Statistics for Evidence-led Decisions
Learn to judge how far a sample can be trusted and whether a difference is big enough to matter for the decision. No coding: you work on the data of Raket Parts, a fictional maker of rocket parts.
You will be able to
- check who a sample covers and who it misses
- read an interval and compare differences fairly
- tell statistical evidence from practical importance
- report an effect with its limits
Who is in the sample?
Appraise a frame, identify missing groups and describe bias risks without guessing their answers.
How sure are we?
Read approximate intervals, compare differences fairly and explain why the sample unit matters.
Significant is not the same as important
Distinguish statistical evidence from decision importance and report both the effect and its limits.
How much data is enough?
Work out how much data a study needs to see a change that matters, and judge a null result by what it could have detected.
Which method fits the question?
Name the kind of question you are asked, choose a method family that fits how the data is built, and say where it would fail.
Does the uncertainty change the decision?
Judge whether a range is wide enough to change what you would do.
Communicating quantified uncertainty
Explain ranges and likelihoods so decision makers read them correctly.
Mid-Path project: an evidence pack for one decision
Estimates, ranges and limits for one real decision.
Reviewing a colleague's statistical claims
Check another analyst's claims before they are used.
Final assessment
A full evidence pack on an unseen case.
Statistics for Decisions / Module 1
Who is in the sample?
Esmee wants to ask customers what they think. Jelmer first asks who an email invitation can reach, and who it misses. You will protect personal data and keep conclusions inside the evidence.
Sections
Statistics for Decisions / Module 1 / Free practice
Try it on your own question
Run it in the practice editor
The practice editors have the Raket Parts tables loaded. Type a query or a formula, run it and change it as often as you like. Nothing is marked.
Statistics for Decisions / Module 2
How sure are we?
Mira sees different inspection and delivery rates. You will learn how much uncertainty remains, why sample size matters and how an average can conceal unusual invoices.
This module builds on module 1. If you are new to this, start with module 1.
Sections
Statistics for Decisions / Module 2 / Free practice
Try it on your own question
Run it in the practice editor
The practice editors have the Raket Parts tables loaded. Type a query or a formula, run it and change it as often as you like. Nothing is marked.
Statistics for Decisions / Module 3
Significant is not the same as important
Jelmer sees a statistically detectable shift in catalogue deliveries and asks whether it matters. You will read p-values carefully, spot comparison risks and explain uncertainty when tests do not settle a decision.
This module builds on module 2. If you are new to this, start with module 2.
Sections
Statistics for Decisions / Module 3 / Free practice
Try it on your own question
Run it in the practice editor
The practice editors have the Raket Parts tables loaded. Type a query or a formula, run it and change it as often as you like. Nothing is marked.
Statistics for Decisions / Module 4
How much data is enough?
Mira reports no clear delivery change. Esmee wants a survey. Jelmer asks what change the available data could reliably detect.
This module builds on module 3. If you are new to this, start with module 3.
Sections
Statistics for Decisions / Module 4 / Free practice
Try it on your own question
Run it in the practice editor
The practice editors have the Raket Parts tables loaded. Type a query or a formula, run it and change it as often as you like. Nothing is marked.
Statistics for Decisions / Module 5
Which method fits the question?
Esmee sees more webshop orders during a promotion. Jelmer asks what question she means and which method can answer it without overclaiming.
This module builds on module 4. If you are new to this, start with module 4.
Sections
Statistics for Decisions / Module 5 / Free practice
Try it on your own question
Run it in the practice editor
The practice editors have the Raket Parts tables loaded. Type a query or a formula, run it and change it as often as you like. Nothing is marked.
Statistics for Decisions / Module 1 / 1.1
1.1 Population, frame and sample
Section 1.1 complete
Next: 1.2 Who the frame misses
Statistics for Decisions / Module 1 / 1.3
1.3 Direction of bias
Section 1.3 complete
Next: 1.4 Samples in operations
Statistics for Decisions / Module 1 / 1.4
1.4 Samples in operations
Section 1.4 complete
Next: Module 1 check
Continue to the module check Recap this section Back to module 1
Statistics for Decisions / Module 1 / Check
Module 1 check
Module 1 complete
Next: Module 2, How sure are we?
