When measuring arrival times for class, we can use a specific measurement of any given late student to best determine:

Question

BlackTom AI · Accepted Answer

The prompt for this item asks about what a specific measurement of any given late student’s arrival time best determines.

First, note that the provided data shows only one possible answer fragment: '...whether the student is unusual in their lateness.' and there are no answer choices listed to evaluate against. This means we cannot perform a standard option-by-option analysis because the alternative options are missing.

With that constraint in mind, we can discuss the underlying concept. When you measure arrival times for a class, you’re typically trying to characterize a pattern or baseline for punctuality. A single late instance can’t tell you much by itself, but repeated measurements can help determine whether a particular student’s lateness is within the expected variability for that student, or if it stands out as unusual compared to the class or an established norm.

Key considerations include:
- What baseline or distribution of arrival times exists for the class or for the student over time? Without this, it’s hard to tell if a late arrival is typical variance or an anomaly.
- How is “unusual” defined? It could be based on statistical deviation (e.g., beyond a certain number of standard deviations from the student’s mean arrival time) or on comparison to overall class punctuality.
- What is the goal of the measurement? If the aim is to identify exceptional lateness for interventions, the analysis would focus on detecting outliers relative to a defined baseline.
- Ethical and practical factors: using measurements to label a student as ‘unusual’ should be handled sensitively, with understanding of context (traffic, emergencies, etc.) and fairness.

If there were multiple answer choices, a correct option would likely describe that measuring arrival times helps determine whether a student’s lateness is unusual relative to a defined baseline or norm, rather than making a broad judgment about all aspects of the student’s behavior. Incorrect options, in contrast, might claim that measuring arrival times reveals something about a student’s overall abilities, or that a single data point can establish a pattern, which would be misleading.

In summary, the core idea behind measuring arrival times is to assess variability and identify outliers in lateness, i.e., to judge whether a particular lateness instance or pattern stands out from expected norms. However, due to the absence of the full set of answer choices, a precise option-by-option justification cannot be completed here.

PSYC20007_2025_SM2 Goals of Statistical Testing II

When measuring arrival times for class, we can use a specific measurement of any given late student to best determine:

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