Choose and defend an unfamiliar inference workflow
Bring ideas together without being told which method to use. Show the reasoning that makes your result valid.
Suggested session length: 45 minutes, as an unvalidated planning estimate. This collection contains 3 tasks; choose a manageable set and return for further sessions. Completing the whole collection may take substantially longer. This is a unit assessment, not a full course or AP examination.
Choose the method from the design before calculating.
Report parameter, hypotheses, conditions, statistic/reference calculation and contextual conclusion.
Intervals are two-sided at the stated confidence; alternatives apply to tests. Numerical tolerances do not waive reasoning requirements.
Loading saved assessment responses…
0 of 3 tasks have recorded responses. No overall mastery score is assigned.
Independent random samples from two large populations give 110/200 successes inA and 85/200 inB. Compute a 95% interval for pA−pB and a two-sided equality test at α=0.05. A report calls the p-value the probability that the populations are equal and the interval a range containing 95% of individual responses. Repair both claims.
Structure your argument and preserve revisions
These optional planning fields save locally. Recording your response saves an immutable copy of the argument and these fields. Older records may contain only first/latest responses; missing intermediate revisions are not reconstructed.
Each field allows 2,000 characters. Keep a specific claim, state where it applies, cite the facts you use, and explain what still needs checking. Blank fields are allowed and are not evidence of mastery.
Twenty-four independent participants have complete paired times, with d=after−before, mean−1.2 minutes and SD 2.4 minutes. Assume the population of differences is normal. Test mean difference 0 against less at α=0.05 and calculate a 95% interval. Explain why the result alone does not prove a training program caused improvement in an uncontrolled before/after study.
Structure your argument and preserve revisions
These optional planning fields save locally. Recording your response saves an immutable copy of the argument and these fields. Older records may contain only first/latest responses; missing intermediate revisions are not reconstructed.
Each field allows 2,000 characters. Keep a specific claim, state where it applies, cite the facts you use, and explain what still needs checking. Blank fields are allowed and are not evidence of mastery.
A random sample of 160 adults from a population exceeding 1600 is classified by three travel modes and three response categories. Counts are[28,22,10],[20,25,15],[12,13,15]. Test independence at α=0.05. Report expected counts and explain why a nonrejection does not prove exact independence or equivalence of the category distributions.
Structure your argument and preserve revisions
These optional planning fields save locally. Recording your response saves an immutable copy of the argument and these fields. Older records may contain only first/latest responses; missing intermediate revisions are not reconstructed.
Each field allows 2,000 characters. Keep a specific claim, state where it applies, cite the facts you use, and explain what still needs checking. Blank fields are allowed and are not evidence of mastery.
Review and revisit
Use each rubric to identify a valid argument, a missing condition or a step to revise. For independent evaluation, ask a teacher or reviewer to examine the complete reasoning. Self-review and recorded responses are not verified assessment results.
Coverage and targeted lesson returns
Independent random samples from two large populations give 110/200 successes inA and 85/200 inB. Compute a 95% interval for pA−pB and a two-sided equality test at α=0.05. A report calls the p-value the probability that the populations are equal and the interval a range containing 95% of individual responses. Repair both claims.
Twenty-four independent participants have complete paired times, with d=after−before, mean−1.2 minutes and SD 2.4 minutes. Assume the population of differences is normal. Test mean difference 0 against less at α=0.05 and calculate a 95% interval. Explain why the result alone does not prove a training program caused improvement in an uncontrolled before/after study.
A random sample of 160 adults from a population exceeding 1600 is classified by three travel modes and three response categories. Counts are[28,22,10],[20,25,15],[12,13,15]. Test independence at α=0.05. Report expected counts and explain why a nonrejection does not prove exact independence or equivalence of the category distributions.
