°x*º)µÄÎÊÊÀ£¬ÂäºóµÄ2Ùx÷·*Ê*ÒÑ3ÉΪÀúÊ·¡£ËæxÅ1ú*Ò*¨Éè*°ÃñÓõÄ?
> > èÒª£¬Æäx°ÊÎx°è«ÓëÈÕ*ãÔö£¬µµ´ÎÒàÔ*À´Ô*¸ß¡£ÒòÄ**ºÔ--
--
John Kane
The Rideau Lakes, Ontario Canada
=
Instructions for joining and leaving this list, remarks about the
problem of INAPPROPRIATE MESSAGES, and archives are available at
http://jse.stat.ncsu.edu/
=
e of real knowledge or, just happens to be the right
> answer that was arrived at (luckily for the examinee) through some faulty
> process
While this was not exactly my point I think it reinforces it very well. Given
a correct answer, even if arrived at in some bizarre manner
dennis roberts wrote:
> would we give full credit for 87/18 = 7/1 ... 8's cancel?
>
> >Full marks. As Napoleon used to ask, "Is he lucky?". :) He/she deserves it.!
> >
> > --
> >John Kane
> >The Rideau Lakes, Ontario Canada
Jerry Dallal wrote:
> John Kane wrote:
>
> > Very true and I was being deliberatly provocative. Howeever I still cannot
> > see penalizing someone for gerttaingt the right anwser no matter how arried
> > at.
>
> Problem: Divide 95 by 19.
>
> Student write
Herman Rubin wrote:
> In article <[EMAIL PROTECTED]>,
> John Kane <[EMAIL PROTECTED]> wrote:
> >Herman Rubin wrote:
>
> >> In article <[EMAIL PROTECTED]>,
> >> John Kane <[EMAIL PROTECTED]> wrote:
> >> >Stan Brown wr
Stan Brown wrote:
> John Kane <[EMAIL PROTECTED]> wrote in sci.stat.edu:
> >So you are saying that getting the right answer is not important?
>
> No, of course it's important. But getting the right answer for the
> wrong reasons is bad, since one may not be s
(Area in Larger Portion) PROBABILITY = ";
>
> print using FORM14$; T
> print " (Area in Smaller Portion one-tail = ";
> print using FORM14$; 1-T
> print " (Area from Z to Mean one-tail = ";
> print using FORM14$; .5-(1-T)
>
> pr
r
> project of their own choosing.
>
> --
> Stan Brown, Oak Road Systems, Cortland County, New York, USA
> http://oakroadsystems.com
> My reply address is correct as is. The courtesy of providing a correct
> reply address i
ould like, I believe I can provide you with the computer program
> which allows you to end a Z value and determine the probability associated
> with that value. You may or may not decide that it is worth programming. I
> think that using a single seet table is a lot less work.
>
Well d
grading scale is a
> guide and a guarantee for them: if they get 90%, they get an A. But I
> reserve the right to lower the scale so that, in theory at least, if I
> believe a 30% student is really an A student, then 30% becomes an A.
> After all, isn't that what "professio
ut framing questions that can be answered by the kind of data you can get.
Err see above for the problem :)
--
John Kane
The Rideau Lakes, Ontario Canada
=
Instructions for joining and leaving this list and remarks about
the problem of INAPPROPRIATE MESSAGES are available at
http://jse.stat.ncsu.edu/
=
r modifications? Even in the instrutcions ? Sorry to
be so picky but it can be important.
Are you sure that you and the other instructor are teaching the same
things (especially as to what will be on the exam?) Yes students do form
exam strategies.
--
--
John Kane
The Rideau Lak
12 matches
Mail list logo
