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Statistics_Overall_Key.tex
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Tue Aug 7 21:29:16 2007 UTC (17 years ago) by
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- fixing broken \label{} (BUG#5352)
\label{Statistics_Overall_Key}
The \textbf{Overall Problem Statistics} page displays the following
data about the problems currently in the course:
\begin{description}
\item{\textbf{\#Stdnts}}: Total number of students attempting the problem.
\item{\textbf{Tries}}: Total number of attempts to solve the problem.
\item{\textbf{Max Tries}}: Largest number of attempts to solve the problem by a student.
\item{\textbf{Mean Tries}}: Average number of attempts.
\item{\textbf{S.D. tries}}: Standard Deviation of the tries.
\item{\textbf{Skew Tries}} Skewness of the students' tries.
\[ \frac{\sqrt{ \sum{(Xi - Mean)^3} / \#Stdnts}}{\sigma^3} \]
\item{\textbf{\#YES}}: Number of students who solved the problem correctly.
\item{\textbf{\#yes}}: Number of students who solved the problem by override.
\item{\textbf{\%Wrng}}: Percentage of students who tried to solve the problem but were unable to.
\item{\textbf{DoDiff}}: Degree of Difficulty of the problem.
This statistics give a measure of how many attempts it took the
students to get the problem correct. Those students who did not get
the problem correct are not counted. A value close to 0 indicates
most students who got the problem correct did so on the first attempt.
A value close to 1 indicates many attempts were required for students
to get the problem correct. A negative value indicates students were
given points without attempting the problem. A value of 'nan' means
there were no attempts made on the problem.
\[ 1 - \frac{\#YES+\#yes}{Tries} \]
\item{\textbf{DoDisc}}: Degree of Discrimination of the problem.
The students are grouped based on their scores on the sequence which
contains the homework problem. The percent score of the bottom 25\% of
the students is subtracted from the percent score the to top 25\% of
the students. This yields a number from -1 to 1. 1.0 indicates
all of the good students answered the problem correctly and none of the
poor students answered it correctly. Conversely, a score of -1.0 indicates
all of the good students got the problem wrong and the bad students did
well.
\item{\textbf{weight}}: The weight of the problem in the course (``points'').
The value shown is the weight of the problem for the individual computing the
statistics. Individual student or section variations are not shown.
\end{description}
\textbf{Sequence Statistics}: Compiled statistics on problems based on
their containing sequence, are also shown. The following data are shown:
\begin{description}
\item{\textbf{\#Items}}: The number of problem parts in the sequence.
\item{\textbf{Score Mean}, \textbf{Score STD}, \textbf{Score Max} \textbf{Score Min}}
The mean, standard deviation, maximum, and minimum of the scores of
the selected students on the given sequence.
\item{\textbf{Score N}} The number of the selected students who submitted answers to problem parts in the sequence.
\item \textbf{Count Mean}, \textbf{Count STD}, \textbf{Count Max}, \textbf{Count Min}:
The mean, standard deviation, maximum, and minimum count of correct
problem parts of the selected students on the given sequence.
\item \textbf{Count N} The number of the selected students who submitted answers to problem parts in the sequence.
\item \textbf{KR-21} The KR-21 reliability statistic measures the internal reliability of a test or exam.
To compute the KR-21 reliability statistic the following formula is used:
\[KR-21 = \frac{K}{K-1} \cdot \frac{1-(M \cdot (K-M))}{K \cdot s^{2}}\]
Where
\begin{description}
\item{$K$} is the number of items in your test
\item{$M$} the mean score on the test
\item{$s$} the standard deviation of the scores on your test
\end{description}
\end{description}
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