Data Handling
Introduction
In this project I will investigate the correlation between various
sets of information from a database of pupils from High
School. I will try to spot correlation between two different sets of
information. I will pick only sets of information that I predict to
show good correlation, and therefor tell me something about the data.
Example, I will be able to say that girls are more intelligent that
boys or vice versa if the correlation shows that to be.
Hypothesis
==========
In this investigation I am going to look into the correlation between
Key Stage 3 results and IQ test scores of years 10 and 11 pupils, for
both boys and girls separately.
Because there is such a large selection of pupils it would be
impossible to compare them all, so I took a random selection of 30
pupils. In truth, it isn't really a fully random decision as I have
chosen 15 boys and 15 girls. I didn't use a stratified sample because
you obviously cannot have 14.7 pupils, and it was so close to 15. To
solve this I took a random selection of 50 boys and 50 girls and
picked 15 of each from a hat.
Going from information I have gathered from news and media, I predict
that girls on average will attain better results than boys.
Method
------
Using Microsoft Excel containing data on Mayfield High School I will
produce a range of graphs comparing and contrasting different areas of
study.
I will display the extracted the extracted information from the
Mayfield spreadsheet, and then explain what it shows and what I will
do with it. After doing that I will produce a set of graphs to show
the correlat...
... middle of paper ...
...t look at
the point where they intercept the y axis and find the gradients. ( Y
= IQ , X = KS3 )
Boys : Y = 10x + 56
Girls : Y = 8x +68
I will now use this equation to find the result for a boy with an IQ
of 102. If Y = 102 then….
102 = 10x + 56
Continued….
X = 102 - 56
10
X = 4.6
So a boy with the IQ of 102 should have the mean KS3 result of 4.6,
this means that he probably got to 5s and a 4, as 14 ¸ 3 = 4.6
reoccurring. I can now estimate any IQ from the KS3 mean or vice
versa.
Mayfield High School obviously needs to look at the concentration of
educational focus between boys and girls, as girls are achieving
higher KS3 marks on average. Perhaps if I used a sample of national
data I could investigate into the performance of Mayfield High against
national means.
Brookes Publishing Company in 2009. The purpose of the ASQ-3 is to be used to identify if any children are in need of in-depth evaluation or benefit from the evaluation for developmental delays. The audiences for which it is intended for are directed towards parents or caregivers since they are the ones that is knowledgeable of all that the child is capable of accomplishing. The message is to find out how the child responds in the five areas compared to their peers. The tone of the questionnaire is very interactive, because there are many questions that require testing the child’s abilities to see if they can accomplish a particular task. An example would be to test a child to see if they can follow directions by asking the child to put a book on the table and put a shoe under the table. Then you would write down if the child followed the directions
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
Construct validity is the degree to which scores measure an intended construct. Construct validity is demonstrated by the correlation with other established intelligence and school achievement tests, and item performance. Developers computed correlation coefficients between scores on the TONI-4 and scores on two nonverbal intelligence tests, the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) and the TONI-3 (Brown, Sherbenou, & Johnsen, 1997). For the CTONI-2 study, there were 72 participants 6 to 17 years old. Form A scores were correlated with scores on the CTONI-2 Pictorial Scale, CTONI-2 Geometric Scale, and CTONI-2 Full Scale. The corresponding corrected coefficients between the TONI-4 and these scales were .74, .73, and .79, respectively. In the TONI-3 study, 56 participants were randomly sampled from the standardization sample. Participants’ item-level data were rescored to obtain TONI-3 scores. The corrected correlation coefficient between the TONI-4 and TONI-3 was .74. Developers also calculated average correlation coefficients between TONI-4 scores and scores on three school achievement tests ranging from .55 to .78. The resulting correlations confirm construct validity. These results show the TONI-4 scores are generally more correlated with other intelligence test scores than with achievement test scores. Item
order to do this you really need to try to put together an explanation of
...for Education Statistics. Long-Term Trends in Student Reading Performance. Jan. 1998. Web. 2 May 2009. .
Intelligent Quotient, or IQ score, is a measure of mental ability. It plays a major role in how individuals’ lives play out. It can be accredited for everything from personality to interests to occupation. The main debate when it comes to the subject of IQ is how a person’s score is influenced by environment and heredity. There are many theories on the matter. Some state that either heredity or environment exclusively determines IQ. Others believe that a person’s score is a result of the two. In this paper, we will analyze all of these theories and prove that while heredity plays a much greater role, they both have a very notable influence.
Kuttler, Ami Flam. “Gifted/IQ Evaluations.” Ami Flam Kuttler, Ph. D 2011. Web. 31 October 2011.
Above is my original data. In the graph, it can be seen that there are
How many of us really believe that a child's intelligence, achievement, and confidence can be represented adequately by standardized tests? How can any distribution curve classify all children? What about all we have learned about children?s growth and their response to education? Few teachers and parents would accept that a single test score could define any child (Russel, 2002). We must ask if these tests address the educational concerns of teachers and parents and do they provide useful information about individual children or the class. Almost all teachers feel pressure to teach to the tests and feel that tests clearly limit educational possibilities for students (Russel, 2002). We feel it is detrimental to a child's education to enjoy reading. An article reported by the BBC news (2003) entitle...
There have been many studies of IQ measurement. Some believe in testing and then looking at biology or heritage of the child. These people also like to use statistics to try to put some sort of explanation on IQ levels. Then there are other groups that use cultural ecology. They study IQ by what effect the environment has on a child, and feel testing it is unfair to the child. The problem is that these two groups rarely come together to help each other. So there are big questions as to what IQ really is and how it should be measured.
production for use in society. When children first enter the education system, they are given several psychological tests to identify their intelligence quotient (IQ) score. This score allows educators to slot students on an accelerated, normal, or modified track which will follow them for their entire life. Students on an accelerated trajectory are identified throug...
The Wechsler Intelligence Scale for Children-IV (WISC-IV) was administered to Jasmine to assess her cognitive ability. The Full Scale score IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimates of global intellectual functioning. Jasmine demonstrated significant variabilities in her performance, which may have affected the validity of her Full Scale IQ. Therefore, it is not reported at this time. Based on her performance on the Perceptual Reasoning subtests, her PRI score seems to be a better indicator of her cognitive ability.
"Although fully searchable text could, in theory, be retrieved without much metadata in the future, it is hard to imagine how a complex or multimedia digital object that goes into storage of any kind could ever survive, let alone be discovered and used, if it were not accompanied by good metadata" (Abby Smith). Discuss Smith's assertion in the context of the contemporary information environment
The study of IQ and how it operates in the education field has been argued through various theories. Theorist such as Howard Garner, R...
Suggate, S. (2009). School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA). International Journal of Educational Research, 48(3), pp. 151-161.