American Mathematics Competition. ACM Scores of 1998: Cumulative Distribution by Gender (n= 107,894 USA 8th Graders)

Slides:

Advertisements

Similar presentations

Advertisements

Item Analysis What makes a question good??? Answer options?

Chapter 10. Lorenz Curve and Gini Coefficient Measure distribution of thing your interested in. E.g.   Share of largest firms in an oligopolistic industry,

Lesson Seven Item Analysis. Contents Item Analysis Item Analysis Item difficulty (item facility) Item difficulty (item facility) Item difficulty Item.

1 Labor Market Introductory Standard Analysis Introductory Standard Analysis Supply of labor Demand for labor Wages – real and nominal Market clears –

Objective Exam Score Distribution. Item Difficulty Power Item

© 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment.

An Analysis of Factors Influencing the Attendance of 1 st Year University Students Angela Joyce National University of Ireland, Galway.

Item Analysis Prof. Trevor Gibbs. Item Analysis After you have set your assessment: How can you be sure that the test items are appropriate?—Not too easy.

Lesson Nine Item Analysis.

Table 6.1 Share of Aggregate Income Received by Families by Each Income Quintile, 1929–2001 Income quintile Lowest

Quantitative Data Analysis Definitions Examples of a data set Creating a data set Displaying and presenting data – frequency distributions Grouping and.

Classical Test Theory By ____________________. What is CCT?

FREQUENCY DISTRIBUTION. Objectives; Organize data in the form of frequency distribution Distinguish an exact limits, class mark, class intervals, cumulative.

- 1 - Organizational Culture and Employee Engagement 18 th Percentile ENGAGEMENT FACTOR 89 th Percentile Bottom 25 Top 25 DOCS OVERALL.

Sociology: Your Compass for a New World Robert J. Brym and John Lie Wadsworth Group/Thomson Learning © 2003.

New Mexico Asian Family Center FY12 Client Demographics July 1, 2011 to June 30, 2012.

Chapter 10. Lorenz Curve and Gini Coefficient Measure distribution of thing your interested in. E.g.   Share of largest firms in an oligopolistic industry,

Decimals and Percents Karla Gonzalez 8 th Grade Mathematics.

Techniques to improve test items and instruction

10/17/2015 State Board of Education 1 ANNUAL REPORT ON GIFTED AND TALENTED EDUCATION Academic Year

Thinking Mathematically Statistics: 12.5 Problem Solving with the Normal Distribution.

 decimals/cc-7th-fracs-to-decimals/v/converting-fractions-to-decimals-example.

Manhattan Catholic Schools Summary of Data for the Standards Assessment Report for Accreditation Cycle

Grade 3-8 English Language Arts English Language Arts Grades 3, 4, and 5 Total Public.

Chart one: All Respondents. Chart Two: Residents Only.

Percentages Percent comes from ‘per’ ‘cent’ which means ‘every’ ‘hundred’. Therefore: 20% means 20 out of every hundred. That is 20 ÷ % = = 20 ÷

1 Chapter 14 Income Distribution © 2003 South-Western College Publishing.

Slide 1 1. Profile Summary Report: Presentation Packet 2. Item Response Summary Report 3. Profile Summary Report Three reports to analyze student performance.

Creating a Frequency Distribution On a Mac. Frequency Distribution Either start a new Excel spreadsheet or click on any cell in the current spreadsheet.

Trade and Competitive Advantage. The Global Competitiveness Report World Economic Forum Global competitiveness.

American Dental Education Association DAT Count, Source: American Dental Education Association, U.S. Dental School Applicants and Enrollees,

Modeling Distributions of Data Describing location in a distribution Chapter 2.1.

Thinking Mathematically Statistics: 12.4 The Normal Distribution.

6 th Grade Social Studies Unit 3, Lesson 4 Population Pyramids.

Likert Scaling. Work quickly and effectively under pressure 49 Organize the work when directions are not specific. 39 Decide how to manage multiple tasks.

Measure distribution of thing your interested in. E.g.  Share of largest firms in an oligopolistic industry, e.g share of top eight, sixteen etc  distribution.

3.3 More about Contingency Tables Does the explanatory variable really seem to impact the response variable? Is it a strong or weak impact?

Utilizing Item Analysis to Improve the Evaluation of Student Performance Mihaiela Ristei Gugiu Central Michigan University Mihaiela Ristei Gugiu Central.

Kansas GED and Adult Education Dianne Glass, Director Kansas Board of Regents

Norm Referenced Your score can be compared with others 75 th Percentile Normed.

12 FURTHER MATHEMATICS STANDARD SCORES. Standard scores The 68–95–99.7% rule makes the standard deviation a natural measuring stick for normally distributed.

Mount Olive Township Public Schools PARCC Results.

Labour Force 15 Yrs+ by Sex & Major Occup. Group, 2001.

Unit 3: Macroeconomics Lesson 4: Economic Challenges.

Percent of Applicants and Enrollees by Range of Grade Point Averages, 2016 GPA Scores

Copyright © American Speech-Language-Hearing Association

HISD Dropout Rates Decrease Across the District

Table 4.1: Cumulative distribution of QoL-Index score in relation to dialysis modality, all dialysis patients

Algebra 2/Trig Name: _________________________

By ____________________

Engagement Survey Results: Demographics

Distribution of Income

India and China: “Stock of Skills”

Percent of Applicants and Enrollees by Range of Grade Point Averages, 2017 GPA Scores

Percent of Applicants and Enrollees by Range of Grade Point Averages, 2018 GPA Scores

Entering, Classifying and Comparing Data

2018 Meets* Developmental Meet 1 – 8:00 a.m. Saturday, September 22nd

© The Author(s) Published by Science and Education Publishing.

