At 03:43 PM 7/13/01 -0400, you wrote:
>The Journal of Statistics Education is now an ASA journal and has moved
>to the ASA web site. Jim Albert's article can be found at
>
>http://www.amstat.org/publications/jse/v3n3/albert.html
>
>Jackie Dietz
not to counter the intent of the above article ...
s list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=========
_
dennis roberts, educational psychology, penn stat
was in operation,
might have a look at the following link ... some of the material there may
be of interest
http://roberts.ed.psu.edu/users/droberts/introstat/introstat.htm
__
dennis roberts, educational psychology, penn state university
208
... so beware ...
anyway, for any interested, have a look at
http://roberts.ed.psu.edu/users/droberts/introstat/powbeta.htm
you need access to a recent release of minitab ...
==
dennis roberts, penn state university
educational psychology
jay warner had earlier elaborated on the use of the term ... "item
independence" ... to mean that the position of an item in the test would
not impact on the likelihood of examinees answering the item correctly or
not ... yes ... this is usually the meaning given to that term
but, i would li
At 01:34 AM 6/16/01 -0500, Jay Warner wrote:
>but Doug Sawyer did not ask exactly that question. What he _may_ be asking
>is whether a bank of questions could be developed, that are more or less
>independent of one another,
you mean uncorrelated??? across the same set of examinees when
adminis
i am just passing along information i saw in the classifieds of our local
newspaper ...
there were 3 positions listed with rather large ads ... for:
1. technical communications specialist
2. database programmer
3. customer support specialists
information can be found at:
http://www.minitab.
s
>Monash University, Caulfield Campus, Melbourne
>Tel: +61 03 9903 2102Fax: +61 03 9903 2007
>
>
>=
>Instructions for joining and leaving this list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>==
in my class, i gave students an option for doing some extra credit
web/internet work related to stat ... and, the 4th of these was
1. to join SOME stat list (edstat was not THE list ... it was one of a
number of possibilities ... i had given them mike fuller's great list of
stat lists as one
> Yrs aye,
> Robert
_________
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/user
the fundamental issue here is ... is it reasonably to expect ... that when
you are making some inference about a population mean ... that you will
KNOW the variance in the population?
i suspect that the answer is no ... in all but the most convoluted cases
... or, to say it another way ... i
At 10:39 AM 4/19/01 -0500, Paul Swank wrote:
>However, rather than do that why not right on to F? Why do t at all when
>you can do anything with F that t can do plus a whole lot more?
don't necessarily disagree with this but, i don't ever see in the
literature in two group situations comparing
bout
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=========
_
dennis roberts, educational psychology, penn state u
just passing this along that i saw
http://www.minitab.com/company/employ/INDEX.HTM
note one job in web development
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts
either or both measures
At 08:32 AM 3/30/01 +, [EMAIL PROTECTED] wrote:
>dennis roberts writes:
>
> > i think it is too early to be worrying if FA should be used ...
> >
> > i am not quite sure what you are trying to do here ... you have measure A
> > that you do pr
i think it is too early to be worrying if FA should be used ...
i am not quite sure what you are trying to do here ... you have measure A
that you do pre and post ... and measure B that you do only post ...
why this difference?
by convergent validity ... we are usually interested in finding se
At 02:52 PM 2/15/01 -0600, Paul R Swank wrote:
>I remember a question from some stat book about a situation where there
>were 8 members of a group, three men and five women (or the reverse, I
>can't remember
>which) and on some issue the vote was five to three with all five women
>voting for. T
power
e. and an attempt to show the steps involved for finding the n needed to
build in an approximate value for power ... in a simple investigation
any comments would be appreciated
==
dennis roberts, penn state university
educational
your students ... might find this helpful
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
the
discussion contained within these articles will be helpful.
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
here are a bit of data from minitab ... that you might want to consider
MTB > rand 1000 c1-c25; <<< i generated 1000 samples that will be n=25 ...
SUBC> chis 4. <<< from a chisquare distribution with 4 degrees of freedom ...
