Sistema Universitario Ana G. Méndez School for … 201: Biostatistics 1 Updated, 04-14-2011 Sistema...

PUHE 201: Biostatistics 1

Updated, 04-14-2011

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

PUHE 201

BIOSTATISTICS

BIOESTADÍSTICA

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved


Updated, 04-14-2011

Prepared with the collaboration of:

Ricardo Zaurin, Ph. D., EPM

Juanita Munera, English Specialist

Paola Maino, Spanish Specialist

Daniel Poremba, Curriculum and Instructional Designer


Updated, 04-14-2011

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO......................................................................................................... 4

STUDY GUIDE ............................................................................................................... 18

TALLER UNO ................................................................................................................ 33

WORKSHOP TWO ........................................................................................................ 43

TALLER TRES ............................................................................................................... 51

WORKSHOP FOUR ...................................................................................................... 59

TALLER CINCO / WORKSHOP FIVE ...................................................................... 67

APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICENCY SCORING

RUBRICS......................................................................................................................... 76

APÉNDICE B / APPENDIX B: 6-TRAITS OF WRITING RUBRICS ..................... 81

APÉNDICE C / APPENDIX C: ATTENDANCE AND PARTICIPATION

EVALUATION ............................................................................................................... 95

APÉNDICE D / APPENDIX D: RUBRICS FOR THE EVALUATION OF

ASSIGNMENTS DUE BEFORE THE WORKSHOP ................................................ 98

APÉNDICE E / APPENDIX E: INSTRUCTIONS FOR BUILDING A GLOSSARY

OF TERMS .................................................................................................................... 101

APÉNDICE F / APPENDIX F: RUBRIC TO EVALUATE PARTICIPATION IN

GROUP ACTIVITIES.................................................................................................. 103

APÉNDICE G / APPENDIX G: RUBRIC TO EVALUATE ORAL

PRESENTATIONS ....................................................................................................... 106

APÉNDICE H / APPENDIX H: RUBRIC TO EVALUATE WRITTEN PAPERS111

APÉNDICE I / APPENDIX I: GUIDELINES FOR PREPARING THE

PORTFOLIO................................................................................................................. 114

APÉNDICE J / APPENDIX J: PORTFOLIO INFORMATIONAL SHEET ......... 117

APÉNDICE K / APPENDIX K: LOG OF ENTRIES ............................................... 119

APÉNDICE L / APPENDIX L: OVERALL PORTFOLIO SELF-ASSESSMENT121

APÉNDICE M / APPENDIX M: PROGRESSION FOLLOW-UP TEMPLATE .. 124

APÉNDICE N / APPENDIX N: USE AND RETURN OF PORTFOLIO ............... 126

APÉNDICE O / APPENDIX O: USE AND DISCARD OF PORTFOLIO ............. 128

APÉNDICE P / APPENDIX P: USE AND DISCARD OF PORTFOLIO .............. 130


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GUÍA DE ESTUDIO

Título del Curso Bioestadística

Codificación PUHE 201

Créditos Tres

Duración Cinco Semanas

Pre-requisito MATH 111

Descripción

En el Curso de Bioestadística (PUHE 201) se presentan los principios y

conceptos fundamentales de la estadística aplicada a la vida y al campo de la salud.

Se dará énfasis en las técnicas básicas que se utilizan en la investigación científica

dirigidas a las áreas de la salud y la salud pública. Además, se discutirán los

conceptos estadísticos tales como método científico, método estadístico, medidas

de tendencia central, medidas de dispersión, distribución de frecuencia, construcción

de gráficas, introducción a la probabilidad, estimación, pruebas de hipótesis e

independencia de variables.

Objetivos de Contenido Generales:

Al finalizar el curso, el estudiante logrará los siguientes objetivos:

1. Conocer los conceptos fundamentales de la bioestadística.

2. Reconocer la utilidad del método científico

estadístico, medidas de tendencia central y medidas de dispersión en el


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campo de la administración de servicios de salud y áreas relacionadas.

3. Aplicar los conceptos estadísticos aprendidos en el curso en los distintos

escenarios de la salud pública y administración.

4. Preparar a profesionales de la salud en utilizar la información estadística

disponible para tomar las decisiones más adecuadas.

Objetivos de Lenguaje Generales:

1. Escuchar: Escuchar atentamente las presentaciones del facilitador y otras

conferencias académicas en el campo de la bioestadística.

2. Hablar: Hablar claramente en conversaciones, discusiones o debates relacionados

al campo de la bioestadística.

3. Leer: Leer comprensivamente la literatura científica del área de la bioestadística.

4. Escribir: Escribir documentos académicos y estudios del área de la

bioestadística utilizando la gramática, la ortografía y el estilo adecuados.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español)

por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para

cada lenguaje por curso. El facilitador podría requerir más horas de práctica basada en las

necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los

lenguajes mencionados. El total de horas de práctica en el laboratorio de lenguaje o

e-lab deben de estar integradas en la sección de actividades del módulo.


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Descripción del Proceso de Evaluación:

1. Asistencia y participación diaria en cada taller

La asistencia a todos los talleres es obligatoria y tiene un valor de 20 puntos para

cada taller. Si el estudiante tiene dos o más ausencias, su nota será ajustada

apropiadamente . En caso de ausencia, el estudiante debe realizar todas las

gestiones necesarias para comunicarse con el facilitador de manera que pueda

prepararse adecuadamente para la próxima reunión. Si el estudiante está ausente

a un taller, las actividades desarrolladas en dicho taller no se pueden recuperar, en

sus efectos, el facilitador decidirá cómo el estudiante repondrá el trabajo perdido

(Ver Apéndice C).

2. Trabajos para realizar previo a cada taller

Antes de cada taller el estudiante deberá completar ciertas tareas asignadas, que le

ayudarán a prepararse para las actividades que se realizarán durante el taller. Las

mismas deberán ser preparadas siguiendo el formato de la Asociación Americana

de Psicología (APA) y constarán de una selección de preguntas, definiciones,

ejercicios asignados por el facilitador del curso o de exploración en la Internet.

Estos trabajos abarcarán información básica conceptual, que le ayudará al

estudiante en la comprensión de los temas bajo estudio. Estas tareas deberán

entregarse comenzando desde la primera reunión. Cada trabajo tiene un valor de

20 puntos para un total de 100 puntos. Si el estudiante no hace entrega de

cualquier trabajo en el tiempo establecido, se le penalizará con un descuento de

20% por cada semana de retraso. Este es un trabajo individual; no se aceptarán


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copias del Internet o de las direcciones electrónicas utilizadas. La evaluación de

estas tareas estará dividida en 70% por contenido y 30% por objetivos de

lenguaje. (Ver Apéndice D: Matriz de valoración para evaluar tareas previas a los

talleres y Apéndice E: Guía para elaborar el glosario). Todas las asignaciones

deben realizarse usando las reglas gramaticales de acentuación y puntuación

correctas, requeridas y aceptadas para el lenguaje utilizado. Éstas tareas serán

incluídas en el Portafolio.

3. Trabajos cooperativos

El estudiante tendrá la oportunidad de trabajar en grupo. El facilitador estará a

cargo de incorporar los grupos en cada uno de los talleres. Cada grupo trabajará

una serie de asignaciones en forma colectiva, cada grupo resolverá y presentará

dichas asignaciones en la clase. La solución de los problemas se entregará al

finalizar el tiempo previsto por el facilitador, antes de la presentación de los

mismos en cada taller con el nombre de todos los participantes por grupo, en la

hoja provista por el facilitador. La solución y discusión de los problemas se hará

en la clase en forma de paneles compuestos por los diferentes grupos. Habrá

cuatro (4) trabajos cooperativos a partir del Taller Uno. Cada uno de ellos tiene un

valor de 25 puntos, para un total agregado de 100 (cien) puntos. En la quinta

reunión no se realizará esta actividad. Las participaciones por taller no se podrán

reponer, si el estudiante está ausente, perderá todos los puntos. (Ver Apéndice F:

Matriz de valoración para evaluar participación en grupo.)


