Monday, September 19, 2016

If your students get the joke, they get statistics.

Gleaned from multiple sources (FB, Pinterest, Twitter, none of these belong to me, etc.). Remember, if your students can explain why a stats funny is funny, they are demonstrating statistical knowledge. I like to ask students to explain the humor in such examples for extra credit points (see below for an example from my FA14 final exam).

Using for bonus points/assessing if students understand that correlation =/= causation

What are the numerical thresholds for probability? 

How does this refer to alpha? What type of error is being described, Type I or Type II?

What measure of central tendency is being described?

Sampling, CLT
Because control vs. sample, standard deviations, normal curves. Also,"skewed" pun. If you go to the original website, the story behind this cakes has to do with a section of crappy that is kind of funny and therapeutic for us teachers.

NOTE: The website the cake example comes from contains a lot of NSFW language. Which I, personally, have no problem with, but you might.
Because bar graphs, error bars, and understanding the joke behind this graph.
What kind of error, Type I or Type II?
 Reliability, n-size
What does correlation give us? What does it not?

What does the r^2 here indicate? Why would it be difficult to guess the direction of the relationship?

What is the joke here? For more rigor: What does et al. stand for? What are the APA rules for when to use et al.?