ࡱ> CEB_ bjbj,E,E 7&N/N/ .n%BXXXX3I U$$$$$$$$(*b%!]33]]%XX(%]jXX$]$V9$@$X!~=:y$($>%0n%$ "+"+$"+$ ]]]%%]]]n%]]]]"+]]]]]]]]] : Statistics NCEA external assessments 2013: feedback from NZSA Education Committee Nov 2014 Purpose and status of this document The NZ Statistical Association Education Committee hope that this document is useful to NZQA in creation of future assessments. It received input from a large number of members, was assembled by Michelle Dalrymple, and edited by Mike Camden. Please use  HYPERLINK "mailto:m.camden@clear.net.nz"m.camden@clear.net.nz as the contact. We would like NZQA to regard it as an informal statement of our views, and the best we could do with limited resources. We apologise for our timing; it would have been more useful if delivered several months ago. We are very happy to talk with NZQA further about the specifics below, and other issues. Overall direction Committee members see the assessments as making good progress towards and into the intentions of the Curriculum. We'd like to thank NZQA and and its writers for their work in a challenging area. Notes about specific Standards Level 2 91267 Apply probability methods in solving problems 2013, 2012 Questions involving finding the mean or standard deviation (2012 1eii and 2013 2c) involve a significant conceptual step up beyond what is reasonable for students who are first encountering the normal distribution. These questions should be moved to L3 NCEA AS91586. A suitable level of excellence questions involving the normal distribution would be the existing ones comparing experimental data, but also using probabilities from a normal distribution in probability problems. Comparing the difficulty of the algebra for L2 and L3 in 2013, there was more algebraic manipulation expected in the L2 probability exam than in the L3 probability exam. The questions in the 2012 exams at NCEA level 2 and 3 which compare experimental and theoretical distributions are asking students to demonstrate understanding at an appropriate level. Mathematical probability still needs to be covered; as teachers, we wish to ensure that it does stay. Level 1 91037 Chance & Data 2013 Chance & Data should be STATISTICAL & PROBABILITY LITERACY. This paper does not have any questions on evaluating claims by others. Q2 The paired comparison question contradicts internal assessments. We have an issue with this question. Q2E Should mean or median be used? Distribution is not given. Students will just give a rote-learned response (for Excellence). Q3C Use of the word trust do students understand what is meant by its use in this situation? Would re-phrasing the question along the lines of How confident should Mario be in his experimental results be better? This is a theory vs experiment situation but with the set up for this question if the theory is known (which it is), why experiment?? Level 2 91267 Apply probability methods in solving problems 2013 Q1A Students need to assume that the results of each game are independent. This information is not given. Q1C The expectation that Level 2 NCEA students do considerable algebraic manipulation is not reasonable. This question would have been suitable as a difficult question at NCEA Level 3. While some algebraic working should be included at an excellence level, the emphasis needs to be on demonstrating understanding of probability rather than on manipulating algebraic symbols. Q2Aiv Achieve is awarded if students find Z correctly, yet most students attempting this question may do it on their graphics calculator without needing to find Z. Why is this an achieve skill? Q3Aiii Achieve is awarded if students give probability as decimal or fraction, merit if they give probability as percentage. Is this not considered a minor error? In