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Overview of Alternative Assessment Methods

Overview of Alternative Assessment Methods. John Holcomb Cleveland State University http://academic.csuohio.edu/holcombj j.p.holcomb@csuohio.edu. Outline. Writing Assignments/Projects Data Analysis Projects Term Projects Class Projects Team Projects Individual Projects

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Overview of Alternative Assessment Methods

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  1. Overview of Alternative Assessment Methods John Holcomb Cleveland State University http://academic.csuohio.edu/holcombj j.p.holcomb@csuohio.edu

  2. Outline • Writing Assignments/Projects • Data Analysis Projects • Term Projects • Class Projects • Team Projects • Individual Projects • In-Class Projects • Creating your own Projects • Other Rubrics • Student Journals

  3. Writing Assignments/Projects • Joy Jordan’s ARTIST Roundtable Presentation • https://data.gen.umn.edu/artist/publications.html • First Day/Last Day Informal Writing • On the first day and last day of class, students informally wrote for 5 minutes on the following question: • What is statistics and how is it relevant? • They turned in their writing, but did not include their names.

  4. Formal Example Assignment (not well thought out) • Select a newspaper, magazine, or Internet article that involves statistics, as you currently know it (be sure to include the source). Type a short (2 – 3 paragraphs) yet complete explanation of how and why the statistics are used in the article. If you think the statistics are used well (e.g., illuminated a point), then explain why. Or if you think the statistics are misused, then explain why.

  5. Revamped Example Assignment Carefully read the newspaper article included below. Type a 1-page, single-spaced letter to the editor, responding to the article. In the letter, clearly explain if the study allows for the conclusion that a causal relationship exists between [insert variables from any article]. Because you are writing to all readers of the newspaper, do not assume that your audience has taken a statistics course (i.e., do not use technical terms).

  6. Sources of Articles • http://news.yahoo.com/ • http://www.nytimes.com/pages/health/index.html • Girls abused by dates at higher STD risk • Can make Quiz based on these kinds of articles • What is the population of interest? • What kind of study was completed? • What is a major finding of the study? • Does the article claim or imply a casual connection? Is it warranted?

  7. Second Example of Formal Writing Hey Kiddo, I am worried about Grandma. Remember that she was diagnosed with high blood pressure? Well, she’s currently taking the medication Makemewell to lower her blood pressure. At the time of Grandma’s diagnosis, her doctor said that a randomized, double-blind experiment had been conducted and that Makemewell was shown more effective in lowering blood pressure than a placebo. To be honest, I have no idea what any of that means, but I believed and trusted the doctor. Now I’ve heard two stories that make me think differently. Larry, our next-door-neighbor, was taking Makemewell and he got a terrible fever that put him in the hospital. Also, my coworker, Sally, actually had her blood pressure go up while she was taking Makemewell! I’m now very suspicious of this medication. I know that you’re taking a statistics course at college. Based on the information I’ve given you, do you think Grandma should stop taking her medication? Whatever your opinion, will you please explain yourself thoroughly and clearly? (I will draw on your responses when I talk with the doctor.) And please don’t use any statistics mumbojumbo that I won’t understand. I really appreciate your help with this. Love, Dad Your assignment is to type a 1-2 page letter (single-spaced, 12-pt. font) responding to your dad.

  8. Grading Criteria • Assignment #1 • Grading Criteria (30 points possible) • ____ The explanation to your dad convinces me (your teacher) that you understand the statistical concepts involved in the assignment. (14 points) • ____ The explanation to your dad is thorough, well organized, and clear. (6 points) • ____ The explanation to your dad is presented in non-technical terms that he will understand. (5 points) • ____ You successfully paid attention to accepted conventions of language use (syntax, spelling, grammar, readability, etc.) (5 points)

  9. Can have Peer Review of Letter to Dad • Follow up Assignment on explaining the meaning of the p-value from the clinical trial that approved Makemewell.

