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.

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Common Student Errors

• When students are asked to describe the relationship between two quantitative variables, students sometimes forget to address all necessary characteristics. Remind them to comment on DOFS (direction, outliers, form, strength) with context.

• When students are asked to describe the relationship between two quantitative variables, they often forget to include the context. Remind them to use both variable names for context.

• When describing the strength of a linear relationship, students usually know that an r close to +1 is “strong”, but sometimes don’t recognize that an r close to -1 is also “strong”.

• When students are discussing a context with a relationship has a correlation (and possibly a causation), they often simply write “correlation is not always causation”. Encourage them to give more explanation in the context of the problem.

• Students often have trouble predicting what will happen to the correlation r when an outlier is introduced. Have them ask the question “Does adding this outlier make the relationship more linear (stronger) or less linear (weaker)?”