Colonialwilliamsburg
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Colonial life revolved around farming, religion, and community. Wealthier colonists lived in large homes with chimneys, marble steps, and attached kitchens and slave quarters. Farming practices included beekeeping, herb markets, and using pulleys to turn meat on spits. Churches and courthouses served as community gathering places. Transportation included carriages, carts pulled by oxen, and ships for travel and trade.
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1. The document discusses hypothesis testing using a one-sample t-test when the population variance is unknown.
2. It provides examples of when to use a z-test or t-test, and walks through the steps of conducting a one-sample t-test including stating hypotheses, determining critical values, computing test statistics, and making conclusions.
3. An example problem demonstrates these steps, testing if a therapy reduces test anxiety below a population mean of 20, finding the sample mean is significantly lower.
Variables
This document discusses key concepts in research variables including:
1) Independent variables are those that influence or explain variation in the dependent variable, while dependent variables are outcomes measured.
2) Variables can be categorical (taking a small set of values) or continuous (quantitative and measured on a scale).
3) Scales of measurement include nominal (labels), ordinal (ordered ranks), interval (equal intervals), and ratio (true zero point).
4) Identifying the independent and dependent variables and their properties (categorical vs. continuous, scale of measurement) is important for research questions.
Calculating Standard Deviation (Sample)
To calculate the standard deviation of a sample: 1) Calculate the sum of squares by squaring each score and adding them up, then subtracting the squared sum of all scores divided by the sample size. 2) Plug the sum of squares into the numerator of the standard deviation formula. 3) Interpret the standard deviation as the average distance observations are from the sample mean.
Validity And Reliabilty
This presentation discusses the concepts of validity and reliability as they relate to examination scores. Validity refers to whether a test measures what it intends to measure, and there are three types: content validity, construct validity, and criterion validity. Reliability refers to the consistency and stability of test scores and is concerned with minimizing errors. A test can be reliable but not valid, as reliability is a necessary but not sufficient condition for validity. Both concepts are important for determining the quality and usefulness of examination scores.
Objective Items
This presentation discusses objective test items that can be scored without human interpretation. It provides examples of true-false, matching, multiple choice, and fill-in-the-blank items. While objective items work best at testing lower levels of thinking like knowledge and comprehension, multiple choice items can also test higher levels when written thoughtfully. The presentation cautions that all item types can become too easy or esoteric, so items should be written to test moderate difficulty. It also notes that matching items can become simplistic to answer and fill-in-the-blank depends on how answers will be graded. The presentation was developed for a class on educational testing and grading.
Learning Objectives 1
This presentation discusses learning objectives and their role in education. It begins by noting that learning objectives aim to produce students who have mastered important concepts. While some scholars question the need for objectives, this presentation will explore their proper form and function. Specifically, it will discuss how to write objectives that focus on observable student behaviors and outcomes, rather than just content or teacher actions. Examples are provided to illustrate how to write objectives with a clear action and intent statement. The presentation aims to dispel myths about objectives and provide guidance for writing effective objectives.
Essays
This presentation discusses strategies for developing effective essay questions and rubrics for grading essays and other constructed response items. It distinguishes between restricted response essays, which have defined correct answers, and extended response essays, which are more open-ended. The presentation provides tips for creating rubrics, including determining the learning objective, taxonomy, and expected components of students' answers. It also addresses issues that can threaten the reliability and validity of essay scoring, such as inconsistencies between raters and biases. Throughout, it emphasizes the importance of using rubrics systematically and providing students with feedback.
State Clues
This document provides information about a state organized under several categories: movement of goods and people within the state; the state's highest and lowest points and border landforms; major economic activities and ways humans have modified and adapted to the environment; the state's location and time zone; area, climate, and ecosystems; the state's history of involvement in conflicts, establishment date, first explorer, native cultures, contributions, and past ownership; the state's US Senators and number of Representatives; best transportation methods to and goods movement to and from a city; bodies of water near the city; major city industries; direction from the state capital; a famous city landmark; city population; and nearest state park.
Big6
This document introduces the Big 6 model for teaching information literacy skills. It explains that with more information available, students need guidance to effectively find and use what they need. The Big 6 is a six step process for defining information problems, locating relevant sources, accessing, using, synthesizing and evaluating information. The document then outlines each step in the Big 6 framework.
DTE Energy Grant
Ida Public Schools received a $10,000 grant to purchase 6 classroom performance systems and an exam view question bank for use in 5th-8th grade math classes over two years. Pre and post-tests assessed student performance in math concepts. Results showed improvement in test scores from pre to post-testing each year. While some grade levels saw larger gains than others, all scores remained above state averages. Teachers benefited from technology integration skills and ability to use assessment data to inform instruction.
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Colonialwilliamsburg
- 4. Thomas Jefferson writing the Declaration of Independence
- 5. Colonial House • Notice how large the chimney is in comparison to the rest of the house.
- 6. Colonial home of the wealthy • The top picture has tree taps for gathering maple sugar in the spring. • The steps are made of marble, which was a sign of wealth.
- 7. Flat front of houses
- 8. Colonial farmer pruning trees
- 9. Hand made wheel barrow with a removable basket.
- 10. Farming practices - hot house for plants, herb market for healing the sick and woven bee houses for pollinating the orchards. Bees were unknown in the colonies until the colonists brought them.
- 11. Church George Washington and Graves Thomas Jefferson attended were right outside the church.
- 12. Typical home of the wealthy planter with many slaves
- 13. Pigeon house used to carry messages and well with a cover
- 14. Buggy pulled by horses
- 15. Sun dial - one common way to tell time
- 16. Weaving loom
- 17. Slave bed and slave child’s mattress at the foot of the real bed • The washroom was attached to the slave sleeping quarters • Water was heated over the stove and scrubbed on a scrub board.
- 18. Meats for a colonial dinner - yum!
- 19. • The top picture shows a hand pulley with weights that was connected to the spit the turkey was on to turn it for 10-15 minutes automatically. This freed up the cook to continue with other tasks.
- 20. Working in the kitchen This was usually a separate small building away from the house.
- 21. Wooden flute made from a hard wood, probably hickory
- 22. Needlework done in the evenings by the ladies
- 24. Bedchambers of the colonial rich - Curtains help to keep you warm at night
- 25. Where Thomas Jefferson studied law
- 26. Mrs. Hoffman in front of the house where Thomas Jefferson studied law.
- 27. Front of Colonial Williamsburg governor’s mansion -1699 to 1780
- 28. Entrance to the governor’s mansion • They needed to make a grand show of their power so the entrance way was decorated with may guns a swords.
- 29. A colonial map - look at the extensions of each colony
- 30. The large skeleton keys • Take notice of my watch by the big key hole.
- 31. The wig room • These were worn for special occasions.
- 32. The harpsichord This was in a large room a the back of the mansion. It would be played for the grand balls they gave several times a year. They would last for about 8 hours.
- 33. Military fence - made of criss crossed poles.
- 34. The courthouse
- 36. Gun Powder - stored in kegs
- 37. Business signs did not have words - many colonists could not read
- 38. Using oxen to go to market
- 39. The Capitol building of Virginia