The document provides information about the new GRE score scales introduced in August 2011. It discusses the new 130-170 score scales for the Verbal Reasoning and Quantitative Reasoning sections, which report scores in one-point increments, as well as the unchanged 0-6 scale for Analytical Writing. It also provides guidance for graduate programs on transitioning to the new scales and effectively evaluating applicants' scores.
This chapter discusses measurement and scaling techniques. It defines measurement as assigning numbers or symbols to object characteristics according to standardized rules. Scaling is measuring quantitative attributes. There are four primary scales of measurement: nominal (labels), ordinal (rank order), interval (equal distances), and ratio (absolute zero). Comparative scaling involves directly comparing objects and yields only ordinal data, while non-comparative scaling scales objects independently and can produce interval or ratio data. Comparative techniques include paired comparisons (preference between pairs), rank ordering (simultaneously ranking all objects), and constant sum scaling (allocating a fixed number of points among attributes).
This document discusses concepts related to measurement and scaling. It defines key terms like measurement, operationalization, scales, variables, constructs, levels of scale measurement (nominal, ordinal, interval, ratio), index measures, composite measures, reliability, validity, and sensitivity. It provides examples and explanations of these concepts to help understand how to properly measure phenomena and ensure accurate and meaningful measurement.
This document discusses measurement and scaling. It defines measurement as assigning numbers and scaling as placing respondents on a continuum. There are four types of measurement scales: nominal, ordinal, interval, and ratio scales. Nominal scales use numbers for identification while ordinal scales show more or less of a characteristic. Interval and ratio scales can be added and subtracted. The document also covers scaling techniques like Likert scales, semantic differentiation, and paired comparisons. It concludes with discussing criteria for good measurement including validity, reliability, and sensitivity.
This document provides information about ACT test scores and what they mean. It includes:
- Composite and subscores can range from 1-36, with subscores ranging from 1-18. The Composite is the average of the four subject tests.
- Benchmark scores indicate readiness for first-year college courses if met or exceeded.
- Ranks show the percentage of recent high school graduates with equal or lower scores.
- Scores have a score range and represent educational development at the time tested.
This document discusses various techniques for scaling and measurement in marketing research. It describes four primary scales of measurement - nominal, ordinal, interval, and ratio scales - and explains their characteristics. Comparative scaling techniques like paired comparisons and rank ordering are discussed as well as non-comparative techniques. Specific scaling approaches covered include Likert scales, semantic differentials, Stapel scales, and graphic rating scales. The document emphasizes that proper measurement and scaling are important aspects of the overall marketing research process.
This document discusses criteria for good scaling in measurement. It defines key concepts like measurement, constructs, scales, and the primary scales of measurement - nominal, ordinal, interval, and ratio scales. It explains the meaning and purpose of scaling and scales. It also discusses criteria for good measurement like unidimensionality, validity, reliability, practicality, and sensitivity. It emphasizes that for a scale to be valid, it must also be reliable, so reliability is a necessary but insufficient condition for validity.
This document provides the GRE raw score conversion chart for computer-based GRE exams administered between August 2011 and April 2012. The chart lists the raw scores from 40 to 1 on the left column, and the corresponding scaled scores for the verbal and quantitative sections and the verbal and quantitative percentile ranks among test takers on the right. For example, a raw score of 40 corresponds to a 170 scaled score for both sections and a percentile rank of 1% for both sections. The document also provides citation information at the bottom.
Daniel Smith took the Physical Education: Content and Design test on March 14, 2015. He earned a score of 181, which was within the typical score range of 163-176. His score was reported to the Connecticut Bureau of Educational Standards and Certification. Smith has a bachelor's degree in physical education and a master's degree in health and physical education from Long Island University. He has passed all Praxis tests taken as of April 10, 2015 based on the minimum scores required by the Connecticut agency.
This chapter discusses measurement and scaling techniques. It defines measurement as assigning numbers or symbols to object characteristics according to standardized rules. Scaling is measuring quantitative attributes. There are four primary scales of measurement: nominal (labels), ordinal (rank order), interval (equal distances), and ratio (absolute zero). Comparative scaling involves directly comparing objects and yields only ordinal data, while non-comparative scaling scales objects independently and can produce interval or ratio data. Comparative techniques include paired comparisons (preference between pairs), rank ordering (simultaneously ranking all objects), and constant sum scaling (allocating a fixed number of points among attributes).
This document discusses concepts related to measurement and scaling. It defines key terms like measurement, operationalization, scales, variables, constructs, levels of scale measurement (nominal, ordinal, interval, ratio), index measures, composite measures, reliability, validity, and sensitivity. It provides examples and explanations of these concepts to help understand how to properly measure phenomena and ensure accurate and meaningful measurement.
This document discusses measurement and scaling. It defines measurement as assigning numbers and scaling as placing respondents on a continuum. There are four types of measurement scales: nominal, ordinal, interval, and ratio scales. Nominal scales use numbers for identification while ordinal scales show more or less of a characteristic. Interval and ratio scales can be added and subtracted. The document also covers scaling techniques like Likert scales, semantic differentiation, and paired comparisons. It concludes with discussing criteria for good measurement including validity, reliability, and sensitivity.
