ࡱ> tvsx5@ ǰbjbj22 XX0&~~~~Daaaa<awc4d4NdNdNdgggvvvvvvv$6yR{vulGggllv~~NdNd`wnnnl|~8NdNdvnlvnnn:qsUrNdc JalTr r4vw0w'r.,|m,|Ur~~~~,|Ur<ghnkii gggvvd1v4,n(v4 SEQ CHAPTER \h \r 1Introduction to Data Quality Assessment Training Course INSTRUCTOR NOTES Background Data quality assessment is the scientific and statistical evaluation of data to determine if data obtained from environmental data operations are of the right type, quality, and quantity to support their intended use. This assessment is built on a fundamental premise: data quality, as a concept, is meaningful only when it relates to the intended use of the data. Data quality does not exist in a vacuum; one must know in what context a data set is to be used in order to establish a relevant yardstick for judging whether or not the data set is adequate. The course content demonstrates how to perform an assessment of data quality to evaluate data and provides detailed information on graphical and statistical tools. This course will familiarize participants with the process for performing a data quality assessments. It does not involve detailed instructions on the statistics involved in the process. The course is intended for managers or analysts that either use (analyze) data themselves or review the use of data by others. The course is designed to be presented in a classroom setting to approximately 40 participants over 1 day period. There are no prerequisites for this class; however, a familiarity with introductory statistics or data analysis would be beneficial. Format of Instructional Materials The speaker notes include content that needs to be presented as well as instructions for activities and events that occur during the course. The instructor notes contain three main types of bullets: 1.  This bullet is followed by an action verb in bold (EXPLAIN, REFER, ASK) and pertinent information that you will present to the participants. 2. i This bullet is followed by the word INSTRUCTOR NOTE and information directed to you, the instructor, about something you need to know or do. The cover slide for each module indicates the approximate amount of time that the module should take. This will guide you in preparing to present the course. Pre-Instruction Checklist i Make copies of the Agenda, handouts, overheads, and seminar evaluation form to distribute to the participants: i Review the instruction. A summary is contained in the  Course Content list. Think about examples you can use that will be relevant to those you will be teaching. i Estimated instruction time is about 7-8 hours. Plan where to insert two 15-minute breaks. i Bring at least one copy of the Guidance for Data Quality Assessment. If possible, bring copies for the class. i If possible, bring a computer and the DataQUEST software to demonstrate during the Resources module. Course Content # TitleApprox. Length (min)# Slides Materials Needed1The Role of DQA in a Project 3013Handout 12Overview of Data Quality Assessment6032Handout 23DQA Steps 1, 2, 37027Handouts 3, 4, 5, 6, 74Exercise: Using Graphs2095DQA Steps 4 and 56025Handout 86Exercise in DQA45--Handout 97Manganese Example4536Handout 108Resources1511Handout 119Summary and Wrap-up Exercise301 AGENDA PUT DATE AND LOCATION Time Topic 08:30-09:00 The Role of DQA in a Project 09:00-10:00 Overview of Data Quality Assessment 10:00-10:15 Break 10:15-11:25 DQA Steps 1, 2, 3 11:25-11:45 Exercise: Using Graphs 11:45-01:00 Lunch 01:00-02:00 DQA Steps 4 and 5 02:00-02:45 Exercise: DQA 02:45-03:00 Break 03:00-03:45 Manganese Example 03:45-04:00 Resources & Software Tools 04:00-04:30 Summary and Wrap-Up Exercise LIST OF HANDOUTS #1 DQA Project Table #2. DQA Steps Summary Table #3 Common Analysis Methods #4 DQA Project Table for the PCB Example Note: Instructors Guide contains a completed table. #5 Summary Statistics #6 Common Graphs #7 Common Hypothesis Tests #8 Common Assumptions and Transformations #9 Exercise in DQA Note: Instructors Guide contains an answer sheet. #10 Exposure to Manganese Project Table #11 DQA Checklist & References HANDOUT #4: INSTRUCTOR NOTES Project objective & data collection design (Step 1)Observations from QA reports/summary statistics /graphs (Step 2) Statistical method and assumptions made (Step3) Verification of these assumptions (Step4)Results from the statistical method (Step 5)Objective: Does the extent of PCB contamination along the road present and unacceptable risk and remedial action is needed? Parameter of interest: Mean Type of analysis needed: Hypothesis test. Type of data collection design: Stratified random sample with compositing. Information on deviations from the design in the implementation: None.Non-detects: None recorded Probable distribution: Normality cannot be assumed - data are not symmetric Potential outliers: One extreme value (21.15 Anomalies: None noted apart from the presence of 1 potential outliersAnalysis method: One-sample t-test Assumptions to verify: No outliers Sample mean approximately normally distributed Random sample Few values below the detection level Significance levels: The false rejection error rate is 0.2. The false acceptance error rate is 0.05 at 2.5 mg/Kg. Assumptions, whether they were met, and how they were verified (including significance levels): No outliers - Value of 25.15 was removed after performing the Extreme Value Test with a significance level of 0.05. Sample mean approx. normally distributed - the Shapiro-Wilk test was used (0.05 significance level) to verify that the logged data were normally distributed. Random sample - sampling design was reviewed to ensure random sample Few values below the detection level - no non-detects in the sampleFinal results from data analysis: t-test rejected the baseline condition at a 5% significance level so the statistical results were that the mean PCB concentration along the road posed a risk and remedial action is needed.  HANDOUT #9: EXERCISE IN DQA: INSTRUCTORS NOTES Instructor notes are italicized   EMBED FLW3Drawing \* MERGEFORMAT \s The point of this exercise to familarize the students with the handouts so be sure to have them pull out the proper handouts. 