Course Number: MS/ED200
Course Title: Statistics in the Classroom
STUDENT LEARNING OUTCOMES
General & Specific
1. Descriptive Statistics
Understand and apply basic knowledge, methods,
and skills in educational statistics to classroom testing and evaluation
1.1 Define various vocabulary words used in
assessment, as shown in Appendix 1.
1.2 Define various vocabulary words used in
descriptive statistics, including the normal distribution curve, as shown in
Appendix 2.
1.3 Identify, through the application of
number sense, quantitative examples of key statistics
1.4 Define different kinds of objective
test items, including multiple-choice, fill-in-the-blank (including cloze
testing), true-and-false, and open-ended question.
1.5 Given scores of approximately 20-30
pupils on a simulated test, of a maximum score of at least 31 points, already
designed and developed in Chuuk with a KR-21
reliability of at least 0.85,
calculate with accuracy of at least 95% correct, the following descriptive
statistics on the test:
- frequency distribution
- mean, median, and mode
- standard deviation and standard
error
as documented in a written report of
test findings and recommendations.
1.6 Construct a frequency distribution of
scores taken from a simulated test.
[NOTE: There shall be 4 simulated
tests in the course, and the student will calculate the necessary statistics
with at least 95% correct by the 4th test.]
2. Statistical Inference and Instructional
Weaknesses
Understand and apply statistical methods to
upgrade teaching methods and to improve pupil learning in the classroom
Use appropriate formulas in determining
instructional weaknesses based on classroom test analysis
2.1 Given the calculated statistics on a
simulated test, anayze and evaluate pupil strengths and weaknesses for each test
item, through the use of item validity and
standard error, and recommend steps
to advance strengths and remediate weaknesses in learning styles, as documented
in a written report of test findings and
recommendations.
[NOTE: There shall be four such
reports, and, in each report, the student will recommend at least one
instructional strategy to advance learning strengths and at least
one
instructional strategy to remediate learning weaknesses.]
2.2 Given the calculated statistics on a
simulated test, analyze and evaluate teacher strengths and weaknesses for each
test item, through the use of item validity and
standard error, and recommend
steps to advance strengths and remediate weaknesses in teaching styles, as
documented in a written report of test findings and
recommendations.
[NOTE: There shall be four such
reports, and, in each report, the student will recommend at least one
instructional strategy to advance teaching strengths and at least
one
instructional strategy to remediate teaching weaknesses.]
2.3 Defend in a well-written paragraph the
importance of confidentiality in the use of test scores.
2.4 Explain in a well-written paragraph the
nature of a pre-/post-test, using samples from the TQEG modules for math and for
ESL.
[NOTE: The U.S. federally funded program, entitled Teacher Quality Enhancement
Grant, as implemented in the COM-FSM
Chuuk Campus' TQEG teacher training program
during the Summer of 2006, includes
pre-/post-tests for math and ESL. The use of such tests in this course presumes
that approval of this course outline grants
permission to use them.]
2.5 Given scores of students on the TQEG
module pre-/post tests, in both math and ESL, calculate with accuracy of at
least 95% correct the following inferential
statistics on the tests:
- chi-square (for post-testing)
- t-testing (for pre-/post-testing)
as documented in a written report of
test findings and recommendations.
[NOTE: There shall be 2 sets of
student scores on such tests, and the student will calculate the necessary
statistics with at least 95% correct by the 2nd test.]
2.6 Given the calculated statistics on the
TQEG module pre-/post-tests, analyze and evaluate strengths and weaknesses for
each test item, through the use of item
validity and standard error, and
recommend options to revise the test, as documented in a written report of test
findings and recommendations.
[NOTE: There shall be 2 such
reports, and, in each report, the student will recommend at least one revision
in test items.]
2.7 Construct a frequency distribution of
scores taken from the pre-/post-test.
3. Measurement of Readability
Understand and apply readability formulas to
select appropriate grade-level reading materials in the elementary school
(Grades 5-8) in Chuuk
3.1 Identify and collect a set of
instructional reading materials in actual use in Chuuk's elementary schools
(Grades 5-8), both public and private.
3.2 Describe in a narrative outline the
steps used to calculate readability of a book or instructional reading
material.
3.3 Given a reading material deemed
appropriate for reading instruction in Chuuk's upper-elementary grade levels,
calculate readability, using both SMOG and Fry's
readability chart, and justify
use or non-use of the reading material, by grade level, as documented in a
written report on readability.
[NOTE: There shall be at least
four reading materials, as already deemed appropriate and used by teachers at
upper-elementary grade levels in Chuuk's public and private schools.]