This document provides information about ACT test scores and what they mean. It includes:
- Composite and subscores can range from 1-36, with subscores ranging from 1-18. The Composite is the average of the four subject tests.
- Benchmark scores indicate readiness for first-year college courses if met or exceeded.
- Ranks show the percentage of recent high school graduates with equal or lower scores.
- Scores have a score range and represent educational development at the time tested.
This document discusses various techniques for scaling and measurement in marketing research. It describes four primary scales of measurement - nominal, ordinal, interval, and ratio scales - and explains their characteristics. Comparative scaling techniques like paired comparisons and rank ordering are discussed as well as non-comparative techniques. Specific scaling approaches covered include Likert scales, semantic differentials, Stapel scales, and graphic rating scales. The document emphasizes that proper measurement and scaling are important aspects of the overall marketing research process.
This document discusses criteria for good scaling in measurement. It defines key concepts like measurement, constructs, scales, and the primary scales of measurement - nominal, ordinal, interval, and ratio scales. It explains the meaning and purpose of scaling and scales. It also discusses criteria for good measurement like unidimensionality, validity, reliability, practicality, and sensitivity. It emphasizes that for a scale to be valid, it must also be reliable, so reliability is a necessary but insufficient condition for validity.
This document provides the GRE raw score conversion chart for computer-based GRE exams administered between August 2011 and April 2012. The chart lists the raw scores from 40 to 1 on the left column, and the corresponding scaled scores for the verbal and quantitative sections and the verbal and quantitative percentile ranks among test takers on the right. For example, a raw score of 40 corresponds to a 170 scaled score for both sections and a percentile rank of 1% for both sections. The document also provides citation information at the bottom.
Daniel Smith took the Physical Education: Content and Design test on March 14, 2015. He earned a score of 181, which was within the typical score range of 163-176. His score was reported to the Connecticut Bureau of Educational Standards and Certification. Smith has a bachelor's degree in physical education and a master's degree in health and physical education from Long Island University. He has passed all Praxis tests taken as of April 10, 2015 based on the minimum scores required by the Connecticut agency.
Ofqual is taking steps to improve the quality of marking for GCSE and A-level exams in response to increasing rates of grade changes from enquiries about results. Actions include requiring more detailed data from exam boards, overhauling the enquiries and appeals systems, developing standardized quality indicators, researching best practices for mark scheme design, upgrading exam boards' action plans, improving monitoring of markers, and evaluating marker training effectiveness. Changes will be implemented between 2015 and 2017.
The document is a GRE score report for Srijeet Bhattacharjee which includes his test scores from June 27, 2014. It shows his Verbal Reasoning score was 164 (94th percentile), Quantitative Reasoning score was 164 (87th percentile), and Analytical Writing score was 5.0 (93rd percentile). The report also lists the score recipients as the London School of Economics and Political Science and the University of Warwick and provides information about score sending policies and interpretations.
The document provides instructions for scoring a SAT practice test. It explains that the test measures multiple scores on a common scale, including section scores, subscores, and cross-test scores. The summary provides step-by-step instructions to calculate total scores, section scores, subscores in specific content areas, and cross-test scores by using the provided answer key and conversion tables.
The document provides an overview of Ohio's value-added assessment and accountability system, including:
1) It describes the development of Ohio's two value-added models (URM and MRM) and the unification into a single system to expand teacher-level reporting statewide.
2) It summarizes recent changes and enhancements to Ohio's value-added reports, including the addition of subjects, inclusion of student historical data across districts, and expanded report views.
3) It discusses the role of value-added analysis in Ohio's accountability system and teacher evaluations under new laws.
This document provides a summary of a student's ACT test scores and results. It includes the following information:
- The student's scores on the ACT subtests of English, Math, Reading, Science, and an optional Writing test. It also provides the student's Composite score, which is the average of the other subtest scores.
- Benchmark scores that indicate the student's likelihood of success in related college courses. Some subscores are below the benchmark while others are at or above.
- The student's national and state percentile ranks, showing what percentage of other test takers scored the same or lower. Ranks are provided for each subtest and Composite score.
- Additional information and recommendations for
Data AnalysisResearch Report AssessmentBSBOllieShoresna
Data Analysis
Research Report Assessment
BSB123 Data Analysis
BSB123 Data Analysis
Notes on the Assessment
Covers Topics 1 – 10 i.e. descriptive statistics to Multiple Regression
Assignment is based around the international student recruitment industry looking specifically at students interested in postgraduate studies in USA
All 500 observations on spreadsheet are for international students
Variables are all related to factors which affect chance of being admitted and your job is to analyse this so that the company (GES) can advise future students about what to do and what their chances are of being admitted.
Report is split so that in each section you look at different aspects
You will need to do a summary incorporating elements of all of the parts to make recommendations.
Marks reflect (generally) the amount of work you need to do.
BSB123 Data Analysis
BSB123 Data Analysis
BSB123 Data Analysis
BSB123 Data Analysis
What am I looking for?