1. Develop a statement of the problem for the picture above: Have the audience define the problem. They should recognized that they will be comparing the monitoring wells to the background well. Discuss whether to compare background to both wells simultaneously or on an individual basis. It is easier to do this module if you use an individual basis. 2. Using Handout #3, what type of analysis should be used for this problem? Have the audience discuss what type of analysis to use (Handout #3). They should select "Hypothesis Test." 3. What additional information do you need to complete Step 1? Have the audience discuss what additional information they would need to complete Step 1 - such as sampling design and the decision error limits. If the audience gets off track, have them use the first column in Handout #1. Sampling Design Information: quarterly samples taken from the 3 wells on the same day. Decision Error Limits - the monitoring wells will be assumed to be the same as the background well unless the evidence shows otherwise. (Baseline condition: mean of background well = mean of monitoring well). False rejection levels and false acceptance levels would also have been set (but are not needed for this example). Parameter to Compare - use Handout #5 to select a summary statistic for comparison. (Easiest answer for this module will be mean levels.) Baseline Condition - Based on the problem, what should be the default assumption. EMBED FLW3Drawing \* MERGEFORMAT \s 4. Using Handout #6, what can you say about the Background Well? Monitoring Well 1? Monitoring Well 2? The Background Well has one potential outlier and is skewed toward lower values. Monitoring Well 1 has a lot of high extreme values and its median is much larger than its mean. Monitoring Well 2 is symmetric. 5. From the Box and Whisker Plots, what comparisons or contrasts can you draw between the Background Well and the Monitoring Wells? The distributions of the three wells are very different. The mean and median of Monitoring Well 2 is similar to the Background Well. Monitoring Well 1 is very different that the Background Well and Monitoring Well 2. 6. Using Handout #7, which statistical test is appropriate? Test of a Correlation Coefficient One-sample t-test Two-sample t-test F-Test Bartletts Test Runs Test Analysis of Variance (If each well is to be compared individually, then the two-sample t-test is appropriate. If the wells are to be compared simultaneously, then an ANOVA is appropriate. Lead the audience to two-sample t-test.) 7. Use Handout #8 to complete the following table for the test selected above (#6): Have the audience use Handout #8 to see what assumptions underlie the test selected. For each of these assumptions, ask the audience whether they believe the assumptions are valid. Then have them identify potential verification method and ask the audience for corrective actions if the assumptions are not valid. Test AssumptionAssumption Likely to be Valid?Potential Verification MethodPotential solution if assumption is not valid:Random SampleYes.Need more information on sampling design and raw data.Use method with extreme care.IndependenceNo - monitoring wells samples will be related to background levels unless samples taken at a time interval greater than the flow rateNeed more information on sampling design and raw data.Use time series analysis methods instead.Normal DistributionNo - Background well and monitoring well #1. Possibly monitoring well #2.Depends on sample size. Either W Test or Fillibens may be appropriate.Transformation, select different test, consult a statistician.No OutliersDepends on distribution of data.Depends on sample size and distribution of data.Perform analysis both with outlier and without to determine effect. Use different hypothesis test.No (or few) NDsYes.n/aUse different hypothesis test or use a substitute method to replace values of NDs.  8. What conclusions can you draw from the test results? Have the audience discuss what is meant by fail to reject. Then what would their overall conclusion be if the baseline condition was Background = Monitoring? (Answer: Reject this and conclude that there is a difference because there is a difference between the background well and monitoring well 1.) What would their overall conclusion be if the baseline conditions was Background Monitoring? (Answer: There isn t a conclusive answer that they are different. Need to investigate further either through the power of the test, i.e., make sure false acceptance error rate satisfied, or by using another method.) You can end by pointing out that multiple comparisons inflates the false rejection error rate. And there are numerous tests/procedures that are more appropriate but beyond the scope of this class. Introduction to Data Quality Assessment EVALUATION FORM PUT DATE Please rate the effectiveness and value of the following course components: (1 = poor, 2 = fair; 3 = adequate, 4 = effective, 5 = very effective) Effectiveness1. 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Overview of Data Quality Assessment1 2 3 4 53. DQA Steps 1, 2, 31 2 3 4 54. Exercise: Using Graphs1 2 3 4 55. DQA Steps 4 and 51 2 3 4 56. Exercise in DQA1 2 3 4 57. Manganese Example1 2 3 4 58. Resources & Software Tools1 2 3 4 5 2. What is your overall assessment of the course? Poor______ Fair______ Good______ Very Good______ Excellent______ 3. Was the course length ppropriate?__________________________________________ 4. Were the subjects covered in enough detail?__________________________________ 5. What improvements and/or changes would you recommend for this course? 6. What parts of this course were of greatest benefit to you?______________________ 7. Additional Comments: 8. Would you recommend this course to others? YES _____ NO ______ PAGE  PAGE 1 PAGE 4 TEST RESULTS Background Well vs. Monitoring Well 1: Reject the baseline condition with a 5% significance level. Background Well vs. Monitoring Well 2: Fail to reject baseline condition with a 5% significance level. 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