One of the biggest challenges we all face as teachers of statistics is testing students’ statistical knowledge. For example, how do we know if the assessment questions we write are assessing students’ understanding of the statistical material and not some irrelevant construct? How do we know how many questions should be on an assessment to truly see if students are “getting it?” But these questions are only the tip of the iceberg. I know we also grapple with finding interesting contexts and datasets for assessing a particular statistical method; It is hard and time consuming! I have often found an exciting example and dataset only to find that once I start digging into the data, it is beyond the level expected of my introductory statistics students (*Sigh…back to the drawing board). When I was asked to write this blog post, I thought it would be great to share an interesting question so that the task of assessment development isn’t so burdensome for others.[pullquote] I think it is important to note that I am not just asking them to conduct a randomization test, but am also asking them for interpretations and to think about how study design affects our conclusions. Asking them a multitude of questions for one context also saves me time for coming up with different contexts and reduces cognitive load for my students.[/pullquote] Continue reading

# To Multitask or Not To Multitask? That is the…Context for Testing Students’ Knowledge of Randomization Tests

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