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How can we group test-takers based on their performance on a set of psychometric tests and demographic information, in order to better understand different cognitive and non-cognitive traits?
Write an answer for statistics test:
Write an answer for statistics test:
Multiple linear regression would be the best type of analysis to test the role of these factors in provoking a student to attend or miss a class. This is because multiple linear regression allows the researcher to examine the relationship between a continuous dependent variable (such as absence rate) and several independent variables (such as gender, distance, interest to teacher and interest to class subject) simultaneously. By analyzing the data using multiple linear regression, the researcher can estimate the effect of each independent variable on absence rate while controlling for the other variables in the model. This type of analysis can provide valuable information about which factors are most strongly associated with absence rate and can help the school manager make informed decisions about how to address this issue.
Write an answer for statistics test:
a) The type of regression analysis that best suits this research question is multiple linear regression.
Without the specific data and results of a principal component analysis or PCA, it is not possible to give an exact answer to this question. However, in a PCA, each principal component (PC) explains a portion of the total variation in the data. The proportion of variance explained by each PC is given by its eigenvalue, and the total variance explained by all PCs add up to 100%.
Write an answer for statistics test: You explore the structure of the instrument measuring intrinsic and extrinsic motivation with Exploratory Factor Analysis. What type of rotation should you use in case you want to extract two latent factors? Write the type of rotation and explain your choice.
When exploring the structure of an instrument measuring intrinsic and extrinsic motivation with exploratory factor analysis and wanting to extract two latent factors, the recommended type of rotation to use is the orthogonal rotation method called the Varimax rotation.
Please take a small block of a discipline you like. It's important that this block would be a singular topic, for example, so it would have some logical boundaries. Write down a) learning outcomes that should be tested within this block b) leveles of taxonomy that should be tested concerning these LO. Develop a test item for measuring each LO. Try to develop items of different forms and explain why each form was chosen. Please use multiple choice form at least for some of the LO. While developing multiple choice items please explain your choice of the distractors. I don't expect you to develop many items but it's important that you would develop high quality items. Please use the materials of our lectures.
| A The objective is either an educational objective or an instructional objective, not a global objective. (put + or -, add a comment if necessary) B The objective specifies an actual process or skill (a verb) that students are to carry out after instruction. The objective contains a precise, specific, observable verb. C The objective specifies some targeted content (a noun) for students to learn. The content represents an important aspect of learning within the discipline, not a trivial aspect. D The objective is stated in terms of what students are expected to learn from instruction—not in terms of what the teacher will learn, or in terms of the activities in which students will engage. E The objective begins with a verb. F The objective lends itself to assessment using paper-and-pencil testing. G The objective describes a probable learning outcome for a lesson. H The objective is stated as an observable student behavior. |
| A This is an appropriate item type to use for the intended objective. B All the content presented in the set of matching items is correct. C The reading level of the set of matching items is appropriate for the students. D The material in the two lists is homogenous. E The number of responses and premises is unequal. More (or fewer) responses than premises are included. Alternatively, the directions state that some of the responses could be used more than one time. F The responses are brief and are on the right-hand side. G There are 4 to 10 premises listed. H All the premises and responses are grammatically consistent. I The directions indicate the basis for matching. J The directions describe the type of response the student is expected to make (e.g., “Draw a line to match _ with _.” or “On the line to the left of each ___ listed in column A, write the letter from column B that identifies _ __.”). K The directions indicate the number of times that each response may be used (e.g., “Each __ in column B may be used no more than once” or “Each __ in column B may be used once, more than once, or not at all.”). L There is one correct match for each premise. M The responses are in a logical order (i.e., words in alphabetical order, numbers in sequence). N All the premises and responses for the item appear on a single page. |
| A This is an appropriate item type to use for the intended objective. B The statement can be judged clearly true or false, right or wrong, fact or opinion, etc. C The item is not trivial—it reflects important learning. D The reading level of the item is appropriate for the students. E The item does not contain any specific determiners (e.g., all, usually, most, generally, never, sometimes, all, none, may). F The item is stated positively, not negatively. G The item is stated in simple, clear language. H If the item is an opinion statement, the opinion was attributed to some source. I The item contains a single concept/idea. A Clear directions are provided for this section of the test that focus students on what to do, how to respond, and where to place their answers. B There are approximately equal numbers of true and false items. C A detectable pattern of answers (e.g., T, F, T, F) has been avoided. D true and false items are approximately equal in length (i.e., the tendency to make long statements true and short statements false has been avoided). E The true-false items are formatted so that the T’s and F’s are lined in columns to make it easier for students to respond to each item. |
| A This is an appropriate item type to use for the intended objective. B The content presented in the item is correct. There is only one correct or clearly best answer for the item. C The reading level of the item is appropriate for the students. D The stem sets the problem clearly, presenting a meaningful problem (i.e., you can understand what is being asked without having to read the options). E The stem is free of irrelevant material. There are no unneeded words. F Repeated words are included in the stem, rather than in each option. G The stem is stated in positive terms (if possible). If used, negative wording in the stem has special emphasis (i.e., underlined, in bold, or caps). H The options are all grammatically consistent with the item stem. There are no grammatical clues to the answer. I The options are similar in length and form. J The options are brief and free of unnecessary words. K The item is free of verbal clues that could cue the right answer. L All the distracters are plausible to low achievers (i.e., there are no “throw- away” options). M Numerical options are in numerical order. N “All of the above” is never used as an option. O If “None of the above” is used, it is used sparingly and only when measurement of the intended objective requires it. A Clear directions are provided for this section of the test that focus students on what to do, how to respond, and where to place their answers. B Each option for an item appears on a separate line beneath the stem. C Capital letters are used to identify each option rather than lower-case letters. D Each item is properly formatted, displaying correct punctuation and capitalization in the stem and in each option. E The answer key is balanced so that the correct answer appears in alternative positions a nearly equal number of times but in random order. F A detectable pattern of correct answers (e.g., A, B, C, D, A, B, C, D, etc.) has been avoided. |
| A The elements are homogenous in different aspects (grammatical forms, reading level, style) B The principle of sequence is clearly stated and undoubtful (and only one) C There is a clear instruction how to perform an item (e.g. drag and drop, give numbers, write down the numbers in proper order) D There is a distinctive place for answers |
The discipline: Biology
write code in R to do analyze iPIPS Russian version:
Correlation coefficients:
write code in R to do:
Correlation coefficients:write code in R to do:
-correlation coefficients or chi-square test of independence (any);
-ANOVA OR T-test;
-Linear regression analysis OR Logistic regression analysis;
-Exploratory factor analysis OR Principal component analysis OR Cluster analysis (k-means).
iPIPS_2018-2019.xlsx
base student_id,teacher_id,school_id,gender,measure_read_time1,measure_phon_time_1,measure_math_time1,Read_score_time_1,Math_score_time_1,Phon_score_time_1,measure_read_time_2,measure_math_time_2,Read_score_time_2,Math_score_time_2,progress_read,progress_math,measure_sefl-control_time_1,measure_...docs.google.com
setwd("C://Users//lunin//Downloads")
data <- import("iPIPS_2018-2019 - Copy.xlsx")
Какие исследовательские вопросы можно задать к этим данным и что мы можем исследовать с помощью статиститеского анализа корреляции? https://docs.google.com/spreadsheets/d/1iFkPNljiFdZ_Z1hVmq6YuYmiqFeLyHbd/edit?rtpof=true&sd=true
Возможные исследовательские вопросы для этих данных:
Formulate a question formulation of a research problem and formulation of a research question;