Can you select the correct technique / analysis to solve the question
Is that technique correctly and FULLY applied with calculations done correctly
E.g. in a hypothesis test, did you:
Correctly identify the test statistic (Z, T, F, χ2)
Did you include accurate hypotheses and decision rule which are consistent with each other
Were the calculations correct
Did you check to see if the assumptions or conditions of the test held
OR for Descriptive Statistics did you:
Consider all aspects of how you describe data and use the appropriate statistics to do that
Choose correct graph(s) for the type of data
Summarise the results to actually describe what you found – not just quote the stats.
Can you interpret the results – not just make a decision or complete a calculation.
Can you express the result in terms of the question and in a way which is understandable to your audience
In other words you will not get full marks unless you can correctly select the right approach to take for the data given, accurately and fully apply that analysis in a way which logically leads to a conclusion, make the conclusion in terms of the problem presented and then communicate that solution concisely and clearly
BSB123 Data Analysis
BSB123 Data Analysis
Examples from THA 4
H0: ≤ 700
H1: > 700
What is wrong with this?
BSB123 Data Analysis
BSB123 Data Analysis
Include title of analysis – t-Test: Two Sample Assuming Unequal Variances
5
Examples from THA 4
BSB123 Data Analysis
BSB123 Data Analysis
Look at t stat – all wrong – copied from somewhere – multiple students all getting it wrong
P and t test – do one
Used population terminology not sample
P-value – what is it?
6
Hypothesis Test
State the Hypotheses in terms of the parameter (µ,σ,p)
Identify the correct probability distribution (t, z, F, χ2)
Identify level of significance
State decision rule clearly
Use either test statistic method (i.e. in terms of t or z etc) or in terms of p-value. Don’t need to do both.
Decision rule must be consistent wit ...
This document provides an overview of performance management and appraisal. It discusses key concepts such as performance management being a continuous process that improves organizational effectiveness, while performance appraisal is a periodic formal review. Various performance appraisal methods are described, including traditional methods like graphic rating scales and forced distribution, as well as modern methods like behavioral anchored rating scales and management by objectives. The importance of goal setting, conducting appraisal interviews, and addressing problems like bias are also covered. The overall document serves as an introduction to performance management and appraisal processes and best practices.
The document summarizes the DepEd K to 12 grading system for kindergarten through grade 12 in the Philippines. For kindergarten, progress is recorded through checklists and anecdotal records rather than numerical grades. For grades 1 to 12, grades are based on the weighted scores of summative assessments, including quarterly exams, written work, and performance tasks. Final grades are computed by converting raw scores to percentage scores, applying component weights, summing the weighted scores to get an initial grade, and then transmuting the initial grade using provided tables to determine the quarterly grade reported on report cards.
Aligning Benchmarks With High Stakes Assessments 2009dvodicka
Overview of descriptive and inferential options for evaluating alignment of internal and external assessments to help improve student achievement.
Presented at Data Director User Conference in November 2009.
This document provides an overview of a learning episode on the K-12 grading system implemented in the Philippines. It includes the intended outcomes, performance criteria, and learning activities for the episode. The key points are:
- The K-12 grading system weights written work, performance tasks, and quarterly assessments differently depending on the subject and grade level. It aims to assess higher-order cognitive skills.
- Learning activities include interviewing a resource teacher and students about their experiences with the new system and doing a sample grade computation.
- The analysis examines teacher and student perspectives on the system and its emphasis on assessment of knowledge, skills, and values. Reflections consider whether grades truly matter and how core values are
The document discusses using data mining techniques to model and predict outcomes for freshmen students. It compares several data mining methods and finds that gradient boosting and classification and regression trees (CART) performed best in predicting GPA based on high school and college academic factors. Specifically, it selected the CART method to build a decision tree model. The model found high school GPA, scholarship aid, AP credits, and LMS course logins to be most important in predicting freshmen GPA.
Measurement involves assigning numerals to represent variables being studied. Variables can be measured at different levels depending on how they are conceptualized. There are different types of measurement scales including nominal, ordinal, interval, and ratio scales. Each scale type has distinct characteristics in terms of order, distance, and origin. Reliability and validity are important considerations when selecting a measurement instrument. Sources of error in measurement include respondents, the measurement situation, the researcher, and issues with the measurement instrument itself.
Survey report: Present the results with ready-made tables and chartsStartquestion
The way you analyze data matters, right?
With Startquestion ✅ you can easily create a valuable research report using ready-made charts and tables. With our tool you may:
1️⃣ Analyze trends
2️⃣ Summarize the results
3️⃣ Personalize reports
4️⃣ Compare large amounts of data
5️⃣ Drew advanced conclusions
6️⃣ Conduct sentiment analysis
And much more. Check it out!
See our blog posts to learn more about Startquestion features:
https://blog.startquestion.com/
The document discusses how to design an effective pay structure through conducting compensation surveys. It explains that surveys involve collecting pay data from relevant competitors to analyze pay levels, costs, and problems. Key steps include selecting comparable market competitors, designing the survey to determine which jobs and what data to collect, interpreting the results statistically, combining internal pay structure with external market rates, and constructing pay grades and ranges to develop the final pay structure. The goal is to establish competitive and fair compensation through systematic benchmarking against the labor market.
