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_ is
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 evidence'.
and Lise DeShea
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
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. The vast
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'.
I
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:
...
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 contradiction. A
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, I emphasise the use of p values - in
many
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'.
I disagree. The p-value may be small when a study has enormous power yet a
Alan McLean wrote:
The p value is a direct measure of 'strength of evidence'.
and Lise DeShea responded:
I disagree. The p-value may be small when a
study has enormous power yet a small effect size.
A p-value by itself doesn't say much.
I don't think there's actually a
Robert J. MacG. Dawson wrote:
Alan McLean wrote:
The p value is a direct measure of 'strength of evidence'.
and Lise DeShea responded:
I disagree. The p-value may be small when a
study has enormous power yet a small effect size.
A p-value by itself doesn't say much.
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, I
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...
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
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 white
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.
But this approach made me think about artifacts in statistics. What are
list members views on teaching students to use tables. In the
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