  10. Data Analysis Projects • Information at https://data.gen.umn.edu/artist/projects.html • Data Collection Projects • Students collect data and work on project all term long • Sandra Fillebrown, “Using Projects in an Elementary Statistics Course for Non-Science Majors,” Journal of Statistics Education v.2, n.2 (1994)

  11. Brown: Schedule of Activities • Description of Topic • Method of collecting data • Data in rough form • Data in spreadsheet form • Rough draft • Final drafts

  12. Chance: Checklist • Introduction • Summary of data collection (no such thing as “too much detail” in this section!) • Summarize and interpret the data (concise, well-labeled, easy to read) • Statistical inference (with justification for procedures chosen) • Interpretation/Explanation of Results • Overall Conclusions

  13. Beth Chance Rubric • Grading Criteria for Final Report: • 10%: Quality of written report • 20%: Design of survey/experiment – was data collection adequately explained, were the appropriate data collected to answer the questions posed. Points here will include originality of topic chosen. • 25%: Correctness of statistical analysis and checks of technical conditions • 20%: Appropriateness of interpretations of the results of the statistical calculations and conclusions (is it a cause and effect relationship? what is a reasonable population?) • Presentations: (other 25%)

  14. Smith, G. (1998) • "Learning Statistics By Doing Statistics" Journal of Statistics Education [Online], 6(3)www.amstat.org/publications/jse/v6n3/smith.html • Appendix has 20 project ideas • Challenges to Term Projects • Small Sample Sizes • Students don’t know enough to complete analysis

  15. Class Projects • Nathan Wetzel, Class Data Collection and Analysis – AssessmentSTATS, Spring 2005 • http://www.rossmanchance.com/artist/Proctoc.html • Assignment 1 • (10 points) We want to design a study of fast food. We have an imaginary client who has asked us to get answers to the following questions. • How many ounces are in the average McDonald's Large French Fry? Small French Fry? • How often does the average UWSP student eat fast food? Is there a difference between men and women? • If you have any questions for our client, Professor Wetzel will play the role of the client.

  16. Grading Rubric (5 points) Basics: Does the description include all of the required parts including • accurate and appropriate use of terminology? • restatement • measurements - including specifics • questions to ask - including specifics • extra demographic question • how to get randomize - including specifics • other data (2 points) Organization: Is the description organized and neatly presented?

  17. Great answers also include some pluses. • Pluses: • Does the description include any significant extras? • Significant improvements to a basic data collection design. • Extra thought into the specifics of this context - recognizing potential problems and giving solutions. • Minuses: • Does the description indicate that the student is mimicking a book answer and not considering the context? • Does the description include a design that would be extremely impractical? • Does the randomization described introduce a significant confounding variable that was not identified?

  18. Assignment II • (22 points) Analyze all interesting portions of the data and write a short report (at least 2 pages, double spaced, typed, not including graphs) to our client summarizing our data collection, your analysis and your interpretation. Write the report to a client who understands p-values, but is not interested in the details of the computations. Your client understands all of the graphical methods that we have looked at. In other words, don't include MINITAB hypothesis test output, but do include graphical summaries. In addition, include a short letter that we could send to McDonalds. Notice that this part is the main part of the assignment. 'Good' answers will receive 14 points, you must do a great job to receive full credit. In other words, I want YOU to ANALYZE the data. This part is open ended and in order to do a great job, you will need to look at MINITAB output that I did not explicitly tell you to get. You will also need to THINK AND CARE about the data. Answer the questions that the client should have asked or that you saw interesting results.

  19. Goals of Assessment: • The students know from the beginning that this problem will be assessed differently. I have found that many are very satisfied to get a score of 70% because they knew that their solution was average. • The students have access to solution to similar problems. • The assessment is done and the problem is handed back in a short time period. • The students who did not receive full credit have a chance to see what kinds of solution did receive full credit.

  20. Past Topics • www.uwsp.edu/math/wetzel/Artist • Other topics: • Surveys: Atomic bomb, campus parking, cell phone use, credit cards use, and Y2K worries. • Experiments: pulse rates, backpack weights, volume in Coke products, readability of Time magazine, chocolate chip cookie weights.

  21. Structured Data Analysis Projects with Existing Data • Holcomb and Ruffer, (2000), “Using a term- long project sequence in introductory statistics,” The American Statistician, 54, 49-53. • Use 2 data sets that are random samples from the North Carolina Birth Registry (www.irss.unc.edu/ncvital/bfd1down.html)

  22. http://academic.csuohio.edu/holcombj/

  23. Login: holcomb pwd: projects22

  24. Project Sequence • Summary Analysis • Probability Analysis • CI and Hypothesis Testing • Regression • https://data.gen.umn.edu/artist/resources.html • http://academic.csuohio.edu/holcombj/eku/

  25. Grading Rubric

  26. Individual Projects • 18 Unique Take Home Exams • Topics • Taste Testing Emu Meat (emu) • College Student Nutrition Survey (nutri) • Bone Screening (osteo) • Same format as Team Projects • Graded with Same Rubric • Given at Midterm and Final

