@article{woodard_lee_woodard_2020, title={Writing Assignments to Assess Statistical Thinking}, volume={28}, ISSN={1069-1898}, url={http://dx.doi.org/10.1080/10691898.2019.1696257}, DOI={10.1080/10691898.2019.1696257}, abstractNote={Abstract One of the main goals of statistics is to use data to provide evidence in support of an argument. This article will discuss some popular forms of writing assessments currently in use, to demonstrate the differences between the methods for structuring the students’ learning to support their arguments with evidence. We share a model, which was originally created to assess students in introductory statistics and has been adapted for the second course in statistics, which takes a unique approach toward assessing the students’ understanding of statistical concepts through writing. In this model, students are expected to answer prompts that required them to (1) take a stance on an argument, (2) defend their position with facts given in the prompt, (3) discern the implications that those facts implied, and (4) give a proper conclusion to their argument. We provide examples of a few of the writing assignment prompts used in the course, their intended assessment purpose, and common answers that students gave to these assignments. Supplementary materials for this article are available online.}, number={1}, journal={Journal of Statistics Education}, publisher={Informa UK Limited}, author={Woodard, Victoria and Lee, Hollylynne and Woodard, Roger}, year={2020}, month={Jan}, pages={1–13} }
 @article{shamey_cardenas_hinks_woodard_2010, title={Comparison of naive and expert subjects in the assessment of small color differences}, volume={27}, ISSN={["1084-7529"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77956008280&partnerID=MN8TOARS}, DOI={10.1364/josaa.27.001482}, abstractNote={Determination of the role of subject experience in the development of accurate color difference formulas is of potentially critical concern. As part of a larger multivariable experiment investigating the minimum inter- and intra-subject variability possible among a set of subjects, a study was conducted to compare the performance of 25 novice versus 25 expert visual assessors for a set of 27 pairs of colored textile samples using a controlled psychophysical method and several statistical techniques including t-test, ANOVA, and Standardized Residual Sum of Squares (STRESS) functions. Experts exhibited approximately 43% higher visual difference ratings than novice subjects when assessing sample pairs having small color differences. In addition, a statistically significant difference at the 95% confidence level was found between the judgments made by novice and expert assessors. According to the STRESS function, however, CMC(1:1) and CIEDE2000(1:1) color difference formulas do not show a significant difference in performance when the visual data from either group of subjects are compared.}, number={6}, journal={JOURNAL OF THE OPTICAL SOCIETY OF AMERICA A-OPTICS IMAGE SCIENCE AND VISION}, author={Shamey, Renzo and Cardenas, Lina M. and Hinks, David and Woodard, Roger}, year={2010}, month={Jun}, pages={1482–1489} }