摘要：Beth Chance a * , Jimmy Wong b & Nathan Tintle c a Department of Statistics , Cal Poly–San Luis Obispo , San Luis Obispo , CA b Food and Drug Administration , Silver Spring , MD c Dordt College , Sioux Center , IA CONTACT Beth Chance bchance@calpoly.edu Department of Statistics , Cal Poly—San Luis Obispo , 1 Grand Ave., San Luis Obispo , CA 93047 “Simulation-based inference” (e.g., bootstrapping and randomization tests) has been advocated recently with the goal of improving student understanding of statistical inference, as well as the statistical investigative process as a whole. Preliminary assessment data have been largely positive. This article describes the analysis of the first year of data from a multi-institution assessment effort by instructors using such an approach in a college-level introductory statistics course, some for the first time. We examine several pre-/post-measures of student attitudes and conceptual understanding of several topics in the introductory course. We highlight some patterns in the data, focusing on student level and instructor level variables and the application of hierarchical modeling to these data. One observation of interest is that the newer instructors see very similar gains to more experienced instructors, but we also look to how the data collection and analysis can be improved for future years, especially the need for more data on “nonusers.”.
关键词：Multi-level models ; Randomization tests ; Statistics education research