MTB > rmean c1-c25, c26 <<< i put the MEAN for each row (sample mean) i
as for a summary ... i think that it would include the following:
1. for hypothesis testing to occur, there needs to be some null value
2. for the null, there is a model we assume about it and this is
HYPOTHETICAL ... sample data say something about whether this model makes
sense or not or is v
priate question to test a legitimate objective
but as it stands ... it surely is a poor item that fails to keep straight
... appropriateness of the item GIVEN some objective
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu
ait to try to make this distinction to my students ...
>
>Alan
>
>> >
>> >
>> >> _
>> >> dennis roberts, educational psychology, penn state university
>jump and Damien's jump?
>
>A. One jump could be up to 1/4 foot longer than the other.
>B. One jump could be up to 1/2 foot longer than the other.
>C. One jump could be up to 1 foot longer than the other.
>D. One jump could be up to 2 feet longer than the other.
>
>
to correct interpretation ... please clarify
>
>
>> _________
>> dennis roberts, educational psychology, penn state university
>> 208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
>>
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
=
Instructions for joining and leaving this list and remarks
null of 100 is NOT true ... than
for TEST B or TEST A?
no ifs, ands, or buts or it depends on this or that ... just straight
talking ... can we say this?
At 03:25 PM 1/30/01 +, Jerry Dallal wrote:
>dennis roberts wrote:
>
> > on page 2 of 10 ... they list summary points a
i see two places in the sterne and smith article, which is in my hand ...
that say hat p is an indication of the p of the null not being true ... or
evidence against the null
on page 2 of 10 ... they list summary points and, the one i quoted before
... p values, or significance levels .. measu
i think, if i might be allowed to speak for jon, he would say that it
is a good SPREADSHEET package ... that was what it was designed for ...
add ons to make it also a statistical package ... are a different matter
it is sort of like having ms word ... where it has this add on feature of
let's see ... say you have two overlapping distributions ... on the left,
the null distribution ... and on the right, the assumed to be true sampling
distribution ...
now, in setting up the power problem ... you have to set alpha ... say that
is a two tailed .05 test ... and really the upper c
nd leaving this list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=
_
dennis roberts, ed
tatistical community accept this as being correct?
2. if the answer to #1 is yes ...
then what does this tell us (only this p value) about what the real
parameter value is? (are)
_____
dennis roberts, educational psychology, penn state university
and put part on my webpage ... just to
give some idea of what could be (though lots of editing will be needed of
course)
thanks for your assistance
_____
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401
blem of INAPPROPRIATE MESSAGES are available at
http://jse.stat.ncsu.edu/
=========
_
dennis roberts, educational psychology, penn state university
208 ceda
le at
> http://jse.stat.ncsu.edu/
>=
_________
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTE
i generated some integer data in minitab ... 10 rows 5 columns
then mtb> rmedian c1-c5, c11 ... gets the median of the row puts it in c11
Row C1 C2 C3 C4 C5C11
1 18 10 14 12 14 14
2 14 10 13 17 19 14
3 12
leaving this list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=========
_
dennis roberts, e
At 05:19 PM 1/25/01 +, Gene Gallagher wrote:
> They conclude that the measurement of change has been and
>continues to be a highly controversial subject.
>--
>Eugene D. Gallagher
>ECOS, UMASS/Boston
this is so true and, if we think about it ... this is rather amazing (and
depressing at t
AGES are available at
> http://jse.stat.ncsu.edu/
>=====
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
===
===
>Instructions for joining and leaving this list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=========
___
;
>=
>Instructions for joining and leaving this list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=======
also keep in mind that you can access the archives (if you have joined) of
this list ... all the posts that have been made ... by visiting
http://f05n16.cac.psu.edu/archives/mtbcommands-l.html
you might want to make a bookmark for this url
______
> http://jse.stat.ncsu.edu/
>=
_________
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
ht
At 07:34 AM 1/24/01 -0600, Olsen, Chris wrote:
>Jay and All --
>
> As a high school teacher, I would like to make a plea to the educational
>measurement community and statisticians on this list: get involved in this
>national issue of accountability. I have argued for too many years that we
>ne
while gene has read these documents carefully (someone has to right?) ... i
have not BUT, the following tidbit struck my interest
Comparisons of School- and District-Level Scores
The statistical significance of these comparisons is based on the number of
students tested. Whether
makin
are you saying that the TOTAL question ... lies between the two following
lines?
