Final Project Part 2

Author

Hoffman

Look through “Class Slides On Error”

https://rpubs.com/HoffmanMiddlebury/1236516

These class slides on error can be helpful as you work through this part of your Final Project.

Purpose of this Data-Analytic Memo

Once again we continue analyses on behalf of the 3rd-grade teachers at Lindquist Elementary School in Hometown, USA. Ms. Affolter, Mr. Miller-Lane, and Ms. Weston plan their instruction together often.

The teachers spent extra time on reading during the month of November. They want you to help them with their analysis of their reading tests. And they want to construct a scale of reading achievement, though they decided that they wanted to award more “Excellent” scores.

Their strategy is as follows:

  • Construct a reading test called Reading1 using the even problems (25 items in all) from the teacher materials.

  • Construct a second reading test called Reading2 using the odd problems (again 25 items) from the teacher materials.

  • Administer the Reading1 test during the half-hour directly before lunch.

  • Administer the Reading2 test during the half-hour after lunch.

  • Send the scores to the EDST0213 students for analysis.

They’ve provided you with a Google Sheet with the data, similar to what they’ve sent in the past. The data are contained in the Final_Project_Fall2024 Google Sheet:

https://docs.google.com/spreadsheets/d/1aA4WM7yxJ7jPrSX2oJPQPTNu6X5KIG9cLGOqex1hr1Y/edit?usp=sharing

Boys were assigned as 1; girls were assigned as 2. However, she left three of the students’ gender blank, as Morgan, Paige, and River are to be categorized as nonbinary.

The three classrooms are labeled 1 for Ms. Affolter’s class, 2 for Mr. Miller-Lane’s class, and 3 for Ms. Weston’s class.

Task 1 - Data Import and Cleaning

  • “library” the packages you will use in this analysis, including tidyverse, googlesheets4, and kableExtra.

  • Read in the data provided by the teachers.

  • Clean the data set by producing suitable labels for assigned classroom and student gender.

  • Print the full data set of all students with labels for classroom and gender.

Task 2 - a paragraph

Write a paragraph describing your efforts to clean the data.

Task 3 - Descriptive Statistics for Reading1

  • Produce a histogram of the scores or Reading1 for all students.

  • Write a paragraph describing the distribution of Reading1 scores, including the shape, center, and spread of the distribution. Be sure to include code required to calculate the center and spread of Reading1 scores.

Task 4 - Descriptive Statistics for Reading2

  • Produce a histogram of the scores or Reading2 for all students.

  • Write a paragraph describing the distribution of Reading2 scores, including the shape, center, and spread of the distribution. Be sure to include code required to calculate the center and spread of Reading1 scores.

Task 5 - Scatterplot of Reading1 and Reading

Produce a scatterplot of the Reading1 and Reading2 scores. Jitter this plot to see the overlapping points. And display this plot as a “square” plot.

Task 6 - Correlation

Calculate the correlation between Math1 and Math2 exam scores.

Task 7 - a paragraph

Write a paragraph describing the relationship between the Reading1 and Reading2 scores. Be sure to include the correlation coefficient in your description.

Task 8 - Average standard deviation

Calculate the average standard deviation of the Reading1 and Reading2 scores and report it.

Task 9 - Standard Error of Measurement

Following the “Class slides on error”, calculate the standard error of measurement for the Reading1 and Reading2 scores.

Task 10 - a paragraph

Write a paragraph explaining how you calculated the reliability of the Reading tests and what your professional advice is about their scheme for splitting the test into two sections.

Task 11 - Total Reading Score

  • Calculate the total Reading score for each student by mutating the Reading1 and Reading2 scores into another column called TotalReading.

  • Produce a boxplot of the Total Reading scores, by classroom.

  • Calculate the median and the IQR of the Total Reading scores, by classroom.

  • Write a paragraph describing the Total Reading scores and how these scores compare by classroom. Be sure to comment on the three median classroom calculations as well as the spread of TotalReading scores as measured by the IQR. (Essentially, where are the median lines shown on the three boxplots and how large are the boxes that show the IQR?)

Task 12 - Scale of Reading Achievement

After they’ve met with the parents, the teachers still want to have three “bins” of performance – Excellent, Satisfactory, and Needs Improvement. However, they are asking that you create this scale, putting all of the students with z-scores of 0.7 or higher in the Excellent category (so that more students will be labeled “excellent”), all of the students with z-scores between -1.0 and 0.7 in the Satisfactory category, and all of the students with z-scores of -1.0 or lower in the Needs Improvement category.

  • Calculate the z-scores for the TotalReading scores by mutating a new column in the data set.

  • Mutate another new column in the data set that assigns each student to one of the three categories, based on their TotalReading score.

Task 13 - a paragraph

Write a paragraph explaining what you did to accomplish task 12

Task 14 - Print a report

Print a report that includes each student’s Name, Classroom, their TotalReading score, and the assigned category for all students using the kableExtra package, so that it looks nice.

Task 15 - a paragraph

Write a paragraph to the teachers explaining whether you think that this scale is a good way to convey student performance on the math tests. Be sure to include a discussion of the advantages and disadvantages of this scale.