Automated Trait Scores For GRE Writing TasksKate Campbell
This study explored reporting 4 trait scores (word choice, grammatical conventions, fluency and organization, and content) for the argument and issue tasks of the GRE analytical writing measure, in addition to the total e-rater score. The study compared different ways of determining feature weights for the trait scores, and evaluated the added value of trait scores by comparing their ability to predict scores on the same trait across tasks versus predicting scores based on the total e-rater score on the other task. The results support the use of automated trait scores as providing construct validity for e-rater scores.
This document discusses different methods of grading student assessments, including norm-referenced and criterion-referenced grading. Norm-referenced grading compares students to their peers, while criterion-referenced grading uses fixed standards. It also examines questions around whether grades should reflect achievement alone or include other factors. Alternative grading systems without scores are mentioned as well. Overall, deciding on the best grading approach is a complex process that aims to fairly and accurately evaluate students.
This document presents a novel methodology for collecting robust assessment data on ABET student learning outcomes and course learning outcomes in shorter time frames. The methodology utilizes EvalTools® software to design unique assessments with high relative coverage (70% or more) of specific performance indicators related to outcomes. Existing assessments are split into questions or sections to obtain high coverage of single indicators. Weighting factors can be applied to assessments. Student performance data is aggregated and categorized as Excellent, Adequate, Minimal or Unsatisfactory to calculate weighted averages for indicators, outcomes, and programs. Continuous improvement is enabled through comprehensive evaluation and closing of action item loops at the course and program level.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Ofqual is taking steps to improve the quality of marking for GCSE and A-level exams in response to increasing rates of grade changes from enquiries about results. Actions include requiring more detailed data from exam boards, overhauling the enquiries and appeals systems, developing standardized quality indicators, researching best practices for mark scheme design, upgrading exam boards' action plans, improving monitoring of markers, and evaluating marker training effectiveness. Changes will be implemented between 2015 and 2017.
The document is a GRE score report for Srijeet Bhattacharjee which includes his test scores from June 27, 2014. It shows his Verbal Reasoning score was 164 (94th percentile), Quantitative Reasoning score was 164 (87th percentile), and Analytical Writing score was 5.0 (93rd percentile). The report also lists the score recipients as the London School of Economics and Political Science and the University of Warwick and provides information about score sending policies and interpretations.
The document provides instructions for scoring a SAT practice test. It explains that the test measures multiple scores on a common scale, including section scores, subscores, and cross-test scores. The summary provides step-by-step instructions to calculate total scores, section scores, subscores in specific content areas, and cross-test scores by using the provided answer key and conversion tables.
The document provides an overview of Ohio's value-added assessment and accountability system, including:
1) It describes the development of Ohio's two value-added models (URM and MRM) and the unification into a single system to expand teacher-level reporting statewide.
2) It summarizes recent changes and enhancements to Ohio's value-added reports, including the addition of subjects, inclusion of student historical data across districts, and expanded report views.
3) It discusses the role of value-added analysis in Ohio's accountability system and teacher evaluations under new laws.
This document provides a summary of a student's ACT test scores and results. It includes the following information:
- The student's scores on the ACT subtests of English, Math, Reading, Science, and an optional Writing test. It also provides the student's Composite score, which is the average of the other subtest scores.
- Benchmark scores that indicate the student's likelihood of success in related college courses. Some subscores are below the benchmark while others are at or above.
- The student's national and state percentile ranks, showing what percentage of other test takers scored the same or lower. Ranks are provided for each subtest and Composite score.
- Additional information and recommendations for
Data AnalysisResearch Report AssessmentBSBOllieShoresna
Data Analysis
Research Report Assessment
BSB123 Data Analysis
BSB123 Data Analysis
Notes on the Assessment
Covers Topics 1 – 10 i.e. descriptive statistics to Multiple Regression
Assignment is based around the international student recruitment industry looking specifically at students interested in postgraduate studies in USA
All 500 observations on spreadsheet are for international students
Variables are all related to factors which affect chance of being admitted and your job is to analyse this so that the company (GES) can advise future students about what to do and what their chances are of being admitted.
Report is split so that in each section you look at different aspects
You will need to do a summary incorporating elements of all of the parts to make recommendations.
Marks reflect (generally) the amount of work you need to do.
BSB123 Data Analysis
BSB123 Data Analysis
BSB123 Data Analysis
BSB123 Data Analysis
What am I looking for?
Can you select the correct technique / analysis to solve the question
Is that technique correctly and FULLY applied with calculations done correctly
E.g. in a hypothesis test, did you:
Correctly identify the test statistic (Z, T, F, χ2)
Did you include accurate hypotheses and decision rule which are consistent with each other
Were the calculations correct
Did you check to see if the assumptions or conditions of the test held
OR for Descriptive Statistics did you:
Consider all aspects of how you describe data and use the appropriate statistics to do that
Choose correct graph(s) for the type of data
Summarise the results to actually describe what you found – not just quote the stats.