At 03:26 PM 1/22/01 -0500, Paige Miller wrote:
>ny226 wrote:
> >
> > Here is the question:
===
> >
> > Car A: 27.930.430.631.431.7
> >
> > (a) If the manufactureres of car A want to adverti
;
>
>
>=
>Instructions for joining and leaving this list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>===
At 03:28 PM 1/22/01 -0500, Rich Ulrich wrote:
>"If Matt scored 121 on an IQ test and Damien scored 123 on the same
>test, what is the maximum difference in their IQs?"
the comparable item to the real one shown before would be: "if matt was
measured ACCURATELY (rounded to the nearest single IQ
At 08:29 PM 1/22/01 +, Gene Gallagher wrote:
>The scale is set from 200 to 280, but the maximum score that I've seen
>so far is 257 (Boston Latin Math). The DOE only provides these data as
>pdf's so it is difficult to find the max.
is this a MEAN for a school? could the mean for a school r
60
MTB > sum c21
Sum of C21
Sum of C21 = 953.20
MTB >
_____
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/
su.edu/users/droberts/mtbcommands/
if you have any questions and/or suggestions about this list, please let me
know at
<mailto:[EMAIL PROTECTED]>
thanks ... and please help me make this list a useful addition to the genre
of using minitab to do one's analytical work!
_
At 10:49 AM 1/18/01 -0600, Ken K. wrote:
>I find BH&H to be quite good, but a little hard to read and getting a little
>dated. I much prefer "Design and Analysis of Experiments" by Douglas C.
>Montgomery, John Wiley & Sons, ISBN 0-471-52000-4
>
>I really like the simple style Montogomery uses in a
> > >37. When Matt's and Damien's broad jumps were measured accurately to
> > >the nearest foot, each measurement was 21 feet. Which statement best
> > >describes the greatest possible difference in the lengths of Matt¹s
> > >jump and Damien's jump?
> > >A. One jump could be up to 1/4 foot longe
At 03:57 PM 1/17/01 -0500, Rich Ulrich wrote:
> - Okay, here is my answer before I repeat the official ones.
>The "greatest possible difference" is *at least* one foot.
>If this is a dedicated math question, the aspect of roundoff should
>give "one foot (minimum)"; and any slightest introduct
assessment systems has a good array of test analysis software
http://www.assess.com/softmenu.html
At 10:17 PM 1/17/01 +0100, Sky wrote:
>Maybe they have something for you here: http://www.gamma.rug.nl
>They have a couple of programs on Rasch modelling and some other Item
>Respons Theory programs
At 12:28 PM 1/17/01 -0600, Paul R Swank wrote:
>But if you group the subjects on the basis of their pretest scores, the
>lowest group gains 23.1 points while the highest group only gains 19.2.
>Looking at the graph, I note that the person who scored 34 on the pretest
>did not increase as much a
At 12:56 PM 1/17/01 -0400, Robert J. MacG. Dawson wrote:
> The testing example is not a stationary process,
well, does this mean that NO testing example when there is a less than
perfect r between the two sets of "test" measures ... would qualify for
being a context in which to illustr
here are some of the actual reported galton data ... scatterplots between
fathers' and sons' heights ... interesting tidbit about these data ...
clearly, some fathers sired not only sons ... but also daughters ...
