Using Formative Assessment and Feedback from Student Response Systems (SRS) to Equitably Revise Statistics Instruction

Instructors are increasingly using interactive student response systems (SRS) to foster active learning and deepen student understanding in statistics education. Yet most studies focus on either the benefits of SRS or on how <em>students</em> can receive and use feedback, rather than on how <em>instructors</em> can use formative assessment data to inform instructional revisions in the pursuit of reaching more learners and creating a more equitable and inclusive classroom. This dataset is being publicly shared to accompany a manuscript submission that draws from a case study of an introductory statistics course to present a framework for how an instructor can engage in what I call a <em>reciprocal formative assessment and feedback cycle </em>using SRS. This cycle includes adopting a structured approach of reflecting on student misconceptions through guided questions like who to reteach, what to reteach, when to reteach, and how to reteach course content – all with the goal of increasing learning for all students.