arXiv subjects

Matthew D. Beckman

Publications and source records attributed to Matthew D. Beckman.

3 recordsLinked to original sources

arXiv2024

Developing Consistency Among Undergraduate Graders Scoring Open-Ended Statistics Tasks

Undergraduate graders are frequently important contributors to an instructional team in post-secondary education settings. This study set out to investigate agreement for a team of undergraduate graders as they acquired training and experience for scoring responses to open-ended tasks. Results demonstrate evidence that undergraduate graders can develop the ability to establish and sustain substantial agreement with an instructor, especially when equipped with proper training and a high-quality scoring rubric.

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arXiv2020

Implementing version control with Git and GitHub as a learning objective in statistics and data science courses

A version control system records changes to a file or set of files over time so that changes can be tracked and specific versions of a file can be recalled later. As such, it is an essential element of a reproducible workflow that deserves due consideration among the learning objectives of statistics and data science courses. This paper describes experiences and implementation decisions of four contributing faculty who are teaching different courses at a variety of institutions. Each of these faculty have set version control as a learning objective and successfully integrated one such system (Git) into one or more statistics courses. The various approaches described in the paper span different implementation strategies to suit student background, course type, software choices, and assessment practices. By presenting a wide range of approaches to teaching Git, the paper aims to serve as a resource for statistics and data science instructors teaching courses at any level within an undergraduate or graduate curriculum.

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arXiv2017

Cognitive Transfer Outcomes for a Simulation-Based Introductory Statistics Curriculum

Cognitive transfer is the ability to apply learned skills and knowledge to new applications and contexts. This investigation evaluates cognitive transfer outcomes for a tertiary-level introductory statistics course using the CATALST curriculum, which exclusively used simulation-based methods to develop foundations of statistical inference. A common assessment instrument administered at the end of each course measured learning outcomes for students. CATALST students showed evidence of both near and far transfer outcomes while scoring as high, or higher on the assessed learning objectives, when compared with peers enrolled in similar courses that emphasized parametric inferential methods (e.g. the t-test).

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