Can you interpret the results – not just make a decision or complete a calculation.
Can you express the result in terms of the question and in a way which is understandable to your audience
In other words you will not get full marks unless you can correctly select the right approach to take for the data given, accurately and fully apply that analysis in a way which logically leads to a conclusion, make the conclusion in terms of the problem presented and then communicate that solution concisely and clearly
BSB123 Data Analysis
BSB123 Data Analysis
Examples from THA 4
H0: ≤ 700
H1: > 700
What is wrong with this?
BSB123 Data Analysis
BSB123 Data Analysis
Include title of analysis – t-Test: Two Sample Assuming Unequal Variances
5
Examples from THA 4
BSB123 Data Analysis
BSB123 Data Analysis
Look at t stat – all wrong – copied from somewhere – multiple students all getting it wrong
P and t test – do one
Used population terminology not sample
P-value – what is it?
6
Hypothesis Test
State the Hypotheses in terms of the parameter (µ,σ,p)
Identify the correct probability distribution (t, z, F, χ2)
Identify level of significance
State decision rule clearly
Use either test statistic method (i.e. in terms of t or z etc) or in terms of p-value. Don’t need to do both.
Decision rule must be consistent wit ...
This document provides an overview of performance management and appraisal. It discusses key concepts such as performance management being a continuous process that improves organizational effectiveness, while performance appraisal is a periodic formal review. Various performance appraisal methods are described, including traditional methods like graphic rating scales and forced distribution, as well as modern methods like behavioral anchored rating scales and management by objectives. The importance of goal setting, conducting appraisal interviews, and addressing problems like bias are also covered. The overall document serves as an introduction to performance management and appraisal processes and best practices.
The document summarizes the DepEd K to 12 grading system for kindergarten through grade 12 in the Philippines. For kindergarten, progress is recorded through checklists and anecdotal records rather than numerical grades. For grades 1 to 12, grades are based on the weighted scores of summative assessments, including quarterly exams, written work, and performance tasks. Final grades are computed by converting raw scores to percentage scores, applying component weights, summing the weighted scores to get an initial grade, and then transmuting the initial grade using provided tables to determine the quarterly grade reported on report cards.
Aligning Benchmarks With High Stakes Assessments 2009dvodicka
Overview of descriptive and inferential options for evaluating alignment of internal and external assessments to help improve student achievement.
Presented at Data Director User Conference in November 2009.
This document provides an overview of a learning episode on the K-12 grading system implemented in the Philippines. It includes the intended outcomes, performance criteria, and learning activities for the episode. The key points are:
- The K-12 grading system weights written work, performance tasks, and quarterly assessments differently depending on the subject and grade level. It aims to assess higher-order cognitive skills.
- Learning activities include interviewing a resource teacher and students about their experiences with the new system and doing a sample grade computation.
- The analysis examines teacher and student perspectives on the system and its emphasis on assessment of knowledge, skills, and values. Reflections consider whether grades truly matter and how core values are
The document discusses using data mining techniques to model and predict outcomes for freshmen students. It compares several data mining methods and finds that gradient boosting and classification and regression trees (CART) performed best in predicting GPA based on high school and college academic factors. Specifically, it selected the CART method to build a decision tree model. The model found high school GPA, scholarship aid, AP credits, and LMS course logins to be most important in predicting freshmen GPA.
Measurement involves assigning numerals to represent variables being studied. Variables can be measured at different levels depending on how they are conceptualized. There are different types of measurement scales including nominal, ordinal, interval, and ratio scales. Each scale type has distinct characteristics in terms of order, distance, and origin. Reliability and validity are important considerations when selecting a measurement instrument. Sources of error in measurement include respondents, the measurement situation, the researcher, and issues with the measurement instrument itself.
Survey report: Present the results with ready-made tables and chartsStartquestion
The way you analyze data matters, right?
With Startquestion ✅ you can easily create a valuable research report using ready-made charts and tables. With our tool you may:
1️⃣ Analyze trends
2️⃣ Summarize the results
3️⃣ Personalize reports
4️⃣ Compare large amounts of data
5️⃣ Drew advanced conclusions
6️⃣ Conduct sentiment analysis
And much more. Check it out!
See our blog posts to learn more about Startquestion features:
https://blog.startquestion.com/
The document discusses how to design an effective pay structure through conducting compensation surveys. It explains that surveys involve collecting pay data from relevant competitors to analyze pay levels, costs, and problems. Key steps include selecting comparable market competitors, designing the survey to determine which jobs and what data to collect, interpreting the results statistically, combining internal pay structure with external market rates, and constructing pay grades and ranges to develop the final pay structure. The goal is to establish competitive and fair compensation through systematic benchmarking against the labor market.
Automated Trait Scores For GRE Writing TasksKate Campbell
This study explored reporting 4 trait scores (word choice, grammatical conventions, fluency and organization, and content) for the argument and issue tasks of the GRE analytical writing measure, in addition to the total e-rater score. The study compared different ways of determining feature weights for the trait scores, and evaluated the added value of trait scores by comparing their ability to predict scores on the same trait across tasks versus predicting scores based on the total e-rater score on the other task. The results support the use of automated trait scores as providing construct validity for e-rater scores.
