Course Number: MS/ED200
Course Title: Statistics in the Classroom

STUDENT LEARNING OUTCOMES

General and Specific Objectives

The student will be able to:

(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, analyze 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.]