As you may know, we recently received NSF funding (DUE-1323210) to facilitate assessment
of (algebra-based) introductory statistics courses, with a focus on gaining a better
understanding of potential differences in student learning between “traditional” and
simulation/randomization-based introductory statistics courses. As such, we are asking you
to consider having your students participate in the assessment project regardless of how
much (if any) simulation- and randomization-based inference methods you use in your
course. As a thank you for your participation, we are happy to offer a $100 stipend and a
customized report on your students’ performance in your class. If you are interested in
participating, please fill out this short survey, as soon as possible, but early enough to
allow time to set up individualized links for your class before your term starts:
. Instructors are signing up now for classes which begin in
January/ February 2017 . You are welcome to share this link with others at your
institutions, so that we can expand the number of intra-institutional comparisons between
different curricula and before/after changes to new curricula that we can make.
Some brief details follow, with answers to some commonly asked questions here .
1. Students in your introductory statistics course (undergraduate or high school
level) will take a pre-test (preferably before the course starts, but no later than the
first week of classes). The “test” contains multiple choice questions that assess
conceptual understanding and student attitudes toward statistics. Most students take
approximately 45 minutes to complete the test. The test is administered completely online
(we will provide you the link). Students can complete the test either inside or outside of
class. See the FAQ for more information on encouraging student participation and IRB
including opt-out options. After the closing date you specify, we will send you the
student names and individual performance data. At the end of your course, students will
take a single multiple choice, online post-test about attitudes and concepts (or, for the
post-test only, separated concepts and attitudes tests). Again, we’ll provide you the
2. Assuming your sections attain at least 75% participation rates, and you fill out a
brief (<30 minute survey about your course (e.g., size, pedagogy, classroom technology,
etc.) at the conclusion of the course, you will receive the stipend and customized report.
We anticipate publishing a series of articles on the data gathered as part of this
project. Neither student-nor instructor-level information will be reported individually
(only in aggregate) in these articles. If you are interested in participating but have
questions about your institution’s IRB, please contact us as well—notably, at most
institutions there is no IRB paperwork needed.
Again, if you are interested in participating, please fill out this short survey, as soon
as possible, but early enough to allow time to set up links for your class before your
semester starts: www.surveymonkey.com/r/979KS27
. After we receive your survey responses,
you will be contacted directly by us with more information/details.
Please direct additional questions to either Cindy Nederhoff assessment administrator:
cindy.nederhoff(a)dordt.edu ) or Nathan Tintle project director: nathan.tintle(a)dordt.edu ).
Thanks for considering this,
Nathan Tintle (on behalf of the PIs: Nathan Tintle, Beth Chance, Dennis Pearl, Soma Roy
and Todd Swanson) ------------------------------
Reply to Group Reply to Sender View Thread Recommend Forward Flag as Inappropriate Post
You are subscribed to "Statistical Education Section" as dkp13(a)psu.edu . To
change your subscriptions, go to My Subscriptions . To unsubscribe from this community
discussion, go to Unsubscribe .
Nathan Tintle, Ph.D.
Professor of Statistics
Director for Research and Scholarship
Sioux Center, IA 51250
Phone: (712) 722-6264