This document discusses different methods of grading student assessments, including norm-referenced and criterion-referenced grading. Norm-referenced grading compares students to their peers, while criterion-referenced grading uses fixed standards. It also examines questions around whether grades should reflect achievement alone or include other factors. Alternative grading systems without scores are mentioned as well. Overall, deciding on the best grading approach is a complex process that aims to fairly and accurately evaluate students.
This document presents a novel methodology for collecting robust assessment data on ABET student learning outcomes and course learning outcomes in shorter time frames. The methodology utilizes EvalTools® software to design unique assessments with high relative coverage (70% or more) of specific performance indicators related to outcomes. Existing assessments are split into questions or sections to obtain high coverage of single indicators. Weighting factors can be applied to assessments. Student performance data is aggregated and categorized as Excellent, Adequate, Minimal or Unsatisfactory to calculate weighted averages for indicators, outcomes, and programs. Continuous improvement is enabled through comprehensive evaluation and closing of action item loops at the course and program level.
Similar to New Gre score scale brochure by ETS (20)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
1. Inside:
• An in-depth look at the new
130 – 170 score scales
• Guidance on making the
transition to the new score scales
• Helpful considerations when
using GRE® scores
A helpful overview of
what you need to know
The new
Verbal Reasoning
and Quantitative
Reasoning
score scales:
Better
by Design™
2. Using the new score scales:
Here’s a quick review of the new score scales:
• Verbal Reasoning scores are reported on a
130 – 170 score scale, in one-point increments
(the prior 200 – 800 score scale was reported in
10-point increments).
• Quantitative Reasoning scores are reported on a
130 – 170 score scale, in one-point increments
(the prior 200 – 800 score scale was reported in
10-point increments).
• Analytical Writing scores are reported on the
0 – 6 score scale, in half-point increments.
How the new score scales provide
clearer differentiation
The 41-point score scales were selected to reflect the
changes in content, test length and the new psychometric
model of the GRE revised General Test.
In setting the new score scales, one goal was to have scores
spread out across the entire range of possible scores.
For example, in the case of the Quantitative Reasoning
scale, this will reduce the portion of test takers’ scores
that are “bunched” at the upper end of the scale —
as has been the case in the past — providing better
differentiation between top-scoring applicants.
Why one-point increments lead to
better decisions
Scores in the Verbal Reasoning and Quantitative Reasoning
measures are reported in one-point increments, making
it easier for you to distinguish performance differences
between your applicants.
For example, a 500 and a 520 on the prior Verbal
Reasoning score scale created the impression that there
was a bigger difference in ability than there actually was.
But by reporting in one-point increments, a 150 and 152,
for example, demonstrate small differences.
Now small score differences are less likely to be interpreted
as meaningful when comparing applicants — and larger
score differences will stand out more clearly.
How they provide more simplicity in comparing applicants.
The GRE® revised General Test was introduced in August 2011, making the most trusted
assessment of graduate-level skills even better — for you, and for your potential students.
With new question types and the new test-taker friendly design, the GRE revised General Test also features new score
scales for the Verbal Reasoning and Quantitative Reasoning measures. These new score scales will help you make more
meaningful comparisons between applicants — and even better admissions decisions for your program.
3. Scaled
Score
Percent of Examinees Scoring Lower than
Selected Scaled Scores
Verbal
Reasoning
Quantitative
Reasoning
160 86 84
159 84 82
158 79 79
157 77 77
156 72 74
155 69 69
154 64 67
153 62 65
152 56 61
151 51 56
150 48 53
149 42 49
148 40 44
147 36 40
146 31 36
145 28 32
144 26 26
143 21 22
142 18 19
141 16 16
140 13 12
139 10 10
Percentile Ranks:
A valuable source
of information
Percentile ranks are very
helpful when comparing
scores on the prior and new
tests because they’re indicative
of how well the test taker
performed in relation to other
test takers.
Here’s how:
• A percentile rank for a score
indicates the percentage of
test takers who took the test
and received a lower score.
• They’re based on the
performance of the current
reference group from a recent
three-year period.*
• The reference group is
updated every year, which
means the percentile rank for
any score may vary slightly
over the years.
*July1,2007-June30,2010.
Thecurrentpercentileranks will
beappropriateforusethrough
June2012.
A Sample of the Percentile Ranks Table
Based on the performances of examinees who tested between
July 1, 2007 and June 30, 2010.
To view the complete Percentile Ranks table, go to
www.ets.org/gre/percentile.
To learn more about using GRE scores, download the
GRE® Guide to the Use of Scores at www.ets.org/gre/guide.
4. Since GRE® scores are valid for five years, these concordance tables will help you understand the relationship
between scores on the new 130 – 170 score scales and scores on the prior 200 – 800 score scales — making it
easier for you to compare candidates.
Percentile ranks are also included on the concordance tables for your convenience. A sample portion of each
concordance table is shown to the right.
