2014-02-11 07:44:07 -

**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 “For LAL, the test criterion score. 1 The estimated polyserial correlation between scores on the item and on the criterion is computed by the formula: 122+=xixipolyregr. where the βi are a series of parameters estimated by maximum likelihood from the item analysis data (Drasgow, 1988; Lewis & Thayer, 1996). was the number-correct score on the

MC items, plus the weighted CR item score. For mathematics, the test criterion score was the number-correct score. The proportion of students choosing each response option".

"These statistics indicate the percent of examinees that select each of the available answer options and the percent of examinees that omitted the item. Distracter analyses for MC items. The GENASYS system (GENASYS is a proprietary ETS item analysis software program) provides graphical displays of the data for each option, which are reviewed. Percent of students omitting an item: This statistic is useful for identifying problems with test features such as testing time and item/test layout. Typically, if students have an adequate amount of testing time, 95% of students would be expected to attempt to answer each question. When a pattern of omit percentages exceeds 5% for a series of items at the end of a timed section, it may indicate that students had insufficient time to complete all items".

"Alternatively, if the omit percentage is greater than 5% for a single item, it could be an indication of an item/test layout problem. For example, students might accidentally skip an item that follows a lengthy stem. In Table 6.1.1, summary statistics are given that describe the difficulty and discrimination of the items comprising each cluster. For dichotomously scored items, means and standard deviations of proportion-correct values (p-values) and point biserials are given. For the open-ended items, the index of item difficulty was calculated by dividing students’ average scores on an item by the maximum possible score on the item. Item discrimination for each open-ended item is the correlation between students’ item score and their total score on the test section. For both the item-test correlation and the point-biserial correlation, students’ total test scores were expressed in terms of the raw score metric” end quote".

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