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新西蘭assignment代寫 GRE衡量標準

2020-12-25 23:28

必須分析和研究幾個變量,以幫助院長決定是否繼續使用GRE作為衡量成功的標準,或完全將其從研究生入學要求中消除。為了給院長進行全面的分析,必須研究四個方面(變量):1)學生性別,2)當前和將來學生的GPA,3)當前和將來學生的GRE分數,以及4)研究生完成率。這些變量中的每一個都必須通過特定的統計算法進行分析,以使機構能夠正確讀取所需的結果。一旦計算出建議書,就必須編寫并提交給院長。提案的分析將使教務長可以查看GPA和GRE分數之間的關系,性別,GPA和GRE分數之間的關系以及涉及性別,GRE分數和完成頻率的關系。另外,最終分析將根據新董事收集的信息根據分析結果向院長提出建議。當主任開始調查研究時,他們必須從收集與前面提到的四個變量有關的數據開始,但更重要的是,要了解變量本身。在能夠分析不同部分之前,院長希望主任研究一下,必須首先了解接下來的計算中將使用的每個變量,GPE,GRE分數,性別和完成頻率。學生的GPA會根據學生在評估中表現出色的能力來顯示其在課堂上的成功。此刻度基于0到4點刻度。這是學生學習生涯的累計分數。通過榮譽或預科課程(AP),學生可以獲得GPA 5.0或更高的水平(Caskie,Sutton和Eckhardt,2014年)。相反,GRE是一項累積測試,顯示學生保留和使用所學信息的能力。它測試批判性思維以及分析,口頭和定量推理技能(Wao,Ries,Flood,Lavy和Ozbek,2016年)。其次,性別通常用受試者是男性還是女性來標記。最后,完成頻率顯示學生是否能夠成功完成學位,或者他們是否無法完成學位。這些變量中的每一個都將在計算中發揮作用。 GRE和GPA通常是因變量,而性別和完成頻率則是自變量。了解了每個變量的含義之后,現在該導演開始收集數據了。
新西蘭assignment代寫 GRE衡量標準
Several variables must be analyzed and researched in order to help the dean decide whether or not to continue using the GRE as a measurement of success or eliminate it completely from graduate school admissions requirements.  In order to give the dean a well-rounded analysis, four areas (variables) must be researched: 1) student gender, 2) the GPA of current and future students, 3) the GRE scores for current and future students, and 4) the graduate degree completion frequency.  Each of these variables must be analyzed through specific statistical algorithms in order for the institution to have a proper reading of the desired outcome.  Once it is calculated, a proposal must be written and presented to the dean.  The proposal’s analysis will allow the dean to see the relationships between GPA and GRE scores, the relationship between gender, GPA, and GRE scores, and the relationship involving gender, GRE scores, and frequency of completion.  Also, a final analysis will show recommendations to the dean based on the findings of this analysis based on the information gathered by the new director.  As the director begins their investigative study, they must start with the gathering of data pertaining to the four variables previously mentioned, but more importantly, understanding the variables themselves.Before being able to analyze the different parts the dean wishes the director to look into, one must first understand each and every one of the variables which will be used in the coming calculations, the GPE, GRE scores, gender, and completion frequency.  A student’s GPA shows the success of a student in the class based on their ability to do well on assessments.  This scale is based on a 0 to 4-point scale.  It is a cumulative score over the student’s learning career.  Through honors or Advance Placement (AP) courses, students can obtain a 5.0 or higher GPA (Caskie, Sutton, & Eckhardt, 2014).  Conversely, the GRE is a cumulative test which shows how well the students retain and use learned information.  It tests critical thinking, as well as analytical, verbal, and quantitative reasoning skills (Wao, Ries, Flood, Lavy, & Ozbek, 2016).  Next, gender is usually labeled by whether the subject is a male or female.  And finally, the completion frequency shows if a student was able to complete their degree successfully or if they were unable to complete the degree.  Each of these variables will play a part in the calculations.  GRE and GPA will usually be dependent variables while gender and completion frequency will be the independent variables.  With the understanding of what each variable means, it is now time for the director to begin collecting data.
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