Continue to module 2 Try it on your own question Recap module 1 Back to module 1
Statistics for Decisions / Module 2 / 2.1
2.1 An estimate has a range
Section 2.1 complete
Next: 2.2 More data, narrower range
Statistics for Decisions / Module 2 / 2.2
2.2 More data, narrower range
Section 2.2 complete
Next: 2.3 Overlap is not the test
Statistics for Decisions / Module 2 / 2.4
2.4 Skewed money
Section 2.4 complete
Next: Module 2 check
Continue to the module check Recap this section Back to module 2
Statistics for Decisions / Module 2 / Check
Module 2 check
Module 2 complete
Next: Module 3, Significant is not the same as important
Continue to module 3 Try it on your own question Recap module 2 Back to module 2
Statistics for Decisions / Module 3 / 3.1
3.1 What a test answers
Section 3.1 complete
Next: 3.2 Big data, tiny effects
Statistics for Decisions / Module 3 / 3.3
3.3 Many comparisons
Section 3.3 complete
Next: 3.4 Not significant is not no effect
Statistics for Decisions / Module 3 / 3.4
3.4 Not significant is not no effect
Section 3.4 complete
Next: Module 3 check
Continue to the module check Recap this section Back to module 3
Statistics for Decisions / Module 3 / Check
Module 3 check
Module 3 complete
Next: Module 4, How much data is enough?
Continue to module 4 Try it on your own question Recap module 3 Back to module 3
Statistics for Decisions / Module 4 / 4.1
4.1 What could it have found?
Section 4.1 complete
Next: 4.2 Power in plain words
Statistics for Decisions / Module 4 / 4.2
4.2 Power in plain words
Section 4.2 complete
Next: 4.3 Judging a finished null
Statistics for Decisions / Module 4 / 4.3
4.3 Judging a finished null
Section 4.3 complete
Next: 4.4 Planning when the data is fixed
Statistics for Decisions / Module 4 / 4.4
4.4 Planning when the data is fixed
Section 4.4 complete
Next: Module 4 check
Continue to the module check Recap this section Back to module 4
Statistics for Decisions / Module 4 / Check
Module 4 check
Module 4 complete
Next: Module 5, Which method fits the question?
Continue to module 5 Try it on your own question Recap module 4 Back to module 4
Statistics for Decisions / Module 5 / 5.1
5.1 A rise is not a cause
Section 5.1 complete
Next: 5.2 Six questions, six kinds
Statistics for Decisions / Module 5 / 5.2
5.2 Six questions, six kinds
Section 5.2 complete
Next: 5.3 How the data is built
Statistics for Decisions / Module 5 / 5.3
5.3 How the data is built
Section 5.3 complete
Next: 5.4 Counts are not outcomes
Statistics for Decisions / Module 5 / 5.4
5.4 Counts are not outcomes
Section 5.4 complete
Next: Module 5 check
Continue to the module check Recap this section Back to module 5
Statistics for Decisions / Module 5 / Check
Module 5 check
Module 5 complete
Next: Module 6, coming later
Back to the Path Try it on your own question Recap module 5 Back to module 5
Statistics for Decisions / Module 1 / Recap
Recap card
1.1 Population, frame and sample
Population, frame and sample
- Population: everyone the question concerns.
- Frame: people this method can reach.
- Sample: those actually studied; respondents must answer.
Common mistake
Confusing the contact file with survey responses. The file contains eligibility, not opinions.
Statistics for Decisions / Module 1 / Recap
Recap card
1.2 Who the frame misses
Who the frame misses
- Name the method and its exclusions.
- Count people outside the invitation frame before reading percentages.
- More people inside the frame do not repair missing groups.
Common mistake
Believing size fixes selection. An email-only list still excludes people who cannot be emailed.
Statistics for Decisions / Module 1 / Recap
Recap card
1.3 Direction of bias
Direction of bias
- Compare how completely groups can be reached.
- Explain a possible direction only with a clear assumption.
- State when missing opinions make direction unknowable.
Common mistake
Guessing excluded people’s views. Consent data cannot tell you how they would answer.
Statistics for Decisions / Module 1 / Recap
Recap card
1.4 Samples in operations
Samples in operations
- Different inspections describe different stages.
- Use checks with known outcomes for a failure share.
- Name the inspected population in every conclusion.
Common mistake
Calling receiving inspections factory-wide. Incoming and final checks cover different work.
Statistics for Decisions / Module 1 / Recap
Recap card
Module 1: Who is in the sample?
Population, frame and sample
- Population: everyone the question concerns.
- Frame: people this method can reach.
- Sample: those actually studied; respondents must answer.
Common mistake
Confusing the contact file with survey responses. The file contains eligibility, not opinions.
Who the frame misses
- Name the method and its exclusions.
- Count people outside the invitation frame before reading percentages.
- More people inside the frame do not repair missing groups.
Common mistake
Believing size fixes selection. An email-only list still excludes people who cannot be emailed.
Direction of bias
- Compare how completely groups can be reached.
- Explain a possible direction only with a clear assumption.
- State when missing opinions make direction unknowable.
Common mistake
Guessing excluded people’s views. Consent data cannot tell you how they would answer.
Samples in operations
- Different inspections describe different stages.
