Overall Notes

• There is one version of this assessment provided in the Teacher Resources Materials (TRM). Use this assessment as-is or use it as a model to create your own. 

• If you are making your own assessment, consider using the test bank and the ExamView software.

• Consider allowing students to use the four-step template for confidence intervals and the four-step template for significance tests for this quiz. . 

• Students will need the Linear regression t interval and Linear regression t test applets (part of the Traditional Inference applets at www.statsmedic.com/applets.

 

Common Student Errors

• Students will claim that the conditions are satisfied without providing evidence (showing the dotplot of residuals, the scatterplot, and the residual plot). 

• When writing hypotheses for a significance test, students will sometimes incorrectly use notation that refers to a statistic (b) from the sample. Hypotheses should always be written with a parameter (beta) for the population. 

• Students will often forget to include context when writing a conclusion for a significance test. 

• Students will sometimes incorrectly "accept the null", when they should be "failing to reject the null".

• When rejecting the null hypothesis, students will say that we have "proved" the alternative hypothesis is true. We don't know for sure that the alternative is true (we could be making a Type I error), so students should be saying there is "convincing evidence for the alternative hypothesis".