Listing 1 - 4 of 4 |
Sort by
|
Choose an application
Here is a clear exposition of nonparametric smoothing methods for statisticians. The focus is applied rather than theoretical, with a large number of illustrations from different disciplines.
Mathematical statistics --- Smoothing (Statistics) --- Smoothing (Statistics). --- Basic Sciences. Statistics --- Experimental Design. --- 519.5 --- Curve fitting --- Graduation (Statistics) --- Roundoff errors --- Statistics
Choose an application
519.23 --- Linear models (Statistics) --- Smoothing (Statistics) --- Curve fitting --- Graduation (Statistics) --- Roundoff errors --- Statistics --- Models, Linear (Statistics) --- Mathematical models --- Mathematical statistics --- 519.23 Statistical analysis. Inference methods --- Statistical analysis. Inference methods --- Regression Analysis --- Linear models (Statistics). --- Regression analysis. --- Smoothing (Statistics). --- Analyse de régression --- Statistique mathématique --- Analyse de variance
Choose an application
Mathematical statistics --- Smoothing (Statistics) --- Statistique mathématique --- Lissage (Statistique) --- Data processing --- Informatique --- 519.246 --- -Smoothing (Statistics) --- AA / International- internationaal --- 303.0 --- Curve fitting --- Graduation (Statistics) --- Roundoff errors --- Statistics --- Mathematics --- Statistical inference --- Statistics, Mathematical --- Probabilities --- Sampling (Statistics) --- Statistics of stochastic processes. Estimation of stochastic processes. Hypothesis testing. Statistics of point processes. Time series analysis. Auto-correlation. Regression --- Statistische technieken in econometrie. Wiskundige statistiek (algemene werken en handboeken). --- Statistical methods --- Data processing. --- Smoothing (Statistics). --- 519.246 Statistics of stochastic processes. Estimation of stochastic processes. Hypothesis testing. Statistics of point processes. Time series analysis. Auto-correlation. Regression --- Statistique mathématique --- Statistische technieken in econometrie. Wiskundige statistiek (algemene werken en handboeken) --- Statistique non paramétrique --- Mathematical statistics - Data processing
Choose an application
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin-Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin-Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
GED tests. --- Academic achievement --- Educational tests and measurements --- Personality development. --- Character development --- Character formation --- Development, Character --- Development, Personality --- Formation, Character --- Child psychology --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Academic performance --- Academic progress --- Academic success --- Academic underachievement --- Achievement, Academic --- Achievement, Scholastic --- Achievement, Student --- Educational achievement --- Performance, Academic --- Progress, Academic --- Scholastic achievement --- Scholastic success --- School achievement --- School success (Academic achievement) --- Student achievement --- Success, Academic --- Success, School (Academic achievement) --- Success, Scholastic --- Underachievement, Academic --- Performance --- Success --- General educational development tests --- High school equivalency examinations --- Testing --- Standards --- Rating of --- GED tests --- Personality development --- E-books --- Didactic evaluation --- ged, high school diploma, education, standardized tests, academic achievement, testing, character, success, economics, earning potential, poverty, ses status, family support, college, work, employment, health, conscientiousness, perseverance, sociability, curiosity, accountability, graduation, military, cognition, drop out, nonfiction, sociology, pedagogy, first generation.
Listing 1 - 4 of 4 |
Sort by
|