1. Iain Weir, Rhys Gwynllyw & Karen Henderson CETL-MSOR 2014
An innovative use of technology to aid the service teaching and assessment of statistics to a large cohort
Iain Weir, Rhys Gwynllyw & Karen Henderson
CETL-MSOR 2014

2. Motivation
Level 2 research skills module delivered to 650+ Business School Students
Short course on statistics covering a challenging amount of material together with learning to use SPSS
Designed to provide a solid foundation for students to undertake Level 3 project work
Electronic assessment of bespoke data

3. Weekly schedule
Exploratory data analysis (EDA), one sample T-test & nonparametric equivalent
Two sample T-tests & nonparametric equivalents
One-way ANOVA & nonparametric equivalent
Correlation & simple linear regression
Multiple regression
Principal Component Analysis (PCA) & Cluster Analysis
Two online tests: one-way ANOVA & Multiple regression

4. Basic statistical analysis tasks
Transfer from Excel files to required SPSS format
Exploratory data analysis for summary statistics, graphics and assumption testing
Identification of appropriate statistical test (parametric or nonparametric equivalent)
Interpretation and reporting of test output
Typically assessed using a written report

5. Lectures One hour per week Notes covered statistics and use of SPSS
No reference in lectures to use of SPSS to gain output in examples presented
Students can concentrate on the statistical concepts and SPSS output interpretation

6. Computer lab preparation
Expectation between of engagement between lecture and following computer lab
Tasks requiring students to recreate the SPSS analyses in the notes
Transfer of data into required SPSS format covered
Self-learning aided by a suite of SPSS “how-to” videos
Students can concentrate on the mechanics of the creation of output and familiarisation of concepts

7. Computer labs One hour per week
Students given questions that covered various data outcome scenarios (para/non-para, sig/not sig, post-hocs)
First question was designated for the student’s Learning Journal; a pre-written complete analysis template with parts removed for the student to complete
Students requiring SPSS “button pushing” help were directed to notes and videos
Staff concentrate in labs on giving statistical understanding and interpretation advice

8. Learning Journal extract

9. DEWIS test 1: One-way ANOVA
A parametric test to evaluate the equality of 3 or more population means using sample data
If the test assumptions not met then a non-parametric test to evaluate the equality of the population distributions is carried out
If there is evidence of a difference then Post-Hoc tests are employed to detect where the differences lie

10. Stage 1: Importing the data from Excel to SPSS
Multiple submissions allowed
Stage 2: EDA and identifying the appropriate test
One submission allowed
Stage 3: One-way ANOVA or Kruskal-Wallis test
One submission allowed
NB Students can quit after submitting a stage
and marks already accrued will be saved

11. e-Assessment mechanics
e-Assessment system
Student
DEWIS

12. e-Assessment system: DEWIS
Can communicate with the R statistical package which was employed to generate bespoke student data and generate answers that would match SPSS screen output
Run staged assessments
Implement continuation marking for a large number of inputs
Provide dynamic feedback specific to student inputs

13. Students raw data
Students taught to pay attention to precision of recorded data

14. Correct SPSS format
DEWIS marks using expected precision

15. Incorrect SPSS format

16. Stage 1
Download data
Unlimited attempts
Checks:
transfer
precision

17. Submission

18. Feedback Answers not given Correct Incorrect Close Extra information:
PDF
Video

19. Extra Information: PDF
Link from within DEWIS to personal web page host
9 pages later:

20. Extra information: video
Captive slide shows with voice overs
Link from within DEWIS to personal web page host

21. Resubmission
When correct the student is allowed to proceed to Stage 2

22. Stage 2
13 questions
67 activities
only one submission

23. Feedback: The Question

24. Feedback: The Solution

25. Feedback: The Report

26. Stage 3 Only correct test choice allowed 6 questions 26 activities
only one submission
Need to design balanced questions for all competing scenarios

27. Marking scheme
Stage 1 is worth 7 marks for successful data transfer otherwise 0 
Stages 2 and 3
Numerical value: correct= incorrect=0
Multiple choice: correct= incorrect= not answered=0
In total 100 activities each worth a mark
Negative marks for Stages 2 or 3 are truncated to zero

28. Outcomes Results have been excellent
Teaching and assessing in this way has made the challenging task of delivering and assessing this material in a short space of time achievable
The fact that students can refer to their Learning Journals and access “how-to” SPSS videos will be beneficial to their further studies

29. Colleague quote
“…..we are getting them to carry out quite sophisticated analyses, with a lot more success than I believed possible at the beginning!”

30. Next? Refine work in light of first delivery experience
Extend to other modules
Examples of DEWIS with R in public domain
Funding