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4. Pruebas cortas

El estudiante tendrá una prueba al finalizar cada taller, comenzando desde el

primero hasta el cuarto taller. Dichas pruebas se efectuarán para medir

conocimientos en diferentes niveles, del material estudiado en el taller. Las

pruebas escritas tendrán un valor de 25 puntos cada una para un total de 100

puntos. El facilitador determinará qué recursos utilizará el estudiante para ésta.

5. Trabajo Final: Estudio de caso

Durante el Taller Cinco, el estudiante presentará en inglés un estudio de caso de

manera oral y escrita (Ver Apéndices G y H). Éste, será un trabajo en grupo. Sin

embargo, la evaluación considerará ambas: variables de desempeño tanto

individual como grupal. Dependiendo de la cantidad de estudiantes matriculados

en el curso, el facilitador seleccionará aleatoriamente hasta un máximo de cinco

(5) grupos, cuya composición no excederá cinco (5) estudiantes por grupo. Cada

uno de los grupos presentará a la clase el análisis del caso asignado. Éste trabajo

tiene un valor total de 100 puntos (50 puntos para el trabajo escrito y 50 puntos

para la presentación individual). El facilitador deberá informar durante el Taller

Uno, cuáles serán los casos asignados. Además, en ésta reunión se formarán los

grupos que trabajarán los casos.


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Evaluación:

1. Asistencia y participación diaria en cada taller

y el laboratorio de lenguajes o E- Lab.

100 puntos

2. Trabajos para realizar previo a cada taller. 100 puntos

3. Trabajos Cooperativos 100 puntos

4. Pruebas Cortas 100 puntos

5. Portafolio 100 puntos

6. Trabajo final: Estudio de un caso 100 puntos

Curva evaluativa

Se aplicará la curva normal en el proceso de asignar las calificaciones. La misma escala

de notas es la siguiente:

PUNTOS PORCIENTO NOTA

600-550 100 – 90 A

539 – 500 89 – 80 B

499 – 450 79 – 70 C

449 – 400 69 – 60 D

399 - 0 59- 0 F

NOTA: Es de suma importancia que el estudiante tenga una calculadora científica o con

funciones estadísticas, ya que es una de las herramientas principales para poder realizar

eficientemente las tareas y actividades provistas para cada taller. También deberá tener

regla y papel cuadriculado.


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Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. Incluya al

menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

Texto y Recursos:

Daniel, W. W. (2009). Biostatistics: A Foundation for Analysis in the Health

Sciences. (9th ed.) NY: John Wiley & Sons, Inc. ISBN-10: 0470409649. Precio

Aproximado: US $185.00

Referencias y material suplementario

Blair , C., Taylor, R. (2008). Biostatistics for the Health Sciences. (1st .ed.)

Pearson. ISBN-10: 0131176609. Precio Aproximado: US $130.00

Triola, M. , Triola, M., (2006). Biostatistics for the Biological and Health

Sciences with Statdisk. Pearson. ISBN-10: 0321194365. Precio Aproximado:

US$ 132.00

Libros Electrónicos http://bibliotecavirtualut.suagm.edu/

Colegio 24 Hrs. Estadística. (Last Modified 11-05-2009). Número de

clasificación de la Biblioteca del Congreso: QA276.12 -- C691 2004eb.

Hernández, R, García, M. (2010). Estadística. Instituto Politécnico Nacional.

ISBN: 9789709224054

http://bibliotecavirtualut.suagm.edu/


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Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de lenguaje deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles en y fuera de la institución. Convertirse en un profesional bilingüe es

un proceso complejo y retador. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará


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si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tiene que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado

en la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota a dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las


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reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM

de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante el leer la política de plagio de su

universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual

del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso

de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes

deben observar aquellas prácticas dirigidas a evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.


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10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

Entre ellas están:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


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Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Del facilitador o el estudiante requerir o desear una investigación o la

administración de cuestionarios o entrevistas, deben referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para

acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación en línea. Estas certificaciones incluyen: IRB

Institutional Review Board, Health Information Portability and Accountability Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


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Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “modelos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder entender nuevas

experiencias.

Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos con las

experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales

y específicas (“from whole to parts”). Ambas partes deben entenderse en el


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contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsecamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del

avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los

estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.


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STUDY GUIDE

Course Title: Biostatistics

Code: PUHE 201

Credits: Three

Time Length: Five Weeks

Prerequisite: MATH 111

Description:

In Biostatistics (PUHE 201), the principles and fundamental concepts of statistics are

presented with emphasis given to its application in the health science field. Scientific

investigation techniques are applied to the public health area. Among the statistical

concepts discussed are: scientific method, statistical method, central tendency measures,

dispersion measures, frequency distribution, charts, introduction to probability,

estimation, hypothesis testing, and independency of variables.

General Content Objectives:

At the end of the course, the student will be able to:

1. Know and understand the fundamental concepts of biostatistics.

2. Establish and recognize its importance in the area of health services and

public health as it relates to: scientific method, statistical method, central

tendency measures, and dispersion measures.

3. Apply the statistical methods and concepts learned in the course in various

public health and health administration scenarios.

4. Prepare health professionals on how to use the available statistical


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information towards making appropriate health-related decisions.

General Language Objectives:

At the end of the course, the student will be able to:

1. Listening: Listening for the fundamental concepts of biostatistics

introduced/discussed in class and define them.

2. Speaking: Speaking orally as part of a group presentation the importance of the

fundamental concepts of biostatistics

3. Reading: Reading scientific literature concentrating on biostatistics.

4. Writing: Writing academic documents and studies related to the field of

biostatistics following the Six-Traits of Writing Rubric, proper grammar,

spelling, and style.

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with 10 hours of language lab or e-lab usage for each language (English and

Spanish) per course. This equates to the use of the language lab or e-lab for two hours

weekly for each language per course. The facilitator may require a higher number of

hours for language lab practice based on the language needs for listening, speaking,

reading, and writing skills in either or both languages. The total amount of language lab

or e-lab hours is integrated in the activities for each workshop in the module.


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Evaluation:

1. Attendance and participation. 100 points

2. Assignments to complete prior to each workshop including

E-Lab required hours . 100 points.

3. Collaborative Exercises 100 points

4. Students will write a five-paragraph essay explaining the

concepts and skills learned in the workshop (Appendix G). 100 points

5. Portfolio. 100 points

6. Final Assignment: Case study 100 points

Description of the Evaluation Process:

1. Attendance and participation

Attendance to all workshops is mandatory and it carries a weight of 20 points for

each workshop. A student with 2 or more unexcused absences will have his /her

grade adjusted accordingly. When absent , the student will follow the guidelines

established by the university and contact the facilitator in order to come prepared

to the following meeting. All the activities sustained in his absence will be subject

to an evaluation based upon specific parameters. In other words, the student will

be penalized for each assignment that he/she did not complete/participate due to

his/her absence (see Appendix A). In addition to mandatory attendance and class

participation,,the student shall complete twenty (20) hours of language lab or E-


Updated, 04-14-2011

Lab per workshop. Every week the student will record evidence of his/her work

in order to turn it in by the end of the fifth workshop. The facilitator will

determine the distribution of hours among the two languages – English and

Spanish – according to the individual needs of each student. The student may

complete the language lab requirements either at the centers – language labs – or

at home through Tell Me More, Net Tutor, Wimba Voice, Virtual Library,

and/or Voice E-mail.

