Re: Regression to the mean,Barry Bonds & HRs

Rich Ulrich <[EMAIL PROTECTED]> wrote in sci.stat.edu: >This was a topic a month ago. Just to bring things up to date > >Barry Bonds hit 38 homers in the first half of the season (81 games), >a record pace. Should we expect his performance to "regress to the >mean" sufficiently that he wou

Re: violation of statistical assumptions

The Rice Virtual Lab in Statistics has an applet that lets you examine the effects of skewness and heterogeneity of variance in ANOVA. The web page is: --David Lane > From: nick carriero <[EMAIL PROTECTED]> > Newsgroups: sci.stat.e

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violation of statistical assumptions

has anyone developed any demonstrations (sampling experiments) to show what happens when the assumptions required for t-tests, anovas, pearson correlations are not met or is there a web site with such demonstrations thanx nick carriero ==

Re: Regression to the mean,Barry Bonds & HRs

This was a topic a month ago. Just to bring things up to date Barry Bonds hit 38 homers in the first half of the season (81 games), a record pace. Should we expect his performance to "regress to the mean" sufficiently that he would not break the season record of 70? BB had never hit 50 i

Re: Boston Globe: MCAS results show weakness in teens' grasp of

"Robert J. MacG. Dawson" wrote: > The focused test eliminates questions that would enable students to score A's, > B's, and C's.  All they get is another chance to score a D rather than an F. > Implicit in the very concept of the focused test is the idea that a student who > fails the standard MC

Re: OT: SCAM WARNING Re: urgent response needed

In article <[EMAIL PROTECTED]>, [EMAIL PROTECTED] (Robert J. MacG. Dawson) wrote: #"Gordon D. Pusch" wrote: #> #> [EMAIL PROTECTED] (Chike Ubah) writes: #> #> > ATTENTION: #> > Dear Sir, #> > This letter might surprise you because; we have not #> > met neither in person nor by correspondence.

Re: Boston Globe: MCAS results show weakness in teens' grasp of

I just took another look at the front page Boston Globe article that described the most difficult MCAS question. The most difficult question on the 2001 math test is a question involving probability and geometry, question 9 on the MCAS test http://www.doe.mass.edu/mcas/01release/ I've seen versio

Re: Boston Globe: MCAS results show weakness in teens' grasp of

Robert Dawson wrote: > An obvious approach that would seem to give the advantages hoped for >from the focussed test without the disadvantages would be just to group >questions in the original test in roughly increasing order of >difficulty. One might (I'm not so sure that this would be a go

Re: a problem.

I assume you are interested in the expected value (E) of the number of different balls. Then, E= SUM j*P{selected j different balls} over i=1 to M1. Now, P{selected j different balls}= sub(N)Csub(j)*(j/N)^N, where sub(N)Csub(j) is the number of possible combinations of j items selected from N item

Re: Boston Globe: MCAS results show weakness in teens' grasp of

At 01:57 PM 8/27/01 -0300, Robert J. MacG. Dawson wrote: > The focussed test isn't an entirely bad idea; it does allow a > genuine D >student to avoid getting blown out of the water by questions intended to >discriminate between A and B students. However, it seems like a very >poor way t

Re: MDS, the radex, and indices of multidimensionality agreement

[EMAIL PROTECTED] (Niko Tiliopoulos) wrote in message news:<[EMAIL PROTECTED]>... > Q1. I have run a multidimensional scaling analysis (MDS) and the > 2D-map suggests that the variables are arranged in a circular-like > fashion. I have found a paper that presents a 2D-map showing a similar > arr

Re: Boston Globe: MCAS results show weakness in teens' grasp of

> The focused test eliminates questions that would enable students to score A's, > B's, and C's. All they get is another chance to score a D rather than an F. > Implicit in the very concept of the focused test is the idea that a student who > fails the standard MCAS test cannot be more than a D

Re: Boston Globe: MCAS results show weakness in teens' grasp

Dennis Roberts wrote: > >At 12:31 PM 8/27/01 +, EugeneGall wrote: >> The Harcourt-Brace description of the boxplot, which is now being taught >>to MA students, isn't a proper boxplot (maybe the Harcourt-Brace K-12 >boxplot >>is different from the Tukey boxplot), becuase it doesn't properly p

Re: Boston Globe: MCAS results show weakness in teens' grasp of

On 27 Aug 2001 12:11:12 GMT, [EMAIL PROTECTED] (EugeneGall) wrote: > David Winsemius wrote > >Here are the three stated competencies that the test is supposed to measure: > >http://www.doe.mass.edu/mcas/01release/ I think it is legitimate for a class-room exam to offer an item that rewards class

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Re: Boston Globe: MCAS results show weakness in teens' grasp of

Dennis Robers wrote: >eugene ... first of all ... how come your email ID always gets bounced >back??? I added a nospam to the address to limit spam. >now, certainly, you are not saying are you that if they "fail" this test >the first time they take it in the 10th grade ... when it is given ... th

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Re: Boston Globe: MCAS results show weakness in teens' grasp

At 12:31 PM 8/27/01 +, EugeneGall wrote: > The Harcourt-Brace description of the boxplot, which is now being taught >to MA students, isn't a proper boxplot (maybe the Harcourt-Brace K-12 boxplot >is different from the Tukey boxplot), becuase it doesn't properly plot >outliers >and extreme ou

Re: Boston Globe: MCAS results show weakness in teens' grasp of

eugene ... first of all ... how come your email ID always gets bounced back??? now, certainly, you are not saying are you that if they "fail" this test the first time they take it in the 10th grade ... when it is given ... they cannot graduate, are you??? if that were the case ... these %ages b

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Re: definition of " metric" as a noun

> As for the other examples, 'professional' as a noun was good enough > for Dickens. Milton (1671) uses 'academic' as a noun. And Shakespeare, "mechanical". -Robert Dawson = Instructions for joining and le

Re: Boston Globe: MCAS results show weakness in teens' grasp

Jay Warner wrote: >Trusting that Eugene or someone in Massachusetts can respond, I ask, > >Are box and whisker plots included in the material that _must_ be taught >in the >K-12 curriculum? I believe a previous post pointed out that older intro stat >books, including those listed as suitable for

Re: Boston Globe: MCAS results show weakness in teens' grasp of

David Winsemius wrote >Here are the three stated competencies that the test is supposed to measure: >http://www.doe.mass.edu/mcas/01release/ >1) Select, create, and interpret an appropriate graphical representation >(e.g., >scatterplot, table, stem-and-leaf plots, box-and-whisker plots, circle >gr

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Re: a problem.

On Sun, 26 Aug 2001 [EMAIL PROTECTED] wrote: > I have trouble to solve this probability problem. Hope get help here. > > There is N balls, Pick up M1 balls with replacement from them. > what is the expected value of different balls we pick up? "Expected value" of what characteristic of the ba

Re: Boston Globe: MCAS results show weakness in teens' grasp of

Before you decide how the test should be set up, and what should be on it, you _must_ decide what you want the test result to do. Should sound a familiar refrain to people who use statistics to answer questions and solve problems. There are at least two options: 1)the test is a 'standards' f