2014-02-13 07:29:02 - Math Genie provides math for kids abacus lessons everyday to solve problems with cool games from private tutors and combines the ancient abacus with modern child psychology to create a unique strategy for kids to learn math.
"The New Jersey Assessment of Skills and Knowledge For Grade 4 Technical Report Dated May 2003 created and made available by the New Jersey Department of Education is significant to all the parents students and private tutors at all of the three Math Genie abacus math for kids schools in New Jersey in the United States of America, continues on to state the following, quote “Therefore, the number of items in the content areas and clusters being correlated must be considered when their correlations are evaluated. 6.4 Item Bias Statistics. Following the classical item analyses, Differential Item Functioning (DIF) studies were completed. One of the goals of test development is to assemble a set of items that provides an estimate
of a student’s ability that is as fair and accurate as possible for all groups within the population".
"DIF statistics are used to identify those items that identifiable groups of students (e.g. females, African Americans, Hispanics) with the same underlying level of ability have different probabilities of answering correctly. If the item is differentially more difficult for an identifiable subgroup, the item may be measuring something different from the intended construct. However, it is important to recognize that DIF flagged items might be related to actual differences in relevant knowledge or skill (item impact) or statistical Type I error. As a result, DIF statistics are used to identify potential sources of item bias. Subsequent review by content experts and bias/sensitivity committees determines the source and meaning of any differences that are seen. ETS used two DIF detection methods: the Mantel-Haenszel and standardization approaches. As part of the Mantel-Haenszel procedure, the statistic described by Holland & Thayer (1986), known as MH D-DIF, was used".
"This statistic is expressed as the differences between the focal and reference group performance after conditioning on total test score. This statistic is reported on the ETS delta scale, which is a normalized transformation of item difficulty (proportion correct) with a mean of 12 and a standard deviation of 4. Negative MH D-DIF statistics favor the reference group and positive values favor the focal group. The classification logic used for flagging items is based on a combination of absolute differences and significance testing. Items that are not statistically significantly different based on the MH D-DIF (p>0.05) are considered to have similar performance between the two studied groups; these items are considered to be functioning appropriately” end quote".
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