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
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
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 of
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
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
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.
Instead
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
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
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
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
This is a multi-part message in MIME format.
--ECCA490F99BC503A5BC927C1
Content-Type: text/plain; charset=us-ascii
Content-Transfer-Encoding: 7bit
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
In article [EMAIL PROTECTED],
[EMAIL PROTECTED] (Robert J. MacG. Dawson) wrote:
Snip
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.
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
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
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 the
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 ...
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
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
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
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
20 matches
Mail list logo
