2014-02-24 07:24:13 - Math Genie provides math for kids abacus lessons everyday to solve problems with cool games from private tutors and combines the ancient abacus with modern child psychology to create a unique strategy for kids to learn math.
"The New Jersey Assessment of Skills and Knowledge For Grade 4 Technical Report Dated May 2003 created and made available by the New Jersey Department of Education is significant to all the parents students and private tutors at all of the three Math Genie abacus math for kids schools in New Jersey in the United States of America, continues on to state the following, quote “Table 8.1.4 2003 New Jersey Assessment of Skills and Knowledge (NJ ASK) Means and Standard Deviations of Students' Raw Scores and Percent Correct on the Open-Ended Items by Cluster by Content Area. Number Raw Scores. Percent Correct. NJ ASK Content Area. Items. Points. Mean Standard Deviation. Language Arts Literacy. 8.2 Classical Reliability Estimates of the
Test Scores. Table 8.2.1 summarizes reliability estimates for the NJ ASK content areas and clusters".
"The reliability coefficients given in this table are based on Cronbach’s coefficient alpha measure of internal consistency. Cronbach's alpha is used on tests containing items that can be scored along a range of values. The standard errors of measurement (SEMs) for the major content areas - Language Arts Literacy and Mathematics - are expressed in terms of the raw score metric and the scale score metric. The NJ ASK scale scores range from 100 to 300. Reliabilities and SEMs for the dichotomously scored items in each cluster are reported in Table 8.2.2. When evaluating these results, it is important to recall that reliability is partially a function of test length. Therefore, the reliability of a content area is likely to be greater than the reliability of a cluster simply because the content area has more items".
"Similarly, clusters with more items are likely to be more reliable than clusters with fewer items. The data provided in Tables 8.2.1 and 8.2.2 reflect the expected positive relationship between test length and reliability. The SEMs given in Tables 8.2.1 and 8.2.2 are useful when interpreting students’ scores. Measurement error occurs in every test. A student’s true score is a hypothetical average score that the student would obtain if a test were repeatedly administered to the student without the effects of instruction, practice, or fatigue. Mehrens and Lehmann (1991) suggest this use of the SEM: The standard error of measurement is often used for what is called band interpretation. Band interpretation helps convey the idea of imprecision of measurement…If we assume that the errors are random, an individual's observed scores will be normally distributed about his true score over repeated testing” end quote".
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