Lesson 7.1 - Analyzing Studies
Key Question: How should we evaluate the quality of a study?
Content: Evaluating Model Capstone Projects | Using the Capstone Rubric
Teacher Guide
See the video on YouTube.
Course Resources
Resources for teaching our AP® Statistics curriculum.
- Lesson Flow - timing and flow of class, using our lesson materials
- Pacing Guide - pacing our units, with daily or block schedules
- CED Alignment Guide - aligning our lessons to the AP® Statistics Course and Exam Description
Teaching Resources
Resources for teaching with Skew The Script.
- Discussion Norms - our model discussion norms for the classroom
- Letter to Parents - letter to share with parents about our nonpartisan approach
- Teaching Math on Civic Topics - tips for teaching math lessons that cover civic topics
Lesson Notes
Lesson-specific insights from the creators of this lesson.
This lesson is the first in the Unit 7 sequence that leads to students doing their own data collection, analysis, and final capstone project. In this lesson, students consider several completed final projects, and they use the capstone rubric to evaluate them. This exercise introduces students to the types of projects they might implement, along with the rubric that will be used to evaluate their own work. The model final projects explore two contexts: studying techniques and the relationship between extracurricular activities and GPA. Students will explore one topic deeply and the other in discussion with their peers.
- Assess the strengths and weaknesses of a study’s data collection, design, and analysis.
- Assess the clarity of communication of data analyses, results, and conclusions in a study.
- Calibrate on the rubric used to evaluate the capstone project using several model example projects.
With nearly a full year of statistical learning behind them, students are now ready to synthesize their learning and conduct a study of their own. As a first step in that process, in this lesson, they critique a study. Then, they collaborate with their peers to rate the study using the same rubric that will be used to evaluate their final project. In the next lesson, they will explore the practicalities involved in collecting their own data, before finally conducting their own capstone study.
- The lesson is broken into two class days (for 45-minute class periods):
- Day 1: Lesson starter, individual paper review, partner comparison
- Day 2: Group discussion, whole-class discussion & calibration, discussion question
- For block periods (90-minute class periods), both portions can be completed on the same day.
- This lesson was designed to have flexible pacing. Segments can be extended to suit student needs or conversation topics.
See the Teacher Activity Guide (linked under the Teacher Items above) for tips on facilitating this activity.
Instructional routine: Notice & Wonder. The lesson handout provides a Notice & Wonder T-frame for students to capture their notes and ideas. It is important that students recognize the difference between a noticing (observation) and a wondering (question that comes to mind). You can find more background on implementing a Notice & Wonder here.
Purpose & Background: This Lesson Starter is designed to provide students with a first glance at the rubric that will be used to evaluate their final Capstone project. Providing it to them upfront allows students to explore it in a no-pressure setting. Then, during the lesson, students will use the rubric to critique an assigned study and calibrate their scoring. Timing “the reveal” to students that this rubric will be used for evaluating their actual final project is entirely at your discretion!
Student Supports
Lesson-specific resources to support all learners.
- For multilingual students or those who are challenged by extensive reading assignments, consider using a jigsaw structure:
- After assigning sample papers, all students with the same paper (i.e. 1A) come together and chunk the reading into sections. Each person in the group reads and summarizes one section. Group members then take turns sharing out their section. Students take notes (become experts) on their entire paper by listening to others’ report outs.
- Then, students return to original groups to complete the rest of the activity.
- Note: It would be beneficial for all students in a jigsaw group to read the investigative question as a starting point.
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Vocabulary used in the context of the lesson may include words that are unfamiliar or have several meanings. In particular, the following mathematical terms may need clarification or a definition provided:
- Random assignment
- Simulation
- Hypothesis test
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In addition, the following contextual terms may need clarification or a definition provided:
- Unweighted GPA
- Extracurricular activities