2. Assignments to be completed before each workshop:

Prior to each workshop, the students must complete certain assignments that will

allow them to prepare for upcoming activities that are part of the workshop. These

assignments will be presented following the American Psychological Association

(APA) style, and could consist of questions, concepts, examples, Internet sites

research related to the current topic(s), or other assignments as provided by the

facilitator. The assignments must be submitted starting with the first course

meeting. Each assignment will be worth twenty (20) points for an accumulated

score of one hundred (100) points. If not submitted within the allotted time, each

late assignment will be penalized with a deduction of 20% per every week of

tardiness. This must be each student’s individual work; copies from the Internet or

from the URLs used will not be accepted. The evaluation of these assignments

will be 70% for content and 30% for completing language objectives. (See

Appendix B: Rubrics to evaluate assignments prior to the workshops and

Appendix C: Glossary Guide). Grammar, punctuation, and accent mark standards


Updated, 04-14-2011

must be applied as applicable and required for the language used. These

assignments must be included in the Portfolio.

3. Collaborative Exercises:

The students will have the opportunity to work in groups with other students

enrolled in this course. The facilitator will create the groups in each workshop.

Each group will work a series of assignments in a collective form; each group will

solve and present the results in class. The solution will be turned in to the

facilitator by the completion of the time assigned and before the presentation of

the results. The solutions must be given to the facilitator in a sheet of paper with

the name of all the members of the group. The solution and discussion of the

problems will be conducted in form of panels, which will include the members of

the different groups. There are going to be four (4) collaborative exercises starting

from workshop one. Each one will be worth twenty-five (25) points for a total of

one hundred (100) points. This activity will not be conducted in workshop five.

The students will not be able to make-up participation points, if a student is

absent, he/she will lose all the points. (See Appendix D: Rubric for evaluation of

participation in groups.)

4. Short Quizzes

The students will take a written short quiz after each workshop starting from the

first workshop until workshop four. This short quiz will measure the knowledge

acquired by the students at different levels on the concepts studied in the current


Updated, 04-14-2011

workshop. Each short quiz is worth twenty-five (25) points for a total of one

hundred (100) points. The facilitator will determine the resources to be used by

the student for the short quiz.

5. Final Assignment: Case Study

During workshop fifth the student will present a case study (in English), which

consists in an oral and written presentation. The case study will be a group

assignment. However, the evaluation will be handled in both ways: individual

and group participation. Based upon the number of students registered in this

course, the facilitator will select at random a maximum of five (5) groups with

no more of five (5) students in each group. Each group will present to the class

the case of study analysis. The final assignment will be worth one hundred (100)

points. During Workshop One, students will be assigned an individual case

study and all groups will be formed. The facilitator will submit to each student a

copy of the case study that she/he will analyze. The classroom activities will

provide the necessary skills for each student to develop and complete the final

assignment (see Appendices E and F).


Updated, 04-14-2011

Description of Evaluation Criteria

The final grade will be calculated based on average grades within the standard percentage

scale.

Points Percentage Grade

600 – 550 100 – 90 A

549 – 500 89 – 80 B

499 – 450 79 – 70 C

449 – 400 69 – 60 D

399 - 0 59- 0 F

IMPORTANT NOTE: Each student MUST have a scientific calculator. The use of a

calculator is a very important tool that must be used to complete the assignments and the

work required during the workshops. Also, required are a ruler and graph paper.

Requirements for the Use of APA (version 6) for Citations of Textbooks

For Recommended Texts and Resources, Use APA style version 6. Include at least ONE

e-book from the Virtual Library at http://bibliotecavirtualut.suagm.edu/

Textbooks must have a publication date of 5 years as required by the Florida

Commission of Independent Learning.



Updated, 04-14-2011

Text and Resources:

Daniel, W. W. (2009). Biostatistics: A Foundation for Analysis in the Health

Sciences. (9th .ed.) NY: John Wiley & Sons, Inc. ISBN-10: 0470409649.

Approximate price: US$ 185.00

References and Supplementary Materials:

Blair , C., Taylor, R. (2008). Biostatistics for the Health Sciences. (1st .ed.)

Pearson. ISBN-10: 0131176609. Aproximated price: US$ 130.00

Triola, M. , Triola, M., (2006). Biostatistics for the Biological and Health

Sciences with Statdisk. Pearson. ISBN-10: 0321194365. Approximate price: US$

132.00

Electronic books:

Virtual Library


Colegio 24 Hrs. Estadística. (Last Modified 11-05-2009). Número de

clasificación de la Biblioteca del Congreso: QA276.12 -- C691 2004eb.

Hernández, R, García, M. (2010). Estadística. Instituto Politécnico Nacional.

ISBN: 9789709224054


Updated, 04-14-2011

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop.

The language used in each workshop needs to be alternated to insure that 50% of

the course is conducted in English and 50% in Spanish. To maintain this balance,

the course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first

two hours will be in Spanish and the last two hours in English. The 50/50

model does not apply to language courses where the delivery of instruction must

be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course

module. Students must be structured, organized, committed, and focused to ensure

linguistic and academic success. In order to achieve proficiency expectations in

English and in Spanish, the student must strive to take advantage of all language

resources in the university and in their community since becoming a dual

language professional is a complex and challenging task. Each workshop

requires an average of ten hours of preparation, but could require more.


Updated, 04-14-2011

3. Attendance to all class sessions is mandatory. A student who is absent to a

workshop must present a reasonable excuse to the facilitator who in turn will

evaluate the reason for the absence. If it is justified, the facilitator will decide how

the student will make up the missing work, if applicable. The facilitator will

decide on the following: allow the student to make up the work, or allow the

student to make up the work and assign extra work to compensate for the missing

class time.

Assignments required prior to the workshop must be completed and turned in on

the assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

b. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

c. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.


Updated, 04-14-2011

6. In cooperative learning activities, the group will be assessed for their final work

as a group. However, each member will have to collaborate to assure the success

of the group. Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not

be plagiarized. That is, the student must be the author of all work submitted. All

quoted or paraphrased material must be properly cited, with credit given to its

author or publisher. It should be noted that plagiarized writings are easily

detectable and students should not risk losing credit for material that is clearly not

their own. SafeAssignTM

, a Blackboard plagiarism deterrent service, will be

used by the facilitators to verify students’ ownership of written assignments.

It is the student’s responsibility to read the university’s plagiarism policy. If you

are a UT student, read Section 11.1 of the Student Manual, and if you belong to

UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective

manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that

all references used will be properly cited or mentioned in the bibliography.

Plagiarism will not be tolerated and, in case of detecting an incidence, the student

will obtain a zero in the assignment or activity and could be referred to the

Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day

of class. The Facilitator must discuss the approved changes with students in the


Updated, 04-14-2011

first class workshop. A written copy of the changes must also be provided to

students at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the

SUAGM e-mail address, phone number, hours to be contacted, and days

available.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed

to the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/


Updated, 04-14-2011

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask

for authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated, 04-14-2011

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.


Updated, 04-14-2011

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make assessment part of the learning process, thus ensuring that it

provides students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.


Updated, 04-14-2011

TALLER UNO

Objetivos Específicos de Contenido:

Al final del Taller Uno los estudiantes estarán en capacidad de:

1. Definir los conceptos de estadística y bioestadística.

2. Enumerar los usos de bioestadística en el campo de la administración de

servicios de salud y áreas relacionada.

3. Presentar el método científico y explicar cada uno de sus componentes.

4. Discutir la clasificación de las variables.

5. Explicar cómo se determina el número de clases, el intérvalo de clases, límites

y puntos medios de cada clase.

