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
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
the
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
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)
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
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
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 scores is 50
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, the range was
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
Thanks for your helps :)
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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 range was
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
to answer
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
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
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 was
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