Dennis brings up some great points. The example of correlation is good. So, you
test whether the student can calculate a correlation coefficient. You are testing
many things here...whether they can handle the pressure of entering data...whether
they are good at using their calculator...whether they can use the
formulae...whether they have a "good" calculator or not...too many concepts
confounded here. IMHO, not a very good way to test the concept of correlation.
Now, instead, you give them a scatterplot and a correlation coefficient and ask
them several questions about the value of the coefficient. Thow in an influential
point and ask them how removing that point would affect the coefficient. IMHO,
you have now taught something valuable.
If having a text calculator helps here, I'm not sure how. Maybe typing in the
definition, but I really doubt just having the definition in front of you can help
if you don't understand the concepts of correlation.
Most of us do it...ask easy to grade questions like definitions, matching, etc.
and assume that because a student can quote a definition (or copy it from text) or
can calculate a formula (stored in text) then, well, that is an accomplishment.
Consult with non-statisticians that have had a course in statistics somewhere
along the line and you'll soon figure out that they usually don't have a clue
about what the numbers are telling them.
Lots of disagreement on this, I'm sure. Sorry to preach. Want to see what other
say.
Warren
dennis roberts wrote:
> for i don't know how many years now ... i have let my stat class students
> bring in a 3 by 5 notecard packed with whatever they want ... most put
> formulas ... thus, this is a legal cheat sheet. but, i have found that
> UNless they understand the tasks or questions i am asking on the test ...
> the card CAN'T do them much good ... but, they FEEL better.
>
> my position on this is ... can't you make tests or class assignments where
> ... having stored text or formulas won't do them much good?
>
> say i have a problem where i want them to do a correlation ... with very
> simple numbers ...
> i could have any one of a number of different objectives in mind with this ...
>
> 1) they can go through each and every step correctly
> 2) they find the right answer
> etc. etc.
>
> what do you want them to be able to do?
>
> calculators are tools ... we encourage students to learn to use good tools
> ... THEN we want to take them away for a test?
>
> doesn't make sense
>
> At 12:01 AM 03/23/2000 -0800, Brian E. Smith wrote:
> >I am trying to formulate a calculator policy in a department that currently
> >allows any calculator except "those capable of storing text". That rules
> >out all of the graphing calculators since they have alphanumeric
> >capability. I use a TI-83 or TI-86 in my statistics class but under the
> >current policy I cannot allow my students to bring one into class. If
> >anyone has a faculty or departmental policy that will allow me to use the
> >TI (or other similar) calculators while overcoming the concern that
> >students will (mis)use the text capability to store formulas or notes, I
> >would appreciate hearing from you.
> >
> >Thanks
> >
> >Brian
> >
> >___________________________________________________________________________
> >
> >Brian E. Smith TEL: 514-398-4038 (Work)
> >McGill University FAX: 514-398-3876 (Work)
> >1001 Sherbrooke St. West FAX: 514-482-1639 (Home)
> >Montreal, QC, Canada H3A 1G5 EMAIL: [EMAIL PROTECTED]
> >
> >Url: http://www.management.mcgill.ca/homepage/profs/smithb
> >___________________________________________________________________________
> >
> >No human investigation can be called real science if it cannot be
> >demonstrated mathematically. Leonardo da Vinci
> >___________________________________________________________________________
> >
> >
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