Objetivos Específicos de Lenguaje:

Al final del Taller Uno, los estudiantes estarán en capacidad de:

1. Escuchar: Escuchar atentamente una conferencia sobre bioestadística y tomar

notas.

2. Hablar: Hablar y luego discutir en grupo acerca de las similitudes y diferencias

entre los principales tipos de variables usadas en bioestadística.

3. Leer: Leer y luego resumir por escrito el método científico explicando cada uno

de sus pasos y proveyendo ejemplos.

4. Escribir: Escribir una composición en español de 600 palabras como mínimo,

explicando los usos de bioestadística en el campo de la administración de

servicios de salud y áreas relacionadas, utilizando correctamente la gramática, la

ortografía y un estilo adecuado.


Updated, 04-14-2011

Enlaces Electrónicos:

Biblioteca Virtual.


El formato APA.


http://www.suagm.edu/umet/biblioteca/pdf/guía_apa_6ta.pdf

Ortografía, gramática y redacción en español.

http://www.rae.es/rae.html

http://www.wordreference.com/sinonimos/

Estadística.

http://www.bioestadistica.uma.es/libro/

http://webdelprofesor.ula.ve/economia/gudberto/materias/metodos_estadisticos1/guías_a

puntes/apuntes_me1_1.pdf

http://www.hrc.es/bioest/M_docente.html

Variables.



Bioestadística.

http://www.ugr.es/~bioest/resumenes.pdf

http://www.sisoft.ucm.es/Manuales/estadistica_ciencia_salud.pdf

http://www.respyn.uanl.mx/iv/1/ensayos/bioestadistica.html

El método científico.



http://www.suagm.edu/umet/biblioteca/pdf/guia_apa_6ta.pdf



http://www.bioestadistica.uma.es/libro/

http://webdelprofesor.ula.ve/economia/gudberto/materias/metodos_estadisticos1/guias_apuntes/apuntes_me1_2.pdf


http://www.hrc.es/bioest/M_docente.html



http://www.ugr.es/~bioest/resumenes.pdf

http://www.sisoft.ucm.es/Manuales/estadistica_ciencia_salud.pdf

http://www.respyn.uanl.mx/iv/1/ensayos/bioestadistica.html


Updated, 04-14-2011



http://docencia.mat.utfsm.cl/~pvidela/MAT%20031-02/APUNTES/01%20-

%20LA%20CIENCIA,%20EL%20METODO%20CIENTIFICO%20Y%20LA%20ESTA

DISTICA.pdf

Asignaciones antes del taller:

1. Los estudiantes definirán el vocabulario clave del taller, utilizando tarjetas. En el

anverso de la tarjeta se colocará la palabra clave junto con la referencia

bibliográfica y en el reverso se colocará la definición. Los estudiantes observarán

el video:

Estadística 1ª parte

http://www.youtube.com/watch?v=CBlYbp5-0ow&feature=related

y completarán un organizador gráfico con sus respuestas/explicaciones a la

siguiente pregunta/temas:

a. ¿Qué es la estadística?

b. Historia y evolución de la estadística.

c. Aplicaciones de la estadística.

2. Los estudiantes prepararán un ensayo de no menos de 600 palabras en formato

APA sobre la bioestadística y sus aplicaciones, utilizando el material procedente

de los libros electrónicos y la biblioteca virtual.

3. Los estudiantes seleccionarán un artículo de prensa en el cual se incluyan

estadísticas referentes a las ciencias de la salud pública, lo resumirán y entregarán

al facilitador al inicio del Taller Uno junto con el resto de las asignaciones.



http://docencia.mat.utfsm.cl/~pvidela/MAT%20031-02/APUNTES/01%20-%20LA%20CIENCIA,%20EL%20METODO%20CIENTIFICO%20Y%20LA%20ESTADISTICA.pdf



http://www.youtube.com/watch?v=CBlYbp5-0ow&feature=related


Updated, 04-14-2011

Vocabulario Clave de la Lección:

1. Estadística

2. Bioestadística

3. Método Científico

4. Método Estadístico

5. Marco teórico de un estudio

6. Planteamiento del Problema

7. Hipótesis

8. Planificación

9. Población

10. Muestra

11. Muestreo

12. Análisis Estadístico

13. Variable

14. Variable numérica discreta

15. Variable numérica continua

16. Variable cuantitativa

17. Frecuencia

18. Distribución de Frecuencias

19. Clases

20. Intérvalo de la clase

21. Límites y puntos medios de clase


Updated, 04-14-2011

Lista de Materiales Suplementarios para el Taller

1. Multimedia

2. Tarjetas indexar 8 ½” x 5” (index cards).

3. Calculadora científica

4. Regla

5. Papel para graficar


Updated, 04-14-2011

Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una

marca de cotejo en la (__) en todas las estrategias por componente que se usarán en el

taller.

B. Andamiaje

_X_ Modelaje

_X_ Práctica Dirigida

_X_ Práctica Independiente

_X_ Instrucción

Comprensible

C. Opciones para

Agrupamiento X__ Grupo Completo

X__ Grupos Pequeños

___ Pares

X__ Trabajo Independiente

D. Integración del

Proceso X__ Escuchar

X__ Hablar

X__ Leer

X__ Escribir

E. Aplicación

X__ Actividades Dinámicas de

Aplicación

X__ Significativas y Relevantes

X__ Rigurosas

X__ Alineadas a los Objetivos

X__ Promueven Participación

A. Preparación

___ Adaptación de Contenido

_X_ Enlaces al Conocimiento Previo

___ Enlaces al Aprendizaje Previo

___ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning

Approach)

_X_ Cognoscitivo

___ Meta-cognoscitivo

_X_ Socio/Afectivo


Updated, 04-14-2011

Actividades rutinarias:

Bienvenida y presentación del facilitador. El facilitador se presentará a los estudiantes y

utilizará una dinámica de grupo para que cada estudiante se introduzca al resto de la

clase. Mientras los estudiantes se presentan, el facilitador verificará la asistencia.

Elección del representante estudiantil.

El facilitador presentará la descripción del curso en términos de objetivos, contenido

temático, la metodología de enseñanza-aprendizaje y la evaluación.

El facilitador explicará las normas del curso.

Actividades Integradas de Contenido y Lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. Usando una presentación de diapositivas, el facilitador preparará una actividad

de activación del conocimiento previo conocida como KWL por sus siglas en

inglés. El facilitador guíará la actividad con algunas preguntas sobre el contenido

del taller y solicitará a los estudiantes completar las dos primeras columnas de la

tabla KWL.

2. Los estudiantes compartirán sus respuestas con el grupo y el facilitador guiará

la discusión.

3. El facilitador nombrará y explicará los objetivos del Taller Uno.

4. Los estudiantes observarán los siguientes videos:

El origen de la estadística

http://www.youtube.com/watch?v=7Kpk6IXUKyA&feature=related

La importancia de la información estadística

http://www.youtube.com/watch?v=7Kpk6IXUKyA&feature=related


Updated, 04-14-2011

http://www.youtube.com/watch?v=b2joioa0VtA&feature=related

5. Los estudiantes formarán grupos de tres integrantes y discutirán

los conceptos que aprendieron de los videos anteriores, con la ayuda de sus

organizadores gráficos. Luego, cada grupo compartirá los nuevos conocimientos

adquiridos de estadísticas con todo el grupo.

6. Los conceptos de estadística y bioestadística serán presentadas por el

facilitador y además, presentará los usos de bioestadística en el campo de

la administración de servicios de salud y áreas relacionadas.

