribution?
• Are there any outliers? What can you conclude from any outliers?
• If there is a graph drawn – has it been drawn appropriately?
• Are the claims made sensible and supported by the data? If a claim is made is it justified by facts?
• Can you suggest any extra information or calculations that should have been carried out in order to evaluate the issue in question?
• Are there any alternative explanations from causes not discussed that might result in a different interpretation of the data?

• COMMUNICATION !
• Powerpoint slideshow
• Written report
• Wiki page
• Poster
• Oral presentation – speech
• Innovative data display

• Different methods of assessment delivery
• Authenticity of work
• Potential for cross-curricular study
• Availability of resources

Evaluation of statistical reports
• http://www.mercurynie.com.au/mathguys/mercury.htm
• http://www.simerr.educ.utas.edu.au/numeracy/default.html
• www.statschat.org.nz
• www.offsettingbehaviour.blogspot.com
• www.thestatsblog.wordpress
• Innovative Data Display
• www.coolinfographics.com
• www.infographicsshowcase.com
• http://www.smashingmagazine.com/2007/08/02/data-visualizationmodern-approaches/

• GROUP ACTIVITY
• TWO REPORTS with apparently opposing views. Is the evidence convincing ?
• Report Back – Are you convinced by the headline. What evidence was presented to convince you?
• Are you sceptical of the headline claims ? What evidence was presented that you are unsure of ?
• CONCLUSION – Will the article affect the way you use a cellphone ?

HG WELLS “ Statistical thinking will one day be as necessary for efficient citizenship as the ability to read or write.” ( end of 19 th century)