Physical Sciences and Mathematics Commons^™

P-Values Versus Significance Levels, Phillip I. Good

Journal of Modern Applied Statistical Methods

In this article Phillip Good responds to Richard Anderson's article Conceptual Distinction between the Critical p Value and the Type I Error Rate in Permutation Testing.

Conceptual Distinction Between The Critical P Value And The Type I Error Rate In Permutation Testing: Author Response To Peer Comments, Richard B. Anderson

Journal of Modern Applied Statistical Methods

Richard Anderson responds to comments regarding his target article Conceptual Distinction between the Critical p Value and the Type I Error Rate in Permutation Testing.

A Response To Anderson's (2013) Conceptual Distinction Between The Critical P Value And Type I Error Rate In Permutation Testing, Fortunato Pesarin, Stefano Bonnini

Journal of Modern Applied Statistical Methods

Pesarin and Bonnini respond to Anderson's (2013) Conceptual Distinction between the Critical p value and Type I Error Rate in Permutation Testing

Conceptual Distinction Between The Critical P Value And The Type I Error Rate In Permutation Testing, Richard B. Anderson

Journal of Modern Applied Statistical Methods

To counter past assertions that permutation testing is not distribution-free, this article clarifies that the critical p value (alpha) in permutation testing is not a Type I error rate and that a test's validity is independent of the concept of Type I error.

Refinement, Application, And Evaluation Of Cognitive And Affective Chemistry Measures For College Students, Keily Heredia

USF Tampa Graduate Theses and Dissertations

This work describes three case studies conducted to address two major problems in the area of chemistry education research, the lack of reported psychometrics regarding instrument scores, and the need for well-characterized assessments to evaluate college chemistry curricula.

The first case study describes a psychometric evaluation of the Colorado Learning Attitudes about Science Survey (CLASS), an instrument designed to assess student beliefs about the learning of chemistry. Results from this work suggest that the CLASS instrument provides fertile ground for short instruments with reasonable psychometric properties. Responses to a single scale instrument, created from CLASS, showed that students in an …