  The central role of statistical literacy has been discussed extensively,
emphasizing its importance as a learning outcome and in promoting a citizenry
capable of interacting with the world in an informed and critical manner. Our
work contributes to the growing literature on assessing and improving people's
statistical literacy vis-a-vis contexts important in their professional and
personal lives. We consider the measurement of contextualized statistics
literacy - statistical literacy as applied to relevant contexts. We discuss the
development of an isomorphic instrument modifying an existing assessment,
design of a pilot study, and results which conclude that 1) the isomorphic
assessment has comparable psychometric properties, and 2) test takers have
lower statistical literacy scores on an assessment that incorporates relevant
contexts.