the assessment specifications for 2013 it states that minor errors will not be penalized, and probabilities given as decimals or percentages are considered equivalent Level 3 91584 Evaluate statistically based reports 2013 Q1B Schedule should reflect that CI is all positive (rather than reference to lower end of interval being above zero). Q2A A well-justified reason for non-representativeness should also be accepted (and stated in schedule). Q2B Schedule interpretation of CI issue were pretty sure that the true population isnt given yet should be modelled, and it should be clear that this was acceptable. Q3C You cannot make a causal claim from an observational study. Issue already passed to NZQA Level 3 91585 Apply probability concepts in solving problems 2013 Q2Bi If students use a table to answer this question, what is the evidence of a logical chain of reasoning needed for Excellence? Q3Bi Question states estimate while schedule requires calculate. Marking schedule needs to reflect the use of tables for 2-way situations then state or equivalent (rather than showing 2-way venn diagrams). Level 3 91586 Apply probability distributions in solving problems 2013 Q1B If distribution is compared to theoretical values for normal distn (68%, 95%, 99% for SD coverage) then distn isnt that normal if a student gives a good justification for it not being normal are they given credit? This is not evident from the schedule. Q2Aii  Schedule should also include the idea that mean variance. ac     E -$*/+-dŽӲוńuuuuhz6OJQJ^JmH sH  hz6OJQJ]^JmH sH hz5OJQJ\^Jhz0J!OJQJ^JmH sH jhzUjhzUhzOJQJ^JmH sH hzhzOJQJ^Jhz5OJQJ^JmH sH hm`5OJQJ^JmH sH (bc    F &.+ & F+ & F,-eJZ[#f=+ & FY[!:B[e<hzhzCJOJQJ^JmH sH hz6OJQJ^JmH sH hz5OJQJ^JmH sH hzOJQJ^JhzOJQJ^JmH sH hz>*OJQJ^JmH sH 50p1X0A .!"#$% DyK yK :mailto:m.camden@clear.net.nz^1 666666666vvvvvvvvv66666686666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH b`b Normald*$,CJKHOJPJQJ^J_HaJmH sH tHDA D Default Paragraph FontVi@V 0 Table Normal :V 44 la (k ( 0No List >o> WW8Num1z0OJQJ^JmH sH 6o6 WW8Num1z1 OJQJ^J6o6 WW8Num1z2 OJQJ^J6o!6 WW8Num2z0 OJQJ^J6o16 WW8Num2z1 OJQJ^J6oA6 WW8Num2z2 OJQJ^J*/Q* WW8Num3z0*/a* WW8Num3z1*/q* WW8Num3z2*/* WW8Num3z3*/* WW8Num3z4*/* WW8Num3z5*/* WW8Num3z6*/* WW8Num3z7*/* WW8Num3z8DA D Default Paragraph FontJ/J WW-Default Paragraph Font2o2 ListLabel 1^JFU`F Hyperlink>*B* _HmHphsHtHVo!V Balloon Text CharCJKHOJPJQJ^JaJB'`1B Comment ReferenceCJaJNoAN Comment Text CharKHOJPJQJ^JZoQZ Comment Subject Char5KHOJPJQJ\^JNOrN Heading &x$OJQJCJPJ^J aJ6B@r6 Body Text 'x(/@q( List(^J H"@H Caption )xx $CJ6^J aJ].O. Index* $^J D@D List Paragraph+^]`V@V Balloon Text,dOJQJCJ^JaJ<@< Comment Text-CJaJ@j@@ Comment Subject.5\<O< Table Contents/ $FOF Table Heading 0$a$ $5\PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] &X8@0(  B S _GoBack  T]S\t v m{3333^`OJQJsH sH ^J ^`OJQJ^Jo p^p`OJQJ^J@ ^@ `OJQJsH sH ^J ^`OJQJ^Jo ^`OJQJ^J^`OJQJsH sH ^J ^`OJQJ^Jo P^P`OJQJ^J ^`OJQJ^J ^`OJQJ^Jo p^p`OJQJ^J @ ^@ `OJQJ^J ^`OJQJ^Jo ^`OJQJ^J ^`OJQJ^J ^`OJQJ^Jo P^P`OJQJ^JP^`P@@^@`0^`0``^``^`^`^``^``00^0`WW8Num1WW8Num2m`z@H H H H @Unknown G.Cx Times New Roman5Symbol3. *Cx Arial7.@Calibri;(SimSun[SO?= *Cx Courier New;Wingdings9. . Segoe UIG. R<(Microsoft YaHei5MangalA$BCambria Math"A h+Gk<s @s @! 20{{K P m`! xx Michelle Dalrymple Anne Patel   Oh+'0|   , 8 D P\dltMichelle Dalrymple Normal.dotm Anne Patel2Microsoft Office Word@@@'Ț@b=s՜.+,D՜.+,8 hp  Hewlett-Packard@ {  Title X~  _PID_HLINKS AppVersionCompany DocSecurityHyperlinksChangedLinksUpToDate ScaleCrop ShareDocAt6mailto:m.camden@clear.net.nz15.0000Cashmere High School   !"#$%&'()*+,-./013456789;<=>?@ADRoot Entry FP=FData 1Table:+WordDocument7&SummaryInformation(2DocumentSummaryInformation8:CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q