7. También explicará detalladamente los componentes del Método Científico y

presentará un ejemplo de la literatura científica para que los estudiantes

entiendan la aplicación de dicho método en el campo de la salud. El facilitador

explicará los distintos tipos de variables.

8. Los estudiantes participarán en un juego grupal para repasar el vocabulario clave

de este taller. La clase formará dos equipos, con igual número de integrantes,

ubicados en dos filas frente a frente. Se lanzará una moneda para seleccionar

quién comienza el juego. La fila seleccionada iniciará la actividad, preguntando

sobre una palabra del vocabulario clave del taller. El otro grupo contestará y hará

otra pregunta al primer equipo. La fila que acumule la mayor cantidad de

respuestas correctas será la ganadora. Los estudiantes que preguntan y contestan

tienen que ser diferentes en cada turno.

9. A continuación, el facilitador explicará cómo se determina el número de

clases, el intérvalo de clases, límites y puntos medios de cada clase.

10. Los estudiantes se dividirán en grupos de dos para resolver un problema

http://www.youtube.com/watch?v=b2joioa0VtA&feature=related


Updated, 04-14-2011

estadístico asignado por el facilitador.

11. Los estudiantes escribirán un ensayo de cinco párrafos explicando los conceptos

y destrezas aprendidos en el taller uno.

12. Los estudiantes completarán la tabla KWL concluyendo con lo que aprendieron

en este taller.

13. El facilitador explicará los detalles del trabajo final y dividirá la clase en grupos

de hasta cinco integrantes. Cada grupo preparará y presentará al facilitador

varias ideas sobre cuál podría ser su tema para el trabajo final. El facilitador

revisará estas ideas con cada grupo y les proveerá retroalimentación sobre los

tópicos seleccionados. Cada grupo escogerá un tema para ser desarrollado como

trabajo final.

14. Los estudiantes resolverán la prueba corta número uno.

Evaluación: (DIFERENCIADO POR LOS NIVELES DE DOMINIO DE UN

SEGUNDO IDIOMA)

1. Individual: Los estudiantes contestarán la primera prueba escrita.

2. Grupal: Los estudiantes realizarán un juego grupal para repasar el vocabulario

clave del taller (Apéndice F).

3. Escrito: Los estudiantes escribirán un ensayo de cinco párrafos explicando los

conceptos y destrezas que aprendieron en el taller.

4. Oral/Auditivo: Los estudiantes escucharán atentamente a la exposición del

facilitador para poder contestar la primera prueba escrita (Apéndice G).


Updated, 04-14-2011

Asistencia y participación (Apéndice C).

1. Los estudiantes entregarán sus asignaciones a realizar antes del taller uno.

2. Los estudiantes realizarán un juego grupal para repasar el vocabulario clave del

taller.

3. Los estudiantes escribirán un ensayo de cinco párrafos explicando los conceptos y

destrezas que aprendieron en el taller.

4. Los estudiantes escucharán atentamente a la exposición del facilitador para poder

contestar la primera prueba escrita.

5. Los estudiantes completarán la tabla KWL.

6. Los estudiantes entregarán sus actividades colaborativas realizadas durante el

taller.

7. Los estudiantes contestarán la primera prueba corta.

Cierre del Taller (Actividades para determinar si todos los estudiantes lograron los

objetivos del taller.)

1. Los estudiantes se reunirán en grupos de 4 o menos y prepararán un noticiero

informativo sobre los puntos más importantes del taller.

2. Los estudiantes resolverán la prueba corta número uno.


Updated, 04-14-2011

WORKSHOP TWO

Specific Content Objectives:

At the end of Workshop Two, the students will be able to:

1. Identify values in biostatistics tables.

2. Recognize the different types of statistical charts.

3. Build a frequency distribution table, a histogram, a polygon of frequency.

4. Determine the central tendency measures.

Specific Language Objectives:

At the end of workshop, students will be able to:

1. Listening: Listening attentively to the facilitator’s PowerPoint presentation on

Concepts of Central Tendency Measures and take notes.

2. Speaking: Speak to their partners about the importance of the central tendency

measures.

3. Reading: Read and interpret correctly statistical studies containing central

tendency measures.

4. Writing: Write/Compose academic papers using the Writing Process: Six-Traits

Writing Rubrics (see appendix section), correct grammar, capitalization, spelling,

and style.

Electronic Links (URLs):

APA format.


http://owl.english.purdue.edu/owl/resource/560/01/

Virtual Library.




Updated, 04-14-2011


Tables, charts, and graphs.

http://www.surgicalcriticalcare.net/Statistics/tables.pdf

http://peltiertech.com/Excel/Charts/statscharts.html

http://www.mathleague.com/help/data/data.htm

Frequency distribution.

http://www.northstarmath.com/sitemap/FrequencyTable.html

http://davidmlane.com/hyperstat/A26308.html

http://iridl.ldeo.columbia.edu/dochelp/StatTutorial/Frequency/

Central tendency measures.

http://cnx.org/content/m11061/latest/


http://iridl.ldeo.columbia.edu/dochelp/StatTutorial/MCT/

http://stattrek.com/Lesson3/CentralTendency.aspx?Tutorial=Stat

Assignments Prior the Workshop:

1. Students will define all words from the key vocabulary for the workshop, showing

examples related with biostatistics. These definitions will be prepared on

vocabulary index cards with the key word on the front and the definition and

examples on the back.

2. Students will explore all URLs recommended above, read the information from

the links, and write a two-page essay summarizing the importance of organizing

the data in frequency tables.


http://www.surgicalcriticalcare.net/Statistics/tables.pdf

http://peltiertech.com/Excel/Charts/statscharts.html

http://www.mathleague.com/help/data/data.htm

http://www.northstarmath.com/sitemap/FrequencyTable.html


http://iridl.ldeo.columbia.edu/dochelp/StatTutorial/Frequency/

http://cnx.org/content/m11061/latest/


http://iridl.ldeo.columbia.edu/dochelp/StatTutorial/MCT/

http://stattrek.com/Lesson3/CentralTendency.aspx?Tutorial=Stat


Updated, 04-14-2011

3. Students will watch the video entitled Average or Central Tendency: Arithmetic

Mean, Median, and Mode posted at:

http://www.youtube.com/watch?v=GrynkZB3E7M and prepare a graphic

organizer with the content delivered in the video (Appendix G).

4. Students will find, read, and bring to class an article showing measures of central

tendency measures and histograms related with the health system or public health

issues (Appendix A).

Key Vocabulary:

1. Circle chart

2. Bar chart

3. Scatter plot

4. Line graph

5. Stem and leaf plot

6. Statistical tables

7. Summary tables

8. Histogram

9. Polygon of frequency

10. Ogive

11. Frequency distribution table

12. Measures of central tendency

13. Mean

14. Median

15. Mode

http://www.youtube.com/watch?v=GrynkZB3E7M


Updated, 04-14-2011

16. Tri-mean

17. Trimmed mean

18. Mid-range

List of Supplementary Materials for the Workshop

1. Multimedia

2. Graph paper

3. Laptop with Excel (if possible)

4. Scientific or financial calculator

5. Index cards


Updated, 04-14-2011

SIOP Components - Place a checkmark on the (___) for ALL strategies that will be used

in the workshop.

B. Scaffolding

_X_ Modeling

_X_ Guided Practice

_X_ Independent Practice

X Comprehensible Input

C. Grouping Options

_X_ Whole Class

_X_ Small Groups

_X_ Partners

_X_ Independent Work

D. Integration of Processes

_X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

_X_ Hands-on

_X_ Meaningful/Relevant

_X_ Rigorous

_X_ Link to Objectives

_X_ Promote Engagement

A. Preparation

_X_ Adaptation of Content

_X_ Links to Background Knowledge

_X_ Links to Past Learning

_X_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_X_ Cognitive

_X_ Meta-cognitive

_X_ Social/Affective


Updated, 04-14-2011

Routine Procedures:

The facilitator will verify attendance and return the assignments for Workshop One, as

well as quiz one. He will also answer any student related questions and/or concerns.