For business schools: The easy-to-use GRE® Comparison Tool
The GRE Comparison Tool places GRE scores in the context of GMAT®
Total scores, so business schools that are more familiar with GMAT
scores can understand and appropriately interpret GRE scores.
• This online tool calculates a predicted GMAT Total score
based on an applicant’s GRE Verbal Reasoning and
Quantitative Reasoning scores.
• You can calculate an estimated GMAT Total score by
entering GRE scores on either the 130 – 170 score
scales or the 200 – 800 score scales.
Try it now at www.ets.org/gre/comparison.
To help you more easily transition to using scores on the new score scales, we’ve created
two concordance tables — one for the Verbal Reasoning measure and one for the
Quantitative Reasoning measure.
Comparing applicants:
Using concordance tables to get familiar with
the new score scales.
5. A Sample of the Verbal Reasoning
Concordance Table
For use November 1, 2011 - June 30, 2012
A Sample of the Quantitative Reasoning
Concordance Table
For use November 1, 2011 - June 30, 2012
650 163 93
640 162 90
630 162 90
620 161 89
610 160 86
600 160 86
590 159 84
580 158 79
570 158 79
560 157 77
550 156 72
540 156 72
530 155 69
520 154 64
510 154 64
500 153 62
490 152 56
650 151 56
640 151 56
630 150 53
620 149 49
610 149 49
600 148 44
590 148 44
580 147 40
570 147 40
560 146 36
550 146 36
540 145 32
530 145 32
520 144 26
510 144 26
500 144 26
490 143 22
Scores on the
Prior Scale
EstimatedScores
on the
Current Scale
% Rank
Scores on the
Prior Scale
EstimatedScores
on the
Current Scale
% Rank
View the complete Verbal Reasoning and Quantitative Reasoning concordance tables at www.ets.org/gre/concordance.
To learn more about using GRE scores, download the
GRE® Guide to the Use of Scores at www.ets.org/gre/guide.
6. Here’s a closer look:
• Score reports for those who tested on or after August 1, 2011
show Verbal Reasoning and Quantitative Reasoning scores on
the new 130 – 170 score scales, in one-point increments.
• Score reports for those who tested before August 1, 2011
show scores originally earned on the 200 – 800 score scales,
along with corresponding estimated scores on the new
130 – 170 score scales.
• All score reports show the Analytical Writing measure scores
based on the 0 – 6 score scale, in half-point increments.
• All score reports show one set of percentile ranks for each
measure, which indicate how the applicant performed
in comparison to the reference group from a recent
three-year period.
Plus:
• You will also receive the test taker’s email address, phone
number, intended graduate major and more.
• New paper score reports feature the ETS® Security Guard —
a special heat-sensitive ink that, when activated, verifies the
report’s authenticity.
For your convenience, GRE® score reports are available in
these formats:
• paper reports
• electronic score files via SCORELINK® Internet Delivery Service
• electronic score files on CD-ROM
The new score report:
Redesigned to give you more information about applicants.
To learn about receiving scores via the SCORELINK service,
the fastest method of score reporting, go to
www.ets.org/gre/scorelink.
7. Estimated scores
on the current scale
for administrations
before August 2011.
New test-taker
information including
email address, telephone
number and intended
graduate major.
Special heat-sensitive
ink for added security.
Scores on the
prior scale for
administrations
before August 2011.
Percentile ranks
based on the
most recent
three-year period.
Scores on the
current scale for
administrations
in August 2011
or later.
To learn more about using GRE scores, download the
GRE® Guide to the Use of Scores at www.ets.org/gre/guide.
8. One of the most significant enhancements introduced with the GRE® revised General Test is
the advanced technology of the new Multi-Stage Test (MST) design. With the MST design, the
Verbal Reasoning and Quantitative Reasoning measures of the computer-based test are now
adaptive at the section level.
Here’s what that means for scoring:
• Each measure has two operational sections; the
computer selects the second section of a measure
based on the test taker’s performance on
the first section.
• Within each section, all questions contribute equally
to the final score.
• For each of the two measures, a raw score is computed,
which is based on the number of questions
answered correctly.
• The raw score is then converted to a scaled score
through a process called equating, which accounts for
GRE®
scores:
A look at how the test is scored.
minor variations in difficulty among the different
test editions as well as differences in difficulty among
individuals’ tests introduced by the section-level
adaptation. This means a given scaled score reflects
approximately the same level of performance —
regardless of which section was selected and when
the test was taken.
To learn more about scoring of the computer-based
and paper-based test for all three measures — Verbal
Reasoning, Quantitative Reasoning and Analytical
Writing — visit www.ets.org/gre/aboutscores.
9. As graduate and business school programs around the world become familiar with the
new score scales, it’s a good time to reflect on the benefits of using GRE scores.
For more than 60 years, the GRE General Test has been a valid predictor of success at the graduate level. With its
introduction in August 2011, the GRE revised General Test continues to:
• assess the skills that graduate and business school programs value — verbal reasoning, quantitative reasoning,
critical thinking and analytical writing.
• provide a common measure for comparing applicants with differing educational and cultural backgrounds.
• furnish independent information to supplement the evaluation of grades and recommendations.
