Last week I was at the AP Institute in St. Johnsbury, VT, where I was the instructor for the AP Stats teachers. Not surprisingly, I seem to think harder about concepts and principles when I'm responsible for communicating them to others. Two issues arose last week that I had not thought about before, that may bear examination by others on this list.
I'll submit one of them in this message, and the other in a separate message.
(1) The outline in the AP Statistics Course Description specifically mentions "blocking" (p.6, item II.C.6), as does the draft version of the Teacher's Guide (p.41, same item number). I find myself wondering if this means that randomized block designs are part of the course. (There is a nice diagram in David Moore's BPS, p.214, that helps us to "see" the logic of the design--which he calls a "block design".)
As far as I know, an analysis of variance is the usual way of analyzing the output from a randomized block design. But ANOVA is not part of the course. So what is the AP Stats teacher supposed to do?
My guess (asserted last week at the Institute) is that students are responsible for understanding the structure and purpose of the design (see the Course Description, p.27, question 13), for recognizing it when confronted with a situation that involves it (see the Course Description, p.26, question 11), and perhaps even for planning a study that employs it. But I assume that they cannot be held responsible for a formal analysis of the output from that design.
So what kind of analysis can we expect from AP students? My guess was that they can be held responsible for a formal analysis within each block of the design, but only for an informal comparison among blocks.
Do I have this right?
< second issue in next message >
============================================== Bruce King Department of Mathematics and Computer Science Western Connecticut State University 181 White Street Danbury, CT 06810 (email@example.com)