- Use checks with known outcomes for a failure share.
- Name the inspected population in every conclusion.
Common mistake
Calling receiving inspections factory-wide. Incoming and final checks cover different work.
Statistics for Decisions / Module 2 / Recap
Recap card
2.1 An estimate has a range
An estimate has a range
- An observed share is not the same as a perfectly known rate.
- A 95% interval describes repeated-sampling coverage under assumptions.
- State the group before the interval.
Common mistake
Interpreting confidence as certainty. A method is not a guarantee about this interval.
Statistics for Decisions / Module 2 / Recap
Recap card
2.2 More data, narrower range
More data, narrower range
- More independent observations generally shrink a range.
- Count what was sampled, not just how many rows appear.
- Selection problems remain even when the range is narrow.
Common mistake
Counting repeated checks as fresh units. Linked observations can overstate precision.
Statistics for Decisions / Module 2 / Recap
Recap card
2.3 Overlap is not the test
Overlap is not the test
- Use the interval for the difference, not only the two group ranges.
- Report the difference in points and whether its range includes zero.
- Check whether lines really behave as independent units.
Common mistake
Ruling out a difference from overlapping ranges. Look at the direct difference interval.
Statistics for Decisions / Module 2 / Recap
Recap card
2.4 Skewed money
Skewed money
- Average and median answer different questions.
- A high-value tail can pull the mean above the middle invoice.
- Keep the invoice unit and the interval model visible.
Common mistake
Calling the mean typical without inspecting skew. Show the median too.
Statistics for Decisions / Module 2 / Recap
Recap card
Module 2: How sure are we?
An estimate has a range
- An observed share is not the same as a perfectly known rate.
- A 95% interval describes repeated-sampling coverage under assumptions.
- State the group before the interval.
Common mistake
Interpreting confidence as certainty. A method is not a guarantee about this interval.
More data, narrower range
- More independent observations generally shrink a range.
- Count what was sampled, not just how many rows appear.
- Selection problems remain even when the range is narrow.
Common mistake
Counting repeated checks as fresh units. Linked observations can overstate precision.
Overlap is not the test
- Use the interval for the difference, not only the two group ranges.
- Report the difference in points and whether its range includes zero.
- Check whether lines really behave as independent units.
Common mistake
Ruling out a difference from overlapping ranges. Look at the direct difference interval.
Skewed money
- Average and median answer different questions.
- A high-value tail can pull the mean above the middle invoice.
- Keep the invoice unit and the interval model visible.
Common mistake
Calling the mean typical without inspecting skew. Show the median too.
Statistics for Decisions / Module 3 / Recap
Recap card
3.1 What a test answers
What a test answers
- Specify the groups, the outcome and the starting no-difference assumption.
- A p-value measures how surprising the observed data are under that assumption.
- Testing a difference is not a causal explanation.
Common mistake
Reversing the p-value. It is not the probability that the starting assumption is true.
Statistics for Decisions / Module 3 / Recap
Recap card
3.2 Big data, tiny effects
Big data, tiny effects
- Statistical detectability does not measure importance.
- State the effect in percentage points and show its interval.
- Label exercise thresholds rather than inventing business policies.
Common mistake
Calling a small p-value a large change. Look at the effect size.
Statistics for Decisions / Module 3 / Recap
Recap card
3.3 Many comparisons
Many comparisons
- More opportunities to test can mean more chance exceptions.
- State the number of groups reviewed.
- Observed country averages do not establish geographic causes.
Common mistake
Picking the most unusual group after the search. That is discovery, not pre-planned confirmation.
Statistics for Decisions / Module 3 / Recap
Recap card
3.4 Not significant is not no effect
Not significant is not no effect
- A range crossing zero can also include an important difference.
- Compare the whole range with the decision threshold.
- Be explicit when stages or records are not independent.
Common mistake
Calling an unclear test equality. Lack of a clear signal is not proof of sameness.
Statistics for Decisions / Module 3 / Recap
Recap card
Module 3: Significant is not the same as important
What a test answers
- Specify the groups, the outcome and the starting no-difference assumption.
- A p-value measures how surprising the observed data are under that assumption.
- Testing a difference is not a causal explanation.
Common mistake
Reversing the p-value. It is not the probability that the starting assumption is true.
Big data, tiny effects
- Statistical detectability does not measure importance.
- State the effect in percentage points and show its interval.
- Label exercise thresholds rather than inventing business policies.
Common mistake
Calling a small p-value a large change. Look at the effect size.
Many comparisons
- More opportunities to test can mean more chance exceptions.
- State the number of groups reviewed.
- Observed country averages do not establish geographic causes.
Common mistake
Picking the most unusual group after the search. That is discovery, not pre-planned confirmation.
