In my experience, students benefit from the individual and group _production_ of
summaries, "syndicate notes", and cheat sheets.
Reviewing the summaries produced by students gives a teacher feedback on what is
or is not understood, and whether the relative emphasis of the lessons _as
received_ i
In article <[EMAIL PROTECTED]>,
Alan McLean <[EMAIL PROTECTED]> wrote:
>Herman Rubin wrote:
>> In article <[EMAIL PROTECTED]>,
>> Alan McLean <[EMAIL PROTECTED]> wrote:
>> >"Robert J. MacG. Dawson" wrote:
>> >> > Alan McLean wrote:
>> >> The p value is a direct measure of 'strength of eviden
Herman Rubin wrote:
>
> In article <[EMAIL PROTECTED]>,
> Alan McLean <[EMAIL PROTECTED]> wrote:
>
> >"Robert J. MacG. Dawson" wrote:
>
> >> > Alan McLean wrote:
> >> The p value is a direct measure of 'strength of evidence'.
>
> >> and Lise DeShea responded:
>
> ..
At 10:16 AM 4/26/01 -0500, Herman Rubin wrote:
>A p-value tells me nothing of importance.
i agree if this means practical and of benefit say to society
> It is in no way
>a measure of strength of evidence.
are you saying p tells you nothing?
===
In article <[EMAIL PROTECTED]>,
Alan McLean <[EMAIL PROTECTED]> wrote:
>"Robert J. MacG. Dawson" wrote:
>> > Alan McLean wrote:
>> The p value is a direct measure of 'strength of evidence'.
>> and Lise DeShea responded:
...
>There is certainly no con
In article <[EMAIL PROTECTED]>,
Lise DeShea <[EMAIL PROTECTED]> wrote:
>Alan McLean wrote:
>> ... In general, I emphasise the use of p values - in
>> many ways it is a more natural way than using critical values to carry
>> out a test. The p value is a direct measure of 'strength of evidence'.
In article <[EMAIL PROTECTED]>,
Robert J. MacG. Dawson <[EMAIL PROTECTED]> wrote:
>"Paul W. Jeffries" wrote:
> What are
>> list members views on teaching students to use tables. In the computer
>> age, tables are an anachronism. T
In article <[EMAIL PROTECTED]>,
Paul W. Jeffries <[EMAIL PROTECTED]> wrote:
>Robert Dawson said that one of his approaches to dealing with z test is to
>treat it as a historical anecdote. I like that approach and must give it
>a try.
It is almost the other way around. The z test comes up as
an
dennis roberts wrote:
>
> At 11:35 PM 4/24/01 -0300, Robert J. MacG. Dawson wrote:
>
> > Yes. That is, in my experience, students, small dogs, and
> > most white
> > mice can use a t table, at least for values that actually turn up.
> > Interpolating loses a few students and the mice;
dennis roberts wrote:
>
> as for the use of t tables ... or any other ...
>
> 1. one issue is can the student USE the table ... that is, you specify some
> from the table and you want to know if they can find it
Yes. That is, in my experience, students, small dogs, and most wh
as for the use of t tables ... or any other ...
1. one issue is can the student USE the table ... that is, you specify some
from the table and you want to know if they can find it
2. another issue is what the student knows about what happens in the table
as df changes
3. another issue is whe
"Paul W. Jeffries" wrote:
What are
> list members views on teaching students to use tables. In the computer
> age, tables are an anachronism. The vast majority of students will never
> use a t table.
Were it only so...
Hi
On 25 Apr 2001, Alan McLean wrote:
> I agree - although students do need tables in (written) exams... But
> we use a computer program called Tuteman in our teaching and testing, so
> the natural way to find critical values or p-values is via the computer
> - we use Excel mainly. In general
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