Final answer:
Ms. James could design assessments that produce numerical scores or categorical data that students can easily quantify for graphing. Line graphs, bar charts, scatter plots, or pie charts can be used depending on the type of data collected, such as test scores over time or category distributions.
Step-by-step explanation:
To create tests that allow students to graph raw data, Ms. James could structure the assessments with numerical or categorical variables that can be easily quantified and recorded. Numerical data could include the percentage of correct answers or scores out of a total possible value, which lends itself well to various types of graphs such as line graphs, bar charts, or scatter plots. For categorical data, such as the number of questions answered correctly in different topics, a pie chart or bar graph would be appropriate.
For example, Ms. James could collect data on the types of questions answered correctly, such as true/false, multiple-choice, or short answer. This data could then be represented in a pie chart. Comparing test scores over time would be effective with a line graph showing students' progression throughout the semester.
Collecting raw data, as numbers, can also include reporting it categorically. So, at the end of the term, quiz scores could be reported as letter grades during analysis. This would also allow for the creation of bar graphs displaying distributions of grades through the semester.