Not significant is not no effect
- A range crossing zero can also include an important difference.
- Compare the whole range with the decision threshold.
- Be explicit when stages or records are not independent.
Common mistake
Calling an unclear test equality. Lack of a clear signal is not proof of sameness.
Statistics for Decisions / Module 4 / Recap
Recap card
4.1 What could it have found?
What could it have found?
- August to September: +8.62 points, range -3.07 to +20.31.
- The months could reliably see only about 16.7 points.
Common mistake
Null means equal. The September range still includes a rise of 20 points.
Statistics for Decisions / Module 4 / Recap
Recap card
4.2 Power in plain words
Power in plain words
- Power: the chance of finding a change that is really there.
- Halve the change and the data needed grows fourfold.
Common mistake
Counting lines when orders were assigned. Count the units that were chosen at random.
Statistics for Decisions / Module 4 / Recap
Recap card
4.3 Judging a finished null
Judging a finished null
- Compare what the study could see with what the decision needs.
- Observed power is the p-value restated.
Common mistake
Reporting observed power. It cannot show a study was big enough.
Statistics for Decisions / Module 4 / Recap
Recap card
4.4 Planning when the data is fixed
Planning when the data is fixed
- 751 eligible contacts cannot give 1,562 answers.
- Choose openly: larger threshold, panel, more time if the frame grows, or do not run.
Common mistake
Pretending the frame is bigger. More time adds no contacts unless the frame grows.
Statistics for Decisions / Module 4 / Recap
Recap card
Module 4: How much data is enough?
What could it have found?
- August to September: +8.62 points, range -3.07 to +20.31.
- The months could reliably see only about 16.7 points.
Common mistake
Null means equal. The September range still includes a rise of 20 points.
Power in plain words
- Power: the chance of finding a change that is really there.
- Halve the change and the data needed grows fourfold.
Common mistake
Counting lines when orders were assigned. Count the units that were chosen at random.
Judging a finished null
- Compare what the study could see with what the decision needs.
- Observed power is the p-value restated.
Common mistake
Reporting observed power. It cannot show a study was big enough.
Planning when the data is fixed
- 751 eligible contacts cannot give 1,562 answers.
- Choose openly: larger threshold, panel, more time if the frame grows, or do not run.
Common mistake
Pretending the frame is bigger. More time adds no contacts unless the frame grows.
Statistics for Decisions / Module 5 / Recap
Recap card
5.1 A rise is not a cause
A rise is not a cause
- Webshop orders rose 53.3%, but email orders rose 54.8%.
- "Did it work?" is causal: it needs a comparison (the Experimentation Path).
Common mistake
Reading timing as cause. A rise during a campaign also fits season and other campaigns.
Statistics for Decisions / Module 5 / Recap
Recap card
5.2 Six questions, six kinds
Six questions, six kinds
- Descriptive, comparative, inferential: answered here.
- Causal, predictive, explanatory: routed to the Experimentation Path, predictive modelling and regression modelling.
Common mistake
Comparing counts. CAT has more late lines, but BTO is late more often.
Statistics for Decisions / Module 5 / Recap
Recap card
5.3 How the data is built
How the data is built
- Paired: the same 1,179 contacts twice.
- Clustered: lines in orders in customers. Time-ordered: 13 months in a row.
Common mistake
Treating linked rows as separate. Lines, repeat contacts and months all carry information from each other.
Statistics for Decisions / Module 5 / Recap
Recap card
5.4 Counts are not outcomes
Counts are not outcomes
- 706 sent and 23 credited enquiries are activity and a credit rule.
- "Did it work?" needs contacts held back at random.
Common mistake
Reporting sends as success. A send count says how many, not what changed.
Statistics for Decisions / Module 5 / Recap
Recap card
Module 5: Which method fits the question?
A rise is not a cause
- Webshop orders rose 53.3%, but email orders rose 54.8%.
- "Did it work?" is causal: it needs a comparison (the Experimentation Path).
Common mistake
Reading timing as cause. A rise during a campaign also fits season and other campaigns.
Six questions, six kinds
- Descriptive, comparative, inferential: answered here.
- Causal, predictive, explanatory: routed to the Experimentation Path, predictive modelling and regression modelling.
Common mistake
Comparing counts. CAT has more late lines, but BTO is late more often.
How the data is built
- Paired: the same 1,179 contacts twice.
- Clustered: lines in orders in customers. Time-ordered: 13 months in a row.
Common mistake
Treating linked rows as separate. Lines, repeat contacts and months all carry information from each other.
Counts are not outcomes
- 706 sent and 23 credited enquiries are activity and a credit rule.
- "Did it work?" needs contacts held back at random.
Common mistake
Reporting sends as success. A send count says how many, not what changed.
