Dale Berger <[EMAIL PROTECTED]> wrote:
: Dear Colleagues,
: A student is evaluating a summer program for junior high students. One of
: the goals was to raise 'self esteem.' Measures were taken before the
there is no good answer. You might look at "problems in measuring
change" edited by ches
My response is about regression to the mean generally, which got done
over a little over a week ago.
It occurred to me recently that you could reduce the
regression-to-the-mean effect by using the subjects' least-squares
means to divide them (the subjects) up into quantiles for separate
analy
First off, can we get an operational definition of 'self esteem'? I
think in your case it might come down to, attitudes (or something) as
expressed on a test. Or a test score. I agree that there is something
there in the case of specific students and moments, but I haven't' seen
anyone exp
here are a few urls i found at http://www.google.com
how good they are ... i leave that up to you
http://web.uccs.edu/lbecker/Psy590/gainscore.htm
http://www.ulib.org/webRoot/Books/National_Academy_Press_Books/motor_performance/cover001.htm
http://trochim.human.cornell.edu/courses/hss292/data-
the general problem you face is common to most studies like this ... UNLESS
there is a whopping mean change AND, the scores on the post have
considerably more variance than the pre ... have a look at
if not ... then you get a negative r between pre and gain ...
http://roberts.ed.psu.edu/users/
On Wed, 24 Jan 2001 13:32:56 -0400, "Richard A. Beldin"
<[EMAIL PROTECTED]> wrote:
> The transform from Z scores to probits uses a constant 6 translation,
> not 5. I don't know if that solves your problem, but it might eliminate
> some confusion.
WHOSE confusion?
I learned my probits from th
Dear Colleagues,
A student is evaluating a summer program for junior high students. One of
the goals was to raise 'self esteem.' Measures were taken before the
program, at the end, and a month later. He expected that the program would
be most effective for those who entered with especially low
again ... anyone interested in discussions about using commands in minitab
... please consider joining the [EMAIL PROTECTED] list ...
anyone can join ... at http://f05n16.cac.psu.edu/archives/mtbcommands-l.html
feel free to respond to any posts i am making ... with
additions/comments/correctio
In article <[EMAIL PROTECTED]>,
[EMAIL PROTECTED] (Robert J. MacG. Dawson) wrote:
> Interesting. If it's 8.4 degrees Fahrenheit at which he
> switches, no conclusion could be drawn for *any* sample size because
the
> recorded value would not be a monotonic function of actual
temperature.
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The transform from Z scores to probits uses a constant 6 translation,
not 5. I don't know if that solves your problem, but it might elimin
I will be measuring several points in the XY plane and I will be
calculating the mean of these points. For each point, there will be six
trials. The six trials are necessary to accomplish the goal of
determining accuracy in the measurements. What I want to do is determine
how far each point is fro
thanks for everyone's tips, but this Inst doesnt usually collect HWs. i
just learned in my second class. sorry for bothering ur time. :)
Anyway, my second question is(this is the quiz for my elementary
statistic):
How do you calculate data by using 'graphic calculator'?
1) sample standard devia
There is also a nice chapter on Q-techniques by Grimm & Yarnold (2000).
Reading and understanding more multivariate statistics. DC: APA. ...it is
authored by Bruce Thompson (ch. 6) and titled: Q-technique factor analysis:
One variation on the two-mode factor analysis of variables. (pp. 207-226)
Hello,
The voltmeter of one of our HP3497A died today. If you have one in
good condition, please make an offer, we are interested!
best regards
Dr Ir Philippe Boeraeve
Dr Ir Philippe Boeraeve
Universite de Liege
Departement "M
There is another problem with testing, bureaucracies, schools, etc. One
does not "teach to the test," rather one "teaches to the budget."
Individual teachers may be rewarded by how well their students do on the
tests and so teach the tests. The school may be in the situation that a
poor school wil
On Wed, 24 Jan 2001 13:53:25 GMT, "Paolo Covelli" <[EMAIL PROTECTED]>
wrote:
> I know that the techniques as principal component analysis, factor analysis
> or canonical correlation analysis are called R-techniques, because the
> correlation matrix R plays an important role in this approach.
> In
are you talking about Q SORT techniques???
scroll down here a bit ... http://roberts.ed.psu.edu/users/droberts/5501.htm
http://facstaff.uww.edu/cottlec/QArchive/Bps.htm ... some history
At 01:53 PM 1/24/01 +, Paolo Covelli wrote:
>I know that the techniques as principal component analysis
At 07:34 AM 1/24/01 -0600, Olsen, Chris wrote:
>Jay and All --
>
> As a high school teacher, I would like to make a plea to the educational
>measurement community and statisticians on this list: get involved in this
>national issue of accountability. I have argued for too many years that we
>ne
I am a medical Doctor primarily working in malaria research in Thailand.
We are doing in vitro tests to assess the drug sensitivity of malaria
parasites. For evaluation of the results I use the log-probit model
(which is the standard evaluation method for malaria in vitro test) of
SPSS 10, which g
I know that the techniques as principal component analysis, factor analysis
or canonical correlation analysis are called R-techniques, because the
correlation matrix R plays an important role in this approach.
Instead techniques such as discriminant analysis, cluster analysis or
multidimensional s
Gene Gallagher wrote:
> Imagine this as an MCAS question:
>
> A scientist has two thermometers, one Fahrenheit and the other Celsius.
> When the temperature is less than 8.4 degrees, the scientist
> uses the Celsius scale. When the temperature is more than
> 8.4 degrees, he uses the Fahrenhei
This post is to clean up a few dangling threads and to correct an error
in my previous post.
In response to Rich, I pointed out yet another potential problem in the
MCAS. School effectiveness is being based on the mean of scaled MCAS
scores, which range from 200 to 280. Rich pointed out that th
Jay and All --
I have been following with interest the discussion on MCAS.
Jay Warner writes...
>
> the idea of measuring educational performance is fundamentally
> worthwhile to meet certain objectives. the methods described
> here fall far short of any ideal,and appear to fall short
Gene Gallagher wrote:
> [snip]
>
> I have no idea what logic went into developing this 200 - 280 point
> scaling system. The point system for grading Las Vegas boxing matches
> makes as much sense to me
>
>[snip again] Check out page 33 in the pdf and 31 in the report. There were 72 points
Ken K. wrote:
> Like I said, everyone has different needs, backgrounds, etc.
>
> The main point is to acquire the demos and try the software!! Pick the one
> you like best for your needs.
You may also want to look at the communities addressing similar problems
to your own. They may well be produ
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