William B. Ware <[EMAIL PROTECTED]> wrote in sci.stat.edu:
>Anyway, more to the point... the "add one" is an old argument based on the
>notion of "real limits." Suppose the range of scores is 50 to 89. It was
>argued that 50 really goes down to 49.5 and 89 really goes up to
>89.5. Thus the rang
Thanks for your helps :)
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i haven't touch statistics materials for many years so i need someone be so
kind to help me out with this simple problem:
Tossing a fair coin n times. Let A denote the maximum run length, i.e. the
largest number of consecutive heads we get among the n tosses.
Find E(A) for the case n=10.
The an
In article <[EMAIL PROTECTED]>, Robert J. MacG. Dawson
<[EMAIL PROTECTED]> writes
>
>
>jeff rasmussen wrote:
>>
>> Dear statistically-enamored,
>>
>> There was a question in my undergrad class concerning how to
>>define the
>> range, where a student pointed out that contrary to my edict,
At 12:41 PM 10/5/01 -0500, Christopher J. Mecklin wrote:
>(4) If the Massachusetts Department of Education really wants to include a
>boxplot item on the test, it should either be a multiple choice question
>written so that the correct answer is the same no matter which type of
>boxplot one w
William B. Ware said on 10/5/01 8:58 AM:
>I don't think I understand your argument... Are you saying that the
>"descriptive statistic" should be invariant over scale?
>
>Anyway, more to the point... the "add one" is an old argument based on the
>notion of "real limits." Suppose the range of scor
Dr. Gallagher and Edstat newsgroup:
Here's my take on the MCAS and boxplots.
(1) I agree with Eugene Gallagher and others in that the question about
boxplots on the MCAS is poor, since the correct answer depends on whether
you learned the "Tukey" boxplot (that indicates outliers) or the "quick"
Thanks, and moral support is appreciated.
MCAS is very controversial in MA. None of the major papers have yet called
into question the test itself. Now, the DOE apparently is saying that they
stand behind every question.
I believe it might help if the MA DOE MCAS group, headed by Jeff Nellha
Statisticians certainly have many of the skills needed to direct a college's
institutional effectiveness efforts. Perhaps some of you are interested in
the following:
LYNCHBURG COLLEGE
IN VIRGINIA
Lynchburg College is searching for an outstanding candidate to serve as
Director of Institutional
i think that the +1 is reasonable IF, we have a potentially continuous
variable that, for convenience, we put tick marks at arbitrary points ...
such as a 50 item test ... we let scores be 23, or 24, or 25, etc.
IF the assumption is that knowledge is continuous ... then i don't see
anything am
Below is a posting that appeared in the local Minneapolis paper. Please
direct all inquiries to Susan Mehle. No relocation expenses will be paid.
Karen Scheltema, M.A., M.S.
Statistician
HealthEast
Research and Education
1700 University Ave W
St. Paul, MN 55104
(651) 232-5212 (phone)
(651) 641-
"William B. Ware" wrote:
>
> Robert,
>
> I don't think I understand your argument... Are you saying that the
> "descriptive statistic" should be invariant over scale?
Yes, of course. Otherwise it's a description of the process of
measuring, not of what is being measured.
>
> Anyway
Robert,
I don't think I understand your argument... Are you saying that the
"descriptive statistic" should be invariant over scale?
Anyway, more to the point... the "add one" is an old argument based on the
notion of "real limits." Suppose the range of scores is 50 to 89. It was
argued that 50
gene ... we have been through this sort of discussion before and i, for
one, totally sympathize with you in this situation ...
but, it is difficult for outsiders ... outside of mass. (not being
residents or parents of impacted kids) ... to really know how to respond to
this and what to do abou
jeff rasmussen wrote:
>
> Dear statistically-enamored,
>
> There was a question in my undergrad class concerning how to define the
> range, where a student pointed out that contrary to my edict, the range was
> "the difference between the maximum & minimum". I'd always believed that
>
At 07:03 AM 10/5/01 -0500, Olsen, Chris wrote:
>Professor Gallagher and All --
>
>
>It would appear that neither the "appeal systems" nor a claim of
>"technical adequacy" would be a response to your concern about bad
>questions. The claim of technical adequacy, i.e. "that good students tend
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"Pluma y Fuente" del 05/10/2001. Edición Nº 181.
Informaciones seleccionadas por Reporters Online
EDITORIAL DEL DÍA.
¿Cuánta libertad de prensa
será sacrificada en el altar de la seguridad? Es la pr
Professor Gallagher and All --
Let me first of all absolutely commend your professional interest, time,
and dedication to fair testing practice! With high stakes testing
apparently the fad of this particular few years in public education,
fairness is -- if posible -- an even more important co
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