6th Grade Social Studies Unit 3, Lesson 4 Population Pyramids

AP Human Geography Population Pyramids.

1. What animal 2. Male or Female ? 4. Male or Female? Why? Why?

Consequences of diabetes-related stigma.

When we look at Massachusetts as a whole, there is much to celebrate

Building pattern  Complete the following tables and write the rule 

Cumulative Percentage

Cumulative Percentage

Supplementary Figure 1. Combined prevalence of overweight and obesity in female adolescents by area of residency (A) and household living conditions index.

© The Author(s) Published by Science and Education Publishing.

Presentation transcript:

American Mathematics Competition

ACM Scores of 1998: Cumulative Distribution by Gender (n= 107,894 USA 8th Graders)

ACM Scores of 1999: Cumulative Distribution by Gender (n= 107,441 USA 8th Graders)

ACM Scores of 2000: Cumulative Distribution by Gender (n= 102,073 USA 8th Graders)

ACM Scores of 2001: Cumulative Distribution by Gender (n= 85,900 USA 8th Graders)

ACM 1998 Item Difficulty Index Item #Item Difficulty*Item #Item Difficulty*Item #Item Difficulty* Note. * Percentage responding correctly to item.

ACM 1999 Item Difficulty Index Item #Item Difficulty*Item #Item Difficulty*Item #Item Difficulty* Note. * Percentage responding correctly to item.

ACM 2000 Item Difficulty Index Item #Item Difficulty*Item #Item Difficulty*Item #Item Difficulty* Note. * Percentage responding correctly to item.

ACM 2001 Item Difficulty Index Item #Item Difficulty*Item #Item Difficulty*Item #Item Difficulty* Note. * Percentage responding correctly to item.

Gender Impact on Item Difficulty Index (1998) Item # Item Difficulty* Item # Item Difficulty* Item # Item Difficulty* MFd**MF MF Note. * Percentage responding correctly to item. ** Percent difference between male (M) and female (F) students responding correctly.

Percent Responding Correctly to Item 5 by Quintile and by Gender (1998)

Percent Responding Correctly to Item 9 by Quintile and by Gender (1998)

Percent Responding Correctly to Item 15 by Quintile and by Gender (1998)

Gender Impact on Item Difficulty Index 1999 Item # Item Difficulty* Item # Item Difficulty* Item # Item Difficulty* MFd**MF MF Note. * Percentage responding correctly to item. ** Percent difference between male (M) and female (F) students responding correctly.

Percent Responding Correctly to Item 5 by Quintile and by Gender (1999)

Percent Responding Correctly to Item 14 by Quintile and by Gender (1999)

Percent Responding Correctly to Item 2 by Quintile and by Gender (1999)

Gender Impact on Item Difficulty Index 2000 Item # Item Difficulty* Item # Item Difficulty* Item # Item Difficulty* MFd**MF MF Note. * Percentage responding correctly to item. ** Percent difference between male (M) and female (F) students responding correctly.

Percent Responding Correctly to Item 10 by Quintile and by Gender (2000)

Percent Responding Correctly to Item 7 by Quintile and by Gender (2000)

Percent Responding Correctly to Item 15 by Quintile and by Gender (2000)

Gender Impact on Item Difficulty Index 2001 Item # Item Difficulty* Item # Item Difficulty* Item # Item Difficulty* MFd**MF MF Note. * Percentage responding correctly to item. ** Percent difference between male (M) and female (F) students responding correctly.

Percent Responding Correctly to Item 17 by Quintile and by Gender (2001)

Percent Responding Correctly to Item 22 by Quintile and by Gender (2001)

Percent Responding Correctly to Item 15 by Quintile and by Gender (2001)

Item Discrimination Index 1998 Item #Item Discrimination* Item #Item Discrimination* Item #Item Discrimination* Note. * Percent difference between top and bottom quintiles responding correctly.

Percent Responding Correctly to Item 5 by Quintile and by Gender (1998)

Percent Responding Correctly to Item 16 by Quintile and by Gender (1998)

Percent Responding Correctly to Item 10 by Quintile and by Gender (1998)

Item Discrimination Index 1999 Item #Item Discrimination* Item #Item Discrimination* Item #Item Discrimination* Note. * Percent difference between top and bottom quintiles responding correctly.

Percent Responding Correctly to Item 5 by Quintile and by Gender (1999)

Percent Responding Correctly to Item 10 by Quintile and by Gender (1999)

Percent Responding Correctly to Item 19 by Quintile and by Gender (1999)

Item Discrimination Index 2000 Item #Item Discrimination* Item #Item Discrimination* Item #Item Discrimination* Note. * Percent difference between top and bottom quintiles responding correctly.

Percent Responding Correctly to Item 6 by Quintile and by Gender (2000)

Percent Responding Correctly to Item 16 by Quintile and by Gender (2000)

Percent Responding Correctly to Item 15 by Quintile and by Gender (2000)

Item Discrimination Index 2001 Item #Item Discrimination* Item #Item Discrimination* Item #Item Discrimination* Note. * Percent difference between top and bottom quintiles responding correctly.

Percent Responding Correctly to Item 8 by Quintile and by Gender (2001)

Percent Responding Correctly to Item 12 by Quintile and by Gender (2001)

Percent Responding Correctly to Item 4 by Quintile and by Gender (2001)