S ... for the case of daughters ... the value that was imputed was
a mul
in the pre to post example i gave ... we saw that higher scoring students
on a pretest can GAIN MORE than lower scoring students on a pretest ...
there, we looked at RAW data ... and RAW gains (ie, there was a + r between
pre and gain)
now, both pre and post tests could have been put in a posi
here is an example to ponder ...
let's say that you are an instructor in a course and have decided to
administer a 100 point final exam ... the very first day of class ... and
then some alternate form of that 100 item test the very last day of class
... in general, to see what people "gain"
n
At 01:49 AM 1/17/01 +, Elliot Cramer wrote:
>There seems to be some confusion about what regression to the mean
>means. Noone is penalized (or advantaged) because of regression to the
>mean. You ALWAYS have RTM in a population whether everyone improves or
>gets worse. It is a property of s
es not mean the same thing as "to within one foot" or "to an
>accuracy/tolerance of plus or minus one foot" which I suppose yields the
>canonical wrong answer. The use of the word "nearest" is crucial.
==
At 11:42 AM 1/12/01 -0600, Paul R Swank wrote:
>snip
>The local schools are already being forced to teach to the test.
AH HA ... THE TEXAS PLAN
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Instructions for joining and leaving this list and remarks about
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At 01:30 PM 1/12/01 +, Gene Gallagher wrote:
No, Each one of the 1539 schools in the state was evaluated. The
districts were simply sent the results on the percent of their schools
that had failed to meet their targets or that had met their target
increases. All schools had to increase their
At 01:12 PM 1/12/01 +, Gene Gallagher wrote:
>I do believe that regression to the mean is involved here.
i just reiterate that regression in this case ... involves a correlation
between two columns of MEANS ... means for schools OR means for districts
... and means do NOT change that much
i went to some of the sites given in the urls ... and, quite frankly, it is
kind of difficult to really get a feel for what has transpired ... and how
targets were set ... and how goals were assessed
regardless of whether we like this kind of an approach for accountability
... or not ... we al
At 11:31 PM 1/10/01 -0500, Bob Hayden wrote:
regression to the mean applies to relative position ... NOT raw scores
let's say we give a test called a final exam at the beginning of a course
... and assume for a moment that there is some spread ... though the mean
necessarily would be rather lo
this morning ... silly as it sounds ... i went to the following site
http://msn.zdnet.com/partners/msn/bandwidth/speedtest500.htm
which tests your internet throughput speed (nice site!)
and with both ie and netscape open ...
toggled back and forth between the two ... took 10 readings each (by
ulled off, i have no idea
==========
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
=
Instructions for joining and leaving this l
rks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=====
======
dennis roberts, penn state university
educational ps
st thing on my mind but, the thought of
even suggesting it seemed silly in itself)
======
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/dr
or rain to vote if it was
>announced by CNN the election was decided by, let's say,
>Philadelphia--- before you could cast a vote?
==
dennis roberts, penn state university
educatio
i think most would agree that the inclusion of something akin to ? on an
item scale creates problems ... but, the lack of having that ? does not
mean that all problems go away ... because, even in that case ... what does
a S do if they truly have not particular leaning one way or the other?
un
At 05:56 AM 1/5/01 +, James Aldren wrote:
> The paper doesn't actually mention ?s at
>all, which suggests to me that this probably isn't a very common, and
>certainly
>isn't a recommended thing to do.
i think by common convention ... the midpoint could be seen as ? or (some
middle number)
i randomly generated some data for n=200 and n=2000 from an integer
distribution ranging from 20 to 50 ... in the older graphics mode, here
is what i got
Histogram of C1 N =
200
Midpoint Count
20
6 **
24 24
28
At 01:55 PM 1/4/01 -0500, Bob Hayden wrote:
>- Forwarded message from [EMAIL PROTECTED] -
>
>It means the questioner has given up the right to average responses!-)
>
>Since it is anyone's guess what "?" means, you would need to give
>counts or percents for each response and leave it to the
ean?
>
>Appreciate any help you can give me
>
>
>James
>
>
>=
>Instructions for joining and leaving this list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
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>===
UES
(primarily statistical) THAT ARE WORTHY OF CATALOGING AND DISCUSSION (for
students and others)
any suggestions, please let me know ...
