Project - Exam Scores

Picture of Excel Spreadsheet of student's scores is at the bottom of this page.

1. (5 pts) Use Excel to calculate the frequency and percentage of correct answers for each student. Picture of scores on the bottom of page.

Student	Frequency	Percentage
Andy
Creed
Darryl
Dwight
Gabe
Holly
Jim
Kevin
Michael
Pam
Phyllis
Stanley
Toby

1. (5 pts) Based on these percentages, determine the number of students who earned an A, B, C, D, and F on the exam. A = 90-100%, B = 80-89%, C = 70-79%, D = 60-69%, and F = 0-59% scale.

Grade	Number of students
A
B
C
D
F

1. (5 pts) Use this information to make a pie chart showing the percentage of students who earned each grade. Make sure the percentages are labeled on your pie chart.

Paste your pie chart here:

1. (5 pts) Use Excel to calculate the number of correct responses for each question. In other words, determine how many students got question #1 correct? How many got question #2 correct? How many got question #3 correct? And so on.

Question	Frequency
#1
#2
#3
#4
#5
#6
#7
#8
#9
#10
#11
#12
#13
#14
#15
#16

1. (5 pts) Make a bar graph showing the number of students who answered each question correctly.

Paste your bar graph here:

1. (5 pts) Choose two students and create a Venn diagram showing the relationship between the students and the problems they each got correct.

Paste your Venn diagram here:

1. (6 pts) Answer the following questions:
   1. How many students got question 4 and question 6 correct?
   2. How many students got question 4 or question 6 correct?
   3. How many students got question 10 and question 15 correct?
   4. How many students got question 10 or question 15 correct?
   5. How many students got question 3 incorrect and question 5 correct?
   6. How many students got question 3 correct and question 5 incorrect?

1. (15 pts) Take a teacher's point of view to analyze the test to see if any question(s) should be thrown out, changed, or altered in any way.

• Your response can include the answers to these assumptions:
• Base your answer on these assumptions
  • Questions #1-4 are adding fractions.
  • Questions #5-8 are subtracting fractions.
  • Questions #9-12 are multiplying fractions.
  • Questions #13-16 are dividing fractions.
  • Students are not able to use calculators on the test.
• Based on the data give at least three reasons why question(s) should or should not be thrown out, changed, or altered.
• Explain and show any work needed for this calculation.
• Describe the assumptions in making your judgments.
• Provide compelling rationale for why each assumption is appropriate or inappropriate.
• Explain whether and how your findings are valid.
• Explain whether and how your findings are reasonable.
• Provide deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from the test data.

1. (3 pts)Describe how this project fulfills the Gen Ed Outcomes (Interpretation, Representation, Calculation, Application/Analysis, Assumptions, Communication).

1. (3 pts)Describe how this MAT-118 course is essential for one's professional education program as well as expanding other long-term career path options.

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