Integrated Activities:

1. Students will watch an audiovisual presentation on the specific objectives related

to Workshop Two. The students and the facilitator will discuss these objectives

and the most relevant concepts pertaining to this workshop.

2. The class will be divided into small groups; every group will discuss and analyze

the articles regarding measures of central tendency. Once they reach consensus,

each group will present their content to the rest of the class.

3. Students will participate in a vocabulary activity using their index cards. The class

will form a circle in the center of the classroom and the facilitator will randomly

say a vocabulary word aloud and students will use their cards to explain the

definition of the word and present examples. The facilitator will guide the

discussion and clarify any confusing points.

4. Students will build a frequency distribution table, a histogram, a polygon of

frequency, and an ogive after the facilitator explains the different types of

graphics and charts used in biostatistics.

5. The class will be divided in small groups. The facilitator will present two sets of

cards, one with charts and the other one with types of data. The groups have to


Updated, 04-14-2011

match the best type of chart to represent each type of data. At the end, the class as

a whole has to agree and come to a final decision.

6. Using a PowerPoint presentation, the facilitator will introduce the concepts of

central tendency measures for non-grouped data.

7. The students will think about the importance of the concepts introduced, pair with

another peer to discuss their application to biostatistics, and then share their

knowledge with the group.

8. Collaborative exercise: The facilitator will divide the class into small groups.

During the workshop, each group will work on exercises assigned by the

facilitator. Each group will present and explain their work to the rest of the class.

9. Students will complete the second short quiz.

10. Students will continue working on their final assignment following the guidelines

posted in appendixes.

Assessments: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY

LEVELS)

1. Individual: Quiz # 2 completed individually.

2. Group: Collaborative exercises during the workshop (Appendix F)

3. Written: The students will complete a written summary about the content of the

workshop.

4. Oral: Oral discussion and class presentation of the articles selected by the

students. (Appendix G).


Updated, 04-14-2011

Attendance and class participation (Appendix C)

1. Assignments before Workshop Two, including the summary, vocabulary cards,

and graphic organizer (Appendix D).

2. Collaborative exercises during the workshop.

3. Oral discussion and class presentation of the articles selected by the students.

(Appendix G).

4. Quiz #2 completed individually.

Lesson Wrap-Up:

1. Every student will turn to the peer on his right-hand side and share one of the

most important concepts that she/he learned in this workshop.

2. The students will complete a written summary about the content of the workshop.


Updated, 04-14-2011

TALLER TRES


Al final del taller tres los estudiantes estarán en capacidad de:

1. Reconocer los distintos tipos de medidas de posición, de forma y de dispersión.

2. Conocer las ventajas y limitaciones de cada una de las medidas estadísticas

de resumen presentadas en el taller.

3. Entender la importancia de utilizar las medidas de tendencia central, medidas de

forma, posición y dispersión en el campo de la salud y la administración de

salud.

4. Utilizar las medidas estadísticas aprendidas en el taller en la solución de

ejercicios prácticos propuestos en clase.


Al final del taller uno, los estudiantes estarán en capacidad de:

1. Escuchar atentamente una discusión sobre la importancia de la estadística

descriptiva y las medidas resúmenes y tomar notas.

2. Hablar/discutir las similitudes y diferencias entre las medidas de tendencia

central, de forma, de dispersión y de posición.

3. Leer y resumir los pasos para determinar las medidas de dispersión, de posición y

de forma.


Updated, 04-14-2011

4. Escribir una composición, explicando los usos de las medidas resumen y su

aplicación en el campo de la administración de servicios de salud y áreas

relacionadas, utilizando la gramática, la ortografía y el estilo adecuados.


Biblioteca Virtual.


El formato APA.



Ortografía, gramática y redacción en español.



Medidas de dispersión de forma y de posición.

http://www.mitecnologico.com/Main/MedidasDeDispersion

http://www.tuveras.com/estadistica/estadistica02.htm

http://www.galeon.com/colposfesz/est501/distfrec/meddisp/meddisp.htm

http://estadistica.ematematicas.net/medidas/index.php?tipo=coef

http://www.fvet.edu.uy/fvestadis/medidasresumen.htm#Percentil%20de%20orden%20r


1. Los estudiantes definirán el vocabulario clave del taller, utilizando tarjetas de

glosario. En el anverso de la tarjeta se colocará la palabra clave junto con la

referencia bibliográfica y en el reverso se colocará la definición.






http://www.mitecnologico.com/Main/MedidasDeDispersion

http://www.tuveras.com/estadistica/estadistica02.htm

http://www.galeon.com/colposfesz/est501/distfrec/meddisp/meddisp.htm

http://estadistica.ematematicas.net/medidas/index.php?tipo=coef

http://www.fvet.edu.uy/fvestadis/medidasresumen.htm#Percentil%20de%20orden%20r


Updated, 04-14-2011

2. Los estudiantes investigarán en las direcciones electrónicas, libros electrónicos y

otras fuentes y realizarán un ensayo de al menos 700 palabras, en formato APA,

sobre la aplicación de las medidas resumen (de centro, forma, posición y

dispersión) en las ciencias de la salud.

3. Los estudiantes seleccionarán un artículo de revista, referente a las ciencias de la

salud pública, en el cual se incluyan medidas de forma, posición o dispersión, lo

resumirán y entregarán al facilitador al inicio del taller número uno junto con el

resto de las asignaciones.

4. Los estudiantes realizarán un mapa conceptual con todas las medidas resumen de

la estadística descriptiva.

Vocabulario Clave de la Lección:

1. Estadística descriptiva

2. Cuantiles

3. Cuartiles

4. Deciles

5. Percentiles

6. Diagrama de caja y bigote

7. Desviación estándar

8. Varianza

9. Coeficiente de variación

10. Curtosis

11. Distribución mesocúrtica


Updated, 04-14-2011

12. Distribución platicúrtica

13. Distribución leptocúrtica

14. Sesgo

15. Sesgo positivo

16. Sesgo negativo

17. Método Estadístico

Lista de Materiales Suplementarios para el Taller

1. Multimedia

2. Tarjetas para escribir el vocabulario (index cards 8 ½” x 5”).

3. Calculadora científica

4. Regla

5. Papel para gráficar


Updated, 04-14-2011



taller.

B. Andamiaje

_X_ Modelaje

_X_ Práctica Dirigida

_X_ Práctica Independiente

_X_ Instrucción

Comprensible

C. Opciones para

Agrupamiento X__ Grupo Completo

X__ Grupos Pequeños

__ Pares

X__ Trabajo Independiente

D. Integración del

Proceso X__ Escuchar

X__ Hablar

X__ Leer

X__ Escribir

E. Aplicación

X__ Actividades Dinámicas de

Aplicación

X__ Significativas y Relevantes

X__ Rigurosas

X__ Alineadas a los Objetivos

X__ Promueven Participación

A. Preparación

_ _ Adaptación de Contenido

_X_ Enlaces al Conocimiento Previo

_X_ Enlaces al Aprendizaje Previo

_X_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning

Approach)

X__ Cognoscitivo

X__ Meta-cognoscitivo

X__ Socio/Afectivo


Updated, 04-14-2011



Actividades:

Actividades rutinarias antes del taller:

El facilitador verificará la asistencia y devolverá a los estudiantes la prueba corta

número 2 y las asignaciones del taller 2, debidamente evaluadas, y aclarará cualquier

duda que los estudiantes tengan.

