This project was prepared as part of a BioQUEST faculty development workshop entitled Numbers Count Workshop at Agnes Scott College in January 2009. The BioQUEST Curriculum Consortium is committed to the reform of undergraduate biology instruction through an emphasis on engaging students in realistic scientific practices. This approach is sometimes characterized as an inquiry driven approach and is captured in BioQUEST's three P's (problem-posing, problem-solving, and peer-persuasion). As part of this workshop groups of faculty were encouraged to initiate innovative curricular projects. We are sharing these works in progress in the hope that they will stimulate further exploration, collaboration and development. Please see the following links for additional information:

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Using test score data set for data mining, question generation, and data analysis
  
 
Authors          Audiences          Overview           Materials          Resources           Future Directions
  

 


Authors

  
 
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Possible Audiences:

Educators wanting to think about drawing conclusions from student performance data  

 
 


Brief Overview:

These are familiar data for teachers who are learning to analyze data from classroom assessment projects. The learner can generate questions, consider the type of data (nominal, ordinal, interval or ratio) and appropriate statistical tools to use, and meaningfully interpret the data. These data may be useful as a basis for phenomenological modeling.  

 
 
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Project Materials:

Shown are three data sets, scores from exams for two semesters (different students each semester) and lab scores, with gender given