DAM2_Assignment_Fall2023
Purpose of the Data-Analytic Memo
Here we continue analyses on behalf of a trio of 3rd-grade teachers at Lindquist Elementary School in Hometown, USA. Ms. Affolter, Mr. Miller-Lane, and Ms. Weston each have 24 students assigned to their classrooms, and they plan their instruction together often. After the first month of school they compiled scores for a comprehensive 64-item spelling test for the words they’ve agreed to teach (16 words each week). They’ve since conducted a comprehensive second spelling test with 48 words.
This second dataset contains the original scores – now labeled Spelling1 – and a second test called Spelling2.
Your task, then, is to make sense of this data and describe your suggestions back to the teaching team.
Remember that this assignment is all about collaborative learning. It is an opportunity to try out your skills as a coder and your understanding of educational testing. Please ensure that you engage in a full, fair, and mutually-agreeable collaboration with your partner(s). Do not simply divide the work. Discuss and plan your analyses together; debate what you have found with each other; collaborate on the writing.
The data are contained in the DAM2_fall2023.xlsx file.
At the end of your process of working through this assignment you will turn in a .qmd file – with your names on it – to Canvas. (Only one copy of the joint DAM produced as partners is required.)
Task 1
Create a Quarto Document and clean the data set by producing suitable labels for assigned classroom and student gender. Then, print the full data set of 72 students with labels for classroom and gender, and briefly describe your efforts to clean the data.
Task 2
Produce a histogram for all 72 scores on the Spelling2 test of 48 words AND a separate density plot for all 72 scores on the Spelling2 test. (Two different plots of the same Spelling2 column. Do not designate which classroom for this task.)
Task 3
In one paragraph, describe the shape, center, and spread of the Spelling2 scores (out of 48 words) for the 72 students. This description should include
an interpretation of the shape.
a calculation of the mean of the distribution
a calculation of the standard deviation of the distribution of Spelling2 scores.
Task 4
Produce and display as a scatterplot the relationship between Spelling1 (on the x-axis) and Spelling2 (on the y-axis). Make sure that the axes are labeled appropriately and that you have provided a suitable title for the plot. Note: Here, I am asking for a plot where all 72 students are considered as a whole, not designated by classroom. All points plotted in one color is appropriate. However, be aware that some of the data points are may be obscured by multiple points on the same picture. Thus, consider “jittering” the points to make this plot more clear.
Task 5
Briefly describe the nature of any relationship you observe on the scatterplot between Spelling1 scores and Spelling2 scores for the full sample of 72 children.
Task 6
Create a new column in the dataset called TotalSpelling. Print the new dataset in your report, and briefly describe how this new column is obtained.
Task 7
In one paragraph, similar to Task 3, describe the shape, center, and spread of TotalSpelling for the 72 students.
Task 8
Produce boxplots of TotalSpelling for the three classrooms, featuring it as a graphical exhibit.
Task 8
Describe what this figure with three boxplots represents by…
State and interpret the value of the median, the 25th percentile, the 75th percentile, and the interquartile range of Spelling scores for Ms. Affolter’s classroom. If any outlying data points are apparent for her classroom, identify the student or students by name, and explain what you noted.
State and interpret the value of the median, the 25th percentile, the 75th percentile, and the interquartile range of Spelling scores for Mr. Miller-Lane’s classroom. If any outlying data points are apparent for his classroom, identify the student or students by name, and explain what you noted.
State and interpret the value of the median, the 25th percentile, the 75th percentile, and the interquartile range of Spelling scores for Ms. Weston’s classroom. If any outlying data points are apparent for her classroom, identify the student or students by name, and explain what you noted.
Task 9
Produce a density plot of TotalSpelling, disaggregated by Classroom (similar to the transparent density curves for the Penguins in R4DS section 2.5.1).
Task 10
Create a new column in the dataset called “TotalSpell_z” which is the Sample Standard Scores (Z-scores for the TotalSpelling column) and explain how this was obtained. These scores should be displayed to two decimal places only.
Task 11
Create a new column in the dataset called “TotalSpell_Stanine” which is a column of Sample Stanine scores for TotalSpelling scores and explain how this was obtained. Be sure that this column is displayed as integers.
Task 12
The team of teachers is considering constructing a scale to convey each student’s performance on Spelling for this first quarter. They want to have three “bins” of performance – Excellent, Satisfactory, and Needs Improvement. They are asking that you create this scale, putting all of the students with Stanine scores of 7, 8, or 9 in the “Excellent” category; students with Stanine scores of 4, 5, or 6 in the “Satisfactory” category; and students with Stanine socres of 1, 2, or 3 in the “Needs Improvement” category. Please explain how this was obtained.
Task 13
Produce a table, a figure, or a chart (your choice) that you believe best conveys the information about how many students in each classroom were categorized according to their performance on TotalSpelling – Excellent, Satisfactory, or Needs Improvement and display it here.
Task 14
Briefly convey your recommendations for the teachers on the 3rd grade team and their Principal regarding what your descriptive analysis of the data for the three Classroooms reveals and whether you believe that the categorization (Excellent, Satisfactory, or Needs Improvement) is a solid strategy – and why.