1. Los estudiantes y el facilitador discutirán y analizarán los objetivos del Taller

Tres.

2. Los estudiantes se dividirán en dos grupos y realizarán un debate. Cada grupo

hará una pregunta acerca del vocabulario clave del taller. Si el otro grupo sabe la

respuesta, uno de los integrantes la dirá a la clase. En caso de no saberla, harán

uso de sus tarjetas de vocabulario. Cada grupo anotará 3 puntos por respuesta sin

ayuda del glosario y 1 punto por cada respuesta correcta con el uso del glosario.

Al final de 10 minutos, el grupo con más puntos acumulados será el ganador. El

facilitador actuará como árbitro en esta actividad y a su discreción le otorgará

puntos adicionales a los ganadores a la tarea específica.

3. Continuando con la presentación multimedia, el facilitador explicará el

significado de las medidas de dispersión. El facilitador propondrá un ejemplo y

guiará a los estudiantes para que completen la solución del mismo.

4. La clase se dividirá en pequeños grupos y resolverán ejercicios propuestos por el

facilitador.

5. El facilitador explicará las medidas de forma y de posición usando


Updated, 04-14-2011

audiovisuales.

6. Los estudiantes se reunirán en parejas para resolver ejercicios propuestos por el

facilitador. Si un grupo tiene alguna dificultad buscará ayuda de otro grupo. El

facilitador proporcionará pistas acerca de como llegar a la solución final pero

nunca explicará la totalidad del problema. Cuando todos los grupos finalicen la

actividad, la clase comparará los resultados y llegarán a una respuesta única.

7. La clase se dividirá nuevamente en grupos de hasta 4 estudiantes para una nueva

actividad cooperativa: Cada grupo deberá crear una situación referente a la

aplicación de las medidas resúmen a las ciencias de la salud. Luego, lo resolverán

y presentarán al resto de la clase.



9. Los estudiantes resolverán la prueba corta número 3.

Evaluación:

1. Asistencia y participación en clase (Apéndice C).

2. Los estudiantes entregarán sus asignaciones a realizar antes del taller tres.

3. Los estudiantes realizarán un juego grupal para repasar el vocabulario clave del

taller.



5. Los estudiantes escucharán atentamente la exposición del facilitador para poder

contestar la primera prueba escrita.


Updated, 04-14-2011

6. Los estudiantes entregarán sus actividades colaborativas realizadas durante el

taller.

7. Los estudiantes resolverán la prueba corta número tres.

Cierre del Taller (Actividades para determinar si todos los estudiantes lograron los

objetivos del taller).

1. La clase, actuando como un todo, preparará un diagrama mostrando todos los

conceptos aprendidos en la clase y las relaciones entre los conceptos. Cada

estudiante añadirá una parte al diagrama hasta que esté completo.

2. Los estudiantes contestarán la prueba corta número tres.


Updated, 04-14-2011

WORKSHOP FOUR

Specific Content Objectives:

At the end of the workshop, the students will be able to:

1. Recognize the use and importance of probabilities in biostatistics.

2. Calculate probabilities: simple, joint, conditional.

3. Apply and calculate binomial probability to a biostatistics case.

4. Apply Bayes’ Theorem to a biostatistic’s case.

Specific Language Objectives:

During Workshop Two, students will:

1. Listen attentively to the facilitator’s presentation and take notes.

2. Speak (Tell) their partners about the importance of probabilities and how their use

relates to biostatistics.

3. Read and interpret correctly statistical studies containing Bayes’ Theorem.

4. Compose academic papers using correct grammar, capitalization, spelling, and

style.

Electronic Links (URLs):

APA format.



Virtual Library.


Probability.





Updated, 04-14-2011

http://www.mathgoodies.com/lessons/vol6/intro_probability.html

http://mathworld.wolfram.com/Probability.html

http://www.mathcs.carleton.edu/probweb/probweb.html

http://www.mathgoodies.com/lessons/toc_vol6.html

Joint Probability.

http://math.youngzones.org/joint.html

http://www.investopedia.com/terms/j/jointprobability.asp

Conditional Probability.

http://www.mathgoodies.com/lessons/vol6/conditional.html

http://mathworld.wolfram.com/ConditionalProbability.html

http://people.hofstra.edu/stefan_waner/realworld/tutorialsf3/frames6_5.html


Binomial Probability.

http://www.regentsprep.org/Regents/math/algtrig/ATS7/BLesson.htm

http://www.regentsprep.org/Regents/math/algtrig/ATS7/BLesson2.htm

http://onlinestatbook.com/chapter5/binomial.html

Bayes Theorem.

http://mathworld.wolfram.com/BayesTheorem.html

http://stattrek.com/Lesson1/Bayes.aspx

http://arnoldkling.com/apstats/bayes.html

http://www.mathgoodies.com/lessons/vol6/intro_probability.html

http://mathworld.wolfram.com/Probability.html

http://www.mathcs.carleton.edu/probweb/probweb.html

http://www.mathgoodies.com/lessons/toc_vol6.html

http://math.youngzones.org/joint.html

http://www.investopedia.com/terms/j/jointprobability.asp

http://www.mathgoodies.com/lessons/vol6/conditional.html

http://mathworld.wolfram.com/ConditionalProbability.html

http://people.hofstra.edu/stefan_waner/realworld/tutorialsf3/frames6_5.html


http://www.regentsprep.org/Regents/math/algtrig/ATS7/BLesson.htm

http://www.regentsprep.org/Regents/math/algtrig/ATS7/BLesson2.htm

http://onlinestatbook.com/chapter5/binomial.html

http://mathworld.wolfram.com/BayesTheorem.html

http://stattrek.com/Lesson1/Bayes.aspx

http://arnoldkling.com/apstats/bayes.html


Updated, 04-14-2011

Assignments Prior to the Workshop:

1. Students will define all words of the key vocabulary for the workshop, showing

examples related with biostatistics. These definitions will be prepared as glossary

cards with the key word on the front and the definition and examples on the back.

2. Students will explore all URL recommended above, read the information from the

links, and write a two-page essay summarizing the use of probabilities in

biostatistics.

Students will find, read, and bring to class an article showing probabilities used in

biostatistics.

Key Vocabulary:

1. Probability

2. Event

3. Sample space

4. Impossible event

5. Certain event

6. A priori probability

7. Empiric probability

8. Simple event

9. Joint event

10. Simple probability

11. Joint probability

12. Conditional probability

13. Dependent events


Updated, 04-14-2011

14. Independent events

15. Binomial probability

16. Bayes Distribution

List of Supplementary Materials for the Workshop

1. Multimedia equipment

2. Graph paper

3. Laptop with Excel (If possible)

4. Scientific or financial calculator


Updated, 04-14-2011

SIOP Components - Place a checkmark on the (___) for ALL strategies that will be used

in the workshop.

B. Scaffolding

_ _ Modeling

_X_ Guided Practice

_X_ Independent Practice

_X Comprehensible Input

C. Grouping Options

_X_ Whole Class

_X_ Small Groups

_X_ Partners

_X_ Independent Work

D. Integration of

Processes _X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

_X_ Hands-on

_X_ Meaningful/Relevant

_X_ Rigorous

_X_ Link to Objectives

_X_ Promote Engagement

A. Preparation

_X_ Adaptation of Content

_X_ Links to Background Knowledge

_X_ Links to Past Learning

_X_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning

Approach)

_X_ Cognitive

_ _ Meta-cognitive

_X_ Social/Affective


Updated, 04-14-2011


1. The facilitator will return to the students the third quiz and the assignments for

Workshop 3 correctly graded and clarify any doubt regarding these activities.