  27. Data Cleaning Project • Published in November, 2005 JSE • http://www.amstat.org/publications/jse/contents_2005.html • 34 problem values, 4 of which stay missing • http://academic.csuohio.edu/holcombj/eku/index.html • This data can be used for projects with: • 2 sample t-tests • ANOVA (One-way, two-way) • regression

  28. In-Class Project • Domestic Violence Project • http://academic.csuohio.edu/holcombj/eku/index.html • Prevalence Ratios, Relative Risk, and Odds • Disease is X times more prevalent with risk factor than without risk factor • Prevalence Ratio – Cross Sectional Study • Relative Risk – Prospective Study • Odds – Case/Control Study • Odds is an estimate of PR and RR if probability of disease is less than 10%

  29. Creating Your Own Projects • National Opinion Research Center (NORC) • General Social Survey (GSS) • 1008 variables, 2765 observations • Latest data available is 2002 • Snapshot of American Population • Categorical and Continuous Variables • http://academic.csuohio.edu/holcombj/eku/

  30. Other Rubrics • Crannell, “Assessing Expository Mathematics: Grading Journals, Essays, and Other Vagaries”, Assessment Practices in Undergraduate Mathematics, MAA Notes 49, p. 113–115, (1999). • Emenaker, C. E., “Assessing Modeling Projects in Calculus and Precalculus: Two Approaches,” Assessment Practices in Undergraduate Mathematics, MAA Notes 49, p. 116-119, (1999). • Emert, J., “Assessing Modeling Projects in Calculus and Precalculus: Two Approaches,” Assessment Practices in Undergraduate Mathematics, MAA Notes 49.

  31. Sample Scoring Rubric - Crannell Does this paper: • clearly (re)state the problem to be solved? • state the answer in a complete sentence which stands on its own? • clearly state the assumptions which underlie the formulas? • provide a paragraph which explains how the problem will be approached? • clearly label diagrams, tables, graphs, or other visual representations of the math (if these are indeed used)? • define all variables used? • explain how each formula is derived, or where it can be found? • give acknowledgment where it is due? In this paper, • are the spelling, grammar, and punctuation correct? • is the mathematics correct? • did the writer solve the question that was originally asked? Total number of yeses = grade on paper.

  32. Sample Holistic Project Rubric - Emenaker • 4 points: Exemplary Response, All of the following characteristics must be present. • The answer is correct. • The explanation is clear and complete. • The explanation includes complete implementation of a mathematically correct plan. • 3 points: Good Response, Exactly one of the following characteristics is present. • The answer is correct due to a minor flaw in plan or an algebraic error. • The explanation lacks clarity • The explanation is complete • 2 points: Inadequate Response, Exactly two of the characteristics in the 3-point section are present OR One or more of the following characteristics are present. • The answer is incorrect due to a major flaw in the plan. • Explanation lacks clarity or is incomplete but does indicate some correct and relevant reasoning. • A plan is partially implemented and no solution is provided. • 1 point: Poor Response, All of the following characteristics must be present. • The answer is incorrect. • The explanation, if any, uses irrelevant arguments. • No plan for solution is attempted beyond just copying data given in the problem statement. • 0 points: No Response • The student’s paper is blank or contains only work that appears to have no relevance to the problem.

  33. Group Project Evaluation Form - Emert 1. Overall, how effectively did your group work together on the project? (Poorly, Adequately,Well, Extremely Well) 2. In an effective working group, each person should be an effective participant. How well did your group meet this goal? (Poorly, Adequately, Well, Extremely Well) 3. Give one specific example of something you learned from a group that you probably would not have learned alone. 4. Give one specific example of something another group member learned from you that he or she probably would not have learned alone. 5. What is the biggest challenge to group projects? How could this challenge be overcome?

  34. Student Journals • ARTIST resources from the CHANCE (Dartmouth) course • https://data.gen.umn.edu/artist/journals.html • Beth Chance, (2002) • "Components of Statistical Thinking and Implications for Instruction and Assessment"Journal of Statistics Education [Online], 10(3) www.amstat.org/publications/jse/v10n3/chance.html

  35. Chance: Journals • Students reflect on activities from Activity Based Statistics by Scheaffer, Gnanadesikan, Watkins, and Witmer • Explanation of activity • Answer directed questions • Helps get beyond the entertainment to the concept the activity communicates • Write Chapter Summaries • Worth 7.5% of final grade

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