I've been trying to stay out of this debate but I just can't make myself shut up.
It seems to me we could make both sides happy by ALLOWING calculators but designing questions in such a way that having one doesn't really help.
For instance, on this year's problem 6, the question could have included computer output doing some one-variable work with column one and with column two, a two-sample t-test, a matched pairs t-test, some linear regression output ... and then students have to figure out what to use when.
The only part of the question that this might leave out is the realization that matched pairs is a good thing to try.
I think it would be nice if calculators weren't particularly useful on the exam, so that students who weren't fluent with them could still get the job done under time pressure. As it is, I feel that I need to give students lots of calculator practice so they can meet the time crunch on the free response (all my students said there wasn't too much time pressure on the MC, though they thought the questions were hard, more time wouldn't have helped them).
--Joshua Zucker ======================================================================= The Advanced Placement Statistics List To UNSUBSCRIBE send a message to email@example.com containing: unsubscribe apstat-l <email address used to subscribe> Discussion archives are at http://forum.swarthmore.edu/epigone/apstat-l Problems with the list or your subscription? mailto://firstname.lastname@example.org =======================================================================