Describing Data Discussion Board

Describing Data Discussion Board

You will need to reference the section “Describing Data” on page 93 in your textbook to answer the discussion question.

Suppose you have magically changed places with the professor teaching this course and you have just administered an examination that consists of 100 multiple-choice items (where one point is awarded for each correct answer).

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The distribution of scores for the 25 students enrolled in your class could theoretically range from 0 (none correct) to 100 (all correct). Assume that it is the day after the examination, and you are in your office looking at the raw scores (listed in Table 3-1). What would you do?

You will need to communicate the test results to your class. You want to do that in a way that will help students understand how their performance on the test compared with the performances of other students. You will probably need to arrange the data by converting it from a casual listing of raw scores into something that immediately provides a little more information. Later, you may need to transform the data in other ways.

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Describing Data Discussion Board

Apply what you have learned about frequency distributions, graphing frequency distributions, measures of central tendency, measures of variability, the normal curve, and standard scores to the question posed in the chapter.

How would you communicate the data from Table 3-1 to the class?

Which type of frequency distribution would you use to represent the data from Table 3-1?

Which type of graph would you use to represent the data from Table 3-1?

Which measure of central tendency would you use to represent the data from Table 3-1?

Which measure of variability would you use to represent the data from Table 3-1?

Would referring to a normal curve or to the standard scores be helpful while communicating the data from Table 3-1? Why, or why not?