NOTE: i have NOT examined the contents of this document so ... let the link
follower beware!
=====
dennis roberts, educational psychology
penn state
what extent "statistical" notions play some/no role in each component of
the process
so, i think it would be of value to follow up on frank's suggestion ... and
see to what extent we can separate the wheat ... from the chads (that is,
real statistical issues)
=
denn
joining and leaving this list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=========
==
dennis roberts
=
>Instructions for joining and leaving this list and remarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=
=
dennis roberts, e
please do NOT send ANY attachments to lists ... please ONLY send
attachments to specific individuals who request them ...
there are so many potential virus (and other) problems ... we just can't
afford to put others at risk this way
thanks!
=
dennis roberts, educat
> > X-Authentication-Warning: jse.stat.ncsu.edu: majordom set sender to
> > [EMAIL PROTECTED] using -f
> > X-PH: V4.1@f05n09
=
dennis roberts, educational psychology
penn state university, 208 cedar building
university park, pa USA 16802 ... AC 8148632401
[E
intervals, central limit
theorem, etc. ... and categorized book difficulties into 1/2
truths, definitional errors, cart-before-the-horse, etc. ... kinds of
mistakes ...
i still use this paper ...
=
dennis roberts, educational psychology
penn state university, 208 cedar building
about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=
=
dennis roberts, educational psychology
penn state university, 208 cedar building
university park, pa USA 168
gt; http://jse.stat.ncsu.edu/
>=
==========
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
==
errors impact on the TRUE count of
the ballots?
At 12:57 PM 11/30/00 +, Gene Gallagher wrote:
>There seems to be some misunderstanding in the press about a fundamental
>difference between a sample of a larger population and a complete
>census.
dennis roberts, educational psychology
p
s about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=
dennis roberts, educational psychology
penn state university, 208 cedar building
univer
>
>--
>Alan McLean ([EMAIL PROTECTED])
>Department of Econometrics and Business Statistics
>Monash University, Caulfield Campus, Melbourne
>Tel: +61 03 9903 2102Fax: +61 03 9903 2007
>
>
>=========
f this and then create test
items (of a variety of item formats) that would tap this "understanding"
==========
dennis roberts, penn state university
educational psychology, 8148632
emarks about
>the problem of INAPPROPRIATE MESSAGES are available at
> http://jse.stat.ncsu.edu/
>=
dennis roberts, educational psychology
penn state university, 208 cedar building
u
est in some
students ...
how else would herman propose that we get people interested in statistics?
they have to start somewhere and sometime
==========
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.ps
calculus ... or geography ... or intro humanities ... or english
lit ... or physics ... or
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
==
if anyone is interested, the document for this can be found (need acrobat
reader) at:
http://a388.g.akamai.net/f/388/21/1d/www.cnn.com/ELECTION/2000/resources/fla.sc.opinion.pdf
happy thanksgiving holiday reading!
dennis roberts, educational psychology
penn state university, 208 cedar building
have a look at ...
http://www.woodleyside.co.uk/stats.htm
=
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why should a no vote option cause a ballot to be rejected? is there a law
that says IF you vote, you have to vote for each and every category on the
ballot?
At 10:15 AM 11/15/00 -0500, Drake R. Bradley wrote:
>With regard to the number of ballots rejected from the Florida (and
>other) precincts
seems like only boxing still allows a draw ... all other major sports (in
which falls politics!) has sudden death ... playoffs, etc.
At 01:16 PM 11/15/00 +, David Hardman wrote:
>Let's face it folks: IT'S A DRAW!
>Seriously, one can't help but think that the voting system
>should have som
te the benefit one can derive from doing a trial run ...
ON THOSE WHO ULTIMATELY WILL BE the target population ...
it would only have taken probably 10 potential voters to view and have
confusion about this ballot expressed ...
==
interesting, i have never seen SO many posts about AN issue as this one is
getting ... i reckon that is good ...
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober
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