The Turnitin Score: A Statistical Analysis

The major challenge was to get the survey done by students who are enrolled in different courses so that we can get general opinion of almost all students. It was hard to get the survey done from all programs students, but still we managed to get opinion of students from other courses.

David Leonhardt bases more of his articles on students similar test scores when starting in a university. In his article, he uses examples of two groups of students with generally the same score, but dividend on what college they attend because of a tiny difference. “Students who score 840 on the SAT, for example, or maintain a “C+” average in high school are admitted. Those who don’t clear the bar are generally rejected, and many don’t attend any four-year college” (Leonhardt). This

One of the main reasons colleges use a student’s standardized test scores is to determine how ready they are for college and how they will perform in their freshman year (“Do Standardized Test” par 10). However, in reality these standardized tests do not properly predict a student’s first year college performance. Throughout the years, multiple studies have shown that a student’s GPA is a much more accurate representation of their future performance in college than their standardized test results. One of these studies for example, states that “The ACT regularly underestimates the abilities of females, who earn higher grades than males in college, despite lower ACT scores.” (“The ACT: Biased” par 10)

Analysis of the data yielded a correlation of 0.51 and variance of 0.26. In other words, 26% of the variance in the Keystone exam scaled score is predicted by the CDT scaled score. When used to predict future performance on the Keystone exam, the use of the t statistic would refute the existence of a connection between the CDT score and that of the Keystone score. An assumption that the predicted means for the 2014 – 2015 Keystone score and the actual Keystone score produced a P value less than 0.001. This is far smaller than the required 0.05 and requires us to accept the alternate hypothesis, that the means are not connected. The final comparative component demonstrated that the CDT accurately predicted student success or lack there of in 57% of all cases. In the remaining 43% of erroneous predictions, the CDT predicted that students would not succeed when in fact, they did 70% of the time. In other words, for 13% of all students, the CDT erroneously predicted student success in Operations with Real Numbers and Expressions when they in fact did not meet

As the awarding body will require the teacher to assess the student’s level of learning, the teacher will still need to decide what methods of assessment are required. This may be observation during any session, and completing assignments. It is important when any assessment has been made the teacher must give the student feedback. Finally the teacher needs to review any assessment and make any changes where necessary. It is important that the teacher maintains a record of student progress as this may be a requirement of the organisation.

The student would have had time to mentally prepare for these topics and be successful in the

The results from this where significant in that all students during their baseline evaluation, it was below an expected level, however it was quite clear that during this process there was a big improvement , their report cards show a vast improvement with scores varying from D to C, D to B and B to A,

The grades may be the same for all students, but will the content taught be the

There was a significant positive correlation between speed and grade average, the results of this could be displayed as, (r (204) = 0.14, p=0.04). These results support the predictions that were made based on the assumption that speed and grade average is significantly correlated. Students who score higher on their speed of learning are then likely receive a higher-grade average. The results of structure and grade are as follows (r (204) = 0.0008, p = 0.99).

At this time of year, we hear a lot of chatter from students via Twitter (follow us: @turnitin) saying, "turnitin says my essay was 23% plagiarized," or "just submitted my paper to turnitin... 4% plagiarism is good right?," or "my Turnitin plagiarism percentage is only 18%."

In the morning the following day, they will all regroup to take an exam over the material presented. After the exam is administered and completed, participants will be shuttled home. The exam will consist of twenty questions each, relative to their academic level, and/or grade point average and be worth five points each on a conventional 100 percent grading scale. The results of the tests from both groups will be collected and analyzed, using quantitative research, which is, using numerical data and statistical analyses (Passer, 2014). The performance of both groups measured in an effort to answer the research

I read my chosen article thoroughly and highlighted the important material, figures, and dates. I used paraphrasing by writing significant information in my own words. Paraphrasing is expressing ideas read by an individual in their own writing [4]. To successfully complete writing my Précis, I researched in depth to find out what a precis is and how it is written. The next step was to start writing my Précis and referencing it as I went along to acknowledge the concept of my article using the IEEE referencing system. I used Turnitin to check if I have plagiarized. Turnitin is a software that checks for duplicate material. It compares the student's piece of writing with some sources that have already been stored in its system to find similarity between the source and the students writing. Turnitin was extremely beneficial as it displayed how much of my precis was similar to the article to allow me to reduce some similarities and preclude plagiarism. In the beginning, Turnitin gave me a result of 21% similarity. I was extremely unhappy with the result and rectified my Précis and later got 6% similarity. Turnitin has definitely helped me to understand the importance of plagiarism. There were certain aspects of my Précis that I can improve. Once such aspect is a lack of sources used. As I was instructed to use one article, I was lenient on that particular source. To sum up,

As part of student learning experience student will have a number of assignments to complete. Assignments are designed to help student learning and understanding of their subject by requiring student to demonstrate, through the completion of an assessment task, how well you have engaged with and understood the material you have studied. Assessment tasks will vary from subject to subject and can range from problem-solving to reporting on experimental data to the development and presentation of coherent and cogent arguments. It is expected that in producing an assignment, student may need to read and gather information from a range of sources including books, journals, official reports, newspapers or material from the Internet as well as ideas generated in discussion with colleagues and other students. When presenting the assignment on a topic it is really important to do:

probably only 30 % of skill the student has. However, this is a very important

Difficulty faced by students in completing the assignments homework projects case studies as the topic sometimes get more tough or sometimes students miss their classes which is based on the topic of the assignment, assignment topic. Missing class of assignment topic can lead to stress when the material is not sufficient enough, lack of accuracy or even when there is non-availability of data to complete the assignment or homework or project. In such a state, students take extra classes with any tutor or avail assignments online service assignment help online to complete their assignment.