Diverging assessments in introductory statistics

Abstract

I will describe recent iterations on diverging assessments in a large introductory statistics unit, STAT100. In the context of statistics units, diverging assessments allow students to work through the same analysis workflow while having different data and research questions, enhancing assessment authenticity and reducing the risk of academic integrity issues. I will present some considerations around the design of the diverging assessments, and the tools that allow for seamless myLearn integration and marking.