• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Predicted grades given by subject teachers at the time of Yellis.

Extracts from this document...

Introduction

Σ2

Aim

The aim of this investigation is to see if the predicted grades given by subject teachers at the time of Yellis, has more correlation to grads achieved by students in there gsce’s then there Yellis predictive grades

Yellis is a test taken in year 9 of schooling; there are 2 parts to the test, a mathematic and vocabulary styles paper, each student has to complete in exam conditions.

The subject teachers predicted grads are based on departmental meetings where all teachers of the student discuses the progress of the child. They take in to consideration the students natural ability, work rate in class, behaviour, quality of work, and test results, these aspect are taken over many weeks so a rounder picture is built up of the student of which a prediction can be based,

Yellis only take in to account the mark achieved on the test, ranks the results all around the country, then assign grand to each percentage, eg top 20% are predicted A.

The population that I will be sampling the data from, is Stoke Dameral community College, but there may be implication outside he given  population, as the trend may be evident over the whole of the examined students, but I can’t say that it will be just with data from the Stoke Dameral as there may be different methods of producing predicted grades.

...read more.

Middle

r = Sxy/SxSy

image00.png

Sx = image00.png√((Σx2/n)-x2 )

Sx = square root of the average x squared value subtracted the means squared.

Sx = there average variation from the mean.

Sx is the same as Sy but for the other variable involved. This is always a positive value because of the squaring,

Sxy = image00.png (Σxy/n) –xy

Sxy = the square root of average x multiplied by y value subtract the two means multiplied together.

Sxy = the average difference in the data multiplied together, to the means multiplied. This is what determines if there is positive or negative correlation. If this value is negative then the correlation is too.

 r = is the correlation coefficient for the sample, it with zero being no correlation and 1 or –1 being perfected correlation. The signs say if it is positive or negative, the values in-between are different degrees of correlation. This is only the correlation of the sample, but if the sample is a random sample, like it is, then it can be used for a estimate of the parent populations correlation coefficient (ρ).

ρ can be tested by performing a hypothesis test, using the value n, the number in the sample and by working to a significance level, the significance level I have chosen to use is 5% because the data was integer values, I would have used a smaller significance level if I had raw exam scores.

The hypothesis test gives a critical value, where the justification of the claim that there is correlation in the parent population.  

...read more.

Conclusion

On the whole I believe that this data was worth collecting and the analysis was very useful, it shows although Yellis’s predictions do correlate with the GCSE achieved, they are not a accurate as staff predictions.

One of the major sources of error in this investigation was not having raw data, although I tried to counteracted this by taking a large sample, I feel that there would have been greater correlation if I would have used the raw scores. I restricted my self to one year group so one set of results I would have like to expanded the investigation so that I incorporated other years, this would insure that my conclusions are true for all years like I expected.

Another problem I found I could only test students with all of the data, this meant that I didn’t use student that didn’t turn up for the exam, these students where most probably likely to acquire poor grades, so on the whole the average grade was increased. chose  

Although my  parent population is stoke Dameral, the conclusions have implications for all schools that use yellis as a form of predictions, it surely have implications for inner city public schools, with relatively the same standards as Stoke Dameral. I would like to improve this investigation so that the parent population would be the England. To do this I would randomly select 10% of the schools taking part in Yellis, and perform the same statistical analysis as I have already preformed on Stoke Dameral

...read more.

This student written piece of work is one of many that can be found in our GCSE IQ Correlation section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE IQ Correlation essays

  1. Perform a statistical enquiry that will either prove or disapprove my hypothesis.

    However, for my IQ, the values possible are too numerous for me to put them into frequency table. Instead, I will put them into a group frequency table. Group frequency table for my IQ We use group frequency tables when the quantitative data has a wide range of values.

  2. Comparison of SATs results to obtain statistical data on students.

    The mean level for males in English over all three years is: ?fX??f= 5.24 The mean level is 5 for males in English over all. The over all mean level for English over all three years is: ?fX??f= 5.11 The mean level is 5 over all three years for English.

  1. The 3 statements I am going to investigate are: -Does the gender of the ...

    I will start this time with girls, examining the results for Maths and Science. The above scatter graph shows the Maths and Science results for boys in years 10 and 11. They both have a weak positive correlation, although they differ slightly.

  2. My hypotheses are: -1. People's average SAT and average GCSE results will have a ...

    Girls SAT's average GCSE average SAT Rank GCSE Rank Difference Difference� 6.33 5.45 11 21 10 100 7.33 7.59 1 1 0 0 6.33 6.77 11 5 6 36 6.33 5.75 11 16 5 25 5.67 5.6 22.5 17 5.5 30.25 6.67 6.8 3 4 1 1 6 5.45 17.5

  1. Mayfield High school

    3 3 3 4 4 4 4 4 5 6 6 6 6 6 7 7 7 8 8 8 9 9 0 2 2 5 6 6 6 7 7 9 1 Key: 8/9 = 80 10/3 = 103 Cumulative Frequency Class interval Tally Frequency Cumulative Frequency 70 < x ?

  2. Mayfield Maths Coursework

    Once the stem and leaf diagram is created I can then find the average, mean, mode and median of the correlation. Stem and leaf Diagram Sick days Weight 2345678 0 02 1 2 3 4 5 04567 6 02345 7 02478 8 4689 9 048 This is the stem and

  1. HYPOTHESIS Blonde girls are more intelligent than non blonde girls. Blonde girls that ...

    Eden 100 24 Smith 100 2 Montogmerie 100 17 Lee 100 28 Durst 100 24 Aneillz 100 24 Shunarik 101 10.5 Sim 101 5 Bennit 102 28 Barlow 102 30 Stevens 102 12 Bertwistle 103 42 Rooster 103 11 Lewis - Goff 103 17 Barlow 103 11 Calik 104 20

  2. This experiment will show that there is a significant positive correlation between males and ...

    It will be based on an adapted study of Rosenberg's self-esteem scale. The study will also be re-testing James' hypothesis as the study was conducted over 100 years ago, and in that time education and accessibility to academic studies have changed greatly over time.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work