• provide access to a broad, diverse pool of highly qualified applicants interested in pursuing an
advanced degree.
A look at how scores are helpful in the admissions process.
To learn more about using GRE scores, download the
GRE® Guide to the Use of Scores at www.ets.org/gre/guide.
10. As you become familiar with the new score scales and score report, now is also a
good time to review best practices for evaluating applicants’ scores. Following these
guidelines will help you make the best decisions for your program.
What to keep in mind when using the
new score scales
Make the transition to the new 130 – 170 score scales
Departments and programs that accept GRE® scores are
encouraged to transition from using the prior score scales
to using the new score scales. To make the transition, you
are encouraged to use scores from the prior test that are
converted to the new 130 – 170 score scales based on
the concordance tables — as well as the actual scores
from test takers who took the GRE revised General Test.
It is not recommended to take the new score scales and
revert to the prior score scales.
Use concordance information to transition to the
new score scales
Concordance tables show the relationship between the
scores on the prior score scales and new score scales.
These tables may be appropriately used for translating an
institution’s historical guidelines for GRE scores on the prior
score scales to the new score scales. Using the tables in this
way should result in the selection of approximately the
same proportion of students.
It’s important to note that the scores in the concordance
tables are approximations, not equivalences, and that a
test taker who has a particular score on the prior scale
would not necessarily obtain the exact concorded score
if they had taken the GRE revised General Test.
Score users should use special care in evaluating test
takers who received a Quantitative Reasoning score at
the top end of the prior 200 – 800 score scale. Now, with
the new 130 – 170 score scale, we can provide more
differentiation for higher ability test takers. However,
test takers who took the prior test and received an
800 on the Quantitative Reasoning measure received
the highest score possible that they were able to earn
on the measure. Therefore, this information should be
considered when making admissions decisions.
Refrain from making decisions based on small
score differences
One benefit of moving to one-point increments is that
small score differences are less likely to be interpreted
as meaningful differences. That’s why it’s recommended
that small differences in GRE scores not be used to make
distinctions among applicants.
Another thing to consider: With all standardized tests —
including the prior GRE General Test — there’s a standard
error of measurement (SEM). The SEM of the difference
between scores should be taken into account when
comparing applicants’ scores on the same measure,
because this means a score in a measure may actually be
a few points higher or lower than reported. SEMs vary by
test; the SEMs for GRE tests are available in the
GRE® Guide to the Use of Scores, which you can download
at www.ets.org/gre/guide.
Best practices:
HelpfulguidelinesforusingGRE® scoresinyouradmissionsprocess.
11. Other resources to help you make the transition to the new score scales
Visit www.ets.org/gre/infocenter to:
• Register for an upcoming webinar, featuring live QA session with GRE measurement experts.
• Sign up for our eUpdate newsletter to receive updates and stay informed about the GRE revised General Test.
Plus, go to www.ets.org/gre/scoring to:
• Review concordance tables for the Verbal Reasoning and Quantitative Reasoning measures.
• See percentile ranks for scores in the Verbal Reasoning, Quantitative Reasoning and Analytical Writing measures.
To learn more about using GRE scores, download the
GRE® Guide to the Use of Scores at www.ets.org/gre/guide.
What to consider when using GRE scores
in general
Use multiple criteria, in addition to GRE scores,
when considering applicants
As part of the admissions process, it is recommended
that multiple sources of information be used to both
ensure fairness and balance the limitations of any single
measure of knowledge, skills or abilities.
These sources may include:
• Undergraduate grade-point average
• Letters of recommendation
• Personal statement
• Samples of academic work
• GRE® Subject Test scores, which measure achievement
in a particular field of study in eight subject areas
• TOEFL® scores, which measure the ability of nonnative
English speakers to use and understand the English
language as it is heard, spoken, read and written in the
university classroom
• ETS® Personal Potential Index Evaluation Reports,
which provide quantitative and qualitative feedback
from evaluators on six core personal attributes widely
recognized as essential for graduate-level success
Use the most recent percentile ranks when comparing
applicants from different GRE testing years
In addition to test scores, the GRE Program describes scores
in terms of their standing in appropriate reference groups. To
thatend,eachGREtestscoreisreportedwithacorresponding
percentile rank, which indicates the percentage of test takers
who received a lower score for that measure. Percentile
ranks are included in score concordance tables and on score
reports for easier comparison between applicants, and
are based on three years of performance data. The current
percentile ranks will be appropriate for use through June 2012.
Consider Verbal Reasoning, Quantitative Reasoning
and Analytical Writing scores as three separate and
independent measures
For each measure, the level of skills required for success
in graduate and business school varies by field or by
department. Scores for these measures should be
considered independently and should not be combined.
Avoid using cutoff scores when considering applicants
The use of multiple criteria as part of the admissions
process is important, so GRE scores should never be the
sole basis for an admissions decision. To that end, a cutoff
score below which applicants are categorically denied
admission without consideration is not recommended.
Plus, as with all standardized tests, the SEM means the score
may actually be a few points higher or lower than reported —
another reason why using a cutoff score is not advised.