discussion 14
ACCOUNTING123
instrcyions.discussion14.docxWeek 14 Agenda
How can what I learned about statistics in this course help me better use and understand numerical assessment data?
Read the and watch following before starting the work
1. Read the attached chapter 6.
2. Listen to the following YouTube videos on item analysis:
a. (Part 1 - Numbers Everywhere: An Introduction to Item Analysis): https://www.youtube.com/watch?v=cHmVECRT-HE
b. (Part 2 - The Definition of Item Difficulty): https://www.youtube.com/watch?v=oI_7HkgZKj8
c. (Part 3 - Twenty-Seven Percent: The Index of Discrimination): https://www.youtube.com/watch?v=Fr1KMb8GNNs
d. (Part 4 - Putting it All Together: Using Distractor Analysis):
https://www.youtube.com/watch?v=c8r_6bT_VQo
3. Read the following about item analysis:
a. http://fcit.usf.edu/assessment/selected/responsec.html
Requirements:
1. Journal: Complete the following item analysis activity
Fifteen students have taken an objective assessment. The quiz contained 10 questions. In Table 1 below, the students’ scores have been listed from high to low. There are four students in the upper half (Mary, Katy, Susan, Bob) and four students in the lower half (Becky, Jay, Tom, Peter). The number “1” indicates a correct answer on the question; “0” indicates an incorrect answer. The total score represents the percentage correct.
Table 1:
Attached is an EXCEL file containing the data in the above Table 1.
a. Using the data in Table 1, complete the Item Analysis Chart provided in the attached following word document
b. Once you have complete the Item Analysis Chart answer the following questions:
1. Which question was the easiest? Explain why.
2. Which question was the most difficult? Explain why.
3. Which item has the poorest discrimination? Explain why.
4. Which questions would you eliminate first (if any)? Explain why.
2. Group Discussion:
Read the following Scenario and examine the associated data Table 2:
SCENARIO: Suppose you’re teaching mathematics to a class of 20 sixth grade students and at the end of a unit on measurement, you gave a 100-point multiple-choice test on measurement concepts and skills and your students obtained the scores shown in this class list. (See Table 1 below) You know that students from this school have had trouble with measurement items on the state test in previous years, and you’re wondering whether you need to do more teaching in this area or can move on to the next topic. You take these scores into the teachers’ lounge and ask colleagues to take a look. When they ask about the test you explain that you designed it so that if a student gets a score of 80% or better on it, you are really quite confident that he or she understands the concepts. When a student’s score is lower than that, you feel there is something they still don’t understand.
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One of your colleagues pulls out his calculator and shows that the mean for these scores is 80.6. He then concludes: “The mean score is greater than 80. You’ve done your job. Move on! There’s lots more math to cover.”
· discuss whether or not you agree with this colleague’s conclusions.
