Student Assessment Project—“You’re the Best!” Introduction Your group will locate an existing data set useful in some way to represent your interests. Team members brainstorm possible variables that measure what is considered the best, worst, or other expressions to research. Teacher must approve the topic. The data set should have the following characteristics: 1. Several grouping variables may be used for independent variables. For example, gender, race/ethnicity, living status, etc. 2. Describe the type of sampling procedure you intend to use (stratified, cluster, SRS, systematic, etc.). Where and how you obtained the data set. 3. Several variables utilize discrete or continuous scales of measurement. For example, survey questions typically found in satisfaction surveys or published data sets. These variables may be used as dependent variables. 4. There should be at least 50 records in the data set. There should be an introductory description of the data set, the conditions under which the data were obtained, and the purpose of data collection. Ask research question(s) relevant to data collection. A copy of the data file (either on disk or an attachment to an email message) should be submitted along with the final report. Descriptive statistics To help better understand data, your groups should calculate appropriate descriptive statistics for all the variables collected. These should include measures of central tendency (mean, mode and median), and measures of variability (standard deviation, variance and range) for the variables measured by discrete or continuous scales, bivariate data to include Least Square Regression Line and analysis. For the variables measured by quantitative/categorical scales, frequency distribution should be reported Report your groups findings based on at least five variables in narrative form, supplemented with appropriately designed tables, graphs, boxplots, histograms, and scatterplots. (Think univariate and bivariate sampling.) Implications Summarize the important findings your group’s analyses have produced and the usefulness of these findings in answering the research question(s). What are the implications of your findings practice? Develop an opinion regarding your findings. Personal Learning Describe your personal learning from conducting this study. Each person in your group submits a 250 description of your learning experience after you’ve completed the assignment. Oral Presentation The culmination of the project involves an oral presentation of your group’s research to your classmates. This presentation should be 10 minutes in length followed by 5 minutes of discussion. Key issues, findings, and personal learning should be emphasized. A few graphical presentations should be used to augment the presentation (PowerPoint) Written Presentation Select a magazine that you will submit your article to. Please review the magazine to evaluate the tenor and type of articles typically published. Write the article and submit to magazine. Your article might include the following: 1. Topic/Question—should be descriptive and eye-catching 2. Background—why did you decide to investigate the topic/question 3. Methodology—should be clear enough so that anyone who reads your description could replicate your results 4. Data—organize your data 5. Analysis—include appropriate graphical and numerical summaries (bar graphs, pie charts, histograms, boxplots, relative frequencies, cumulative frequencies, and scatterplots with LSRL) 6. Interpretation—discuss what the data tells you about the topic/question. What generalizations might you draw about the population from which the sample was drawn? 7. Pitfalls and extensions—share any difficulties you experience obtaining the data. What might you do differently if you were to repeat the research process? Are there any possible extensions of this project that might prove interesting?