Facilitator will verify the attendance.

2. The students will turn in the assignments for Workshop 4.

3. By using multimedia presentation, the facilitator will introduce the class to the

probability theory.

4. The class is divided in small groups; every group will select one article, discuss it,

and present their content to the rest of the class.

Regular routine activities (prior to the workshop):

The facilitator will return all Workshop Three assignments and the third quiz to the

students in order to clarify any doubt regarding these activities. The students will turn in

the assignments for workshop 4. Facilitator will verify attendance.

Integrated Activities of Content and Language to Achieve Content and Language

Objectives:

1. By using a multimedia presentation, the facilitator will introduce the class to the

Theory of Probability.

2. The class will be divided into small groups; every group will select one article,

discuss it, and present their ideas to the rest of the class.

3. Students will participate in a vocabulary activity using their cards. The class will

form a circle in the middle of the classroom and the facilitator will randomly say a


Updated, 04-14-2011

vocabulary word aloud and the students will use their cards to explain the

definition of the word and its implications in biostatistics. The facilitator will

guide the discussion and clarify any confusing points.

5. The students will think about the importance of the introduced concepts, pair with

another peer to discuss the principles as well as their application to biostatistics,

and share their knowledge with the rest of the class.

6. Using a PowerPoint presentation, the facilitator will introduce the concepts of

binomial distribution and Bayes’ Theorem.

7. Collaborative exercise: The facilitator will divide the class in small groups.

During the workshop, each group will prepare a case to show the use of binomial

distribution and Bayes’ Theorem in biostatistics. Each group will present and

explain their work to the rest of the class.

8. Students will continue working on their final assignment following the guidelines

posted in appendixes.

9. Students will complete the fourth short quiz.

Assessment: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY

LEVELS)

1. Individual: Students will complete the fourth quiz.

2. Group: Collaborative exercises will be given throughout the workshop.

3. Oral: Students will discuss and do an oral presentation about the articles they

read (Appendix G).


Updated, 04-14-2011

4. Written: Students will complete a written summary about the course content of

Workshop Four.

Attendance and class participation (Appendix C).

1. Assignments prior to the Workshop Four.

2. Collaborative exercises throughout the workshop.

3. Students will discuss and do an oral presentation about the articles they read

(Appendix G).

4. Students will complete individually the fourth quiz.

Lesson Wrap-Up:

1. Every student will turn to their left and talk to his/her classmate and share one

important fact or concept that they learned in this workshop.

2. The students will complete a summary activity about the content of workshop.


Updated, 04-14-2011

TALLER CINCO / WORKSHOP FIVE

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad. NO MEZCLE LOS DOS

IDIOMAS!

NOTE: This is a bilingual workshop.

Both the facilitator and student should use

the language assigned for each homework

and activity. DO NOT MIX THE TWO

LANGUAGES!


Al final del Taller Cinco los estudiantes:

1. Reconocerán la importancia de la inferencia estadística y su aplicación en la

bioestadística.

2. Conocerán las definiciones de población, muestra, parámetro y estadístico.

3. Comprenderán y podrán utilizar los diferentes métodos de muestreo.


Al final del Taller Cinco los estudiantes podrán:

1. Escuchar atentamente a presentaciones de muestreo en bioestadística y dar una

opinión sobre su importancia.

2. Hablar/debatir en grupo sobre cuál método de muestreo es el más apropiado

según cada caso.

3. Leer y resumir artículos relacionados con estadística aplicada a la salud pública.

4. Escribir/redactar un resumen de dos páginas de las aplicaciones de la estadística

en el campo de las ciencias de la salud.


Updated, 04-14-2011


Biblioteca Virtual


El formato APA



Ortografía, gramática y redacción en español



Recinto de Ciencias Médicas

http://www.rcm.upr.edu

Health Web

http://healthweb.org

Proquest

http://www.proquest.com/

Ebscohost

http://www.ebscohost.com

Revista de Salud Pública de México

http://bvs.insp.mx/rsp/inicio/

Varias Revistas de Salud Pública

http://www.scielosp.org/

Revista Panamericana de Salud Pública

http://revista.paho.org/






http://www.rcm.upr.edu/

http://healthweb.org/

http://www.proquest.com/

http://www.ebscohost.com/

http://bvs.insp.mx/rsp/inicio/

http://www.scielosp.org/

http://revista.paho.org/


Updated, 04-14-2011

International Journal of Health Planning and Management

http://www3.interscience.wiley.com/

Revista Española de Salud Pública

http://scielo.isciii.es/


1. Los estudiantes prepararán tarjetas con las definiciones de las palabras del

vocabulario clave del taller (en español y en inglés).

2. Realizarán un concurso debate con las tarjetas de vocabulario (en español).

3. Following the Six-Trait Writing Process (and APA style) students will prepare a

two-page written essay in English pertaining to: How they will apply statistics to

their professional practice in the health and sciences field.

4. Students will prepare audiovisual materials for the final project (in English).

Vocabulario académico clave : Academic Core Vocabulary

1. Población Population

2. Muestra Sample

3. Parámetro Parameter

4. Estadístico Statistic

5. Muestreo Sampling

6. Muestreo al azar Random sampling

7. Muestreo con reemplazo Sampling with replacement

8. Muestreo sin reemplazo Sampling without replacement

http://www3.interscience.wiley.com/

http://scielo.isciii.es/


Updated, 04-14-2011

9. Muestreo (en capas)???____________ Stratified sampling

10. Muestreo en grupos Cluster sampling

11. Muestreo sistemático Sistematic sampling.

12. Muestreo de etapas múltiples??? Multistage sampling

List of Supplementary Materials for the Workshop:

1. Multimedia equipment

2. Literature that’s related to the final project.


Updated, 04-14-2011



taller.

B. Andamiaje

__X_ Modelaje

__X_ Práctica Dirigida

__X Práctica Independiente

X Instrucción Comprensible

C. Opciones para Agrupamiento

_X_ Grupo Completo

_X_ Grupos Pequeños

___ Pares

__X Trabajo Independiente

D. Integración del Proceso

_X__ Escuchar

_X_ Hablar

_X_ Leer

_X_ Escribir

E. Aplicación

_X_Actividades Dinámicas de Aplicación

X Significativas y Relevantes

X___ Rigurosas

X___ Alineadas a los Objetivos

_X__ Promueven Participación

A. Preparación

__X Adaptación de Contenido

__X_ Enlaces al Conocimiento Previo

__X_ Enlaces al Aprendizaje Previo

__X_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

__X_ Cognoscitivo

___ Meta-cognoscitivo

__X Socio/Afectivo


Updated, 04-14-2011


Antes de comenzar el taller: El facilitador devolverá, debidamente evaluadas, las

asignaciones y prueba corta del taller 4 (en español).



1. Los estudiantes formarán dos grupos y realizarán un concurso debate con las

tarjetas del glosario (en español).

2. Los estudiantes presentarán estas muestras al resto de la clase (en español).

3. Los estudiantes completarán la evaluación del curso y del facilitador.

Integrated Activities of Content and Language to Achieve Content and Language

Objectives:

1. Students will be introduced, through an audiovisual presentation, to the concept of

population, sampling, and several types of samplings.

2. Students will be divided into small groups and each group will prepare a specific

sampling of their own hypothetical case pertaining to the health field.

3. The students who are spectators will ask the presenters questions regarding the

topic they discussed.

4. The spectators will answer the questions made by the students and/or the

facilitator.


Updated, 04-14-2011

Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED

BY SECOND LANGUAGE PROFICIENCY LEVELS)

Translate:

1. Individual: Cada estudiante será evaluado individualmente en relación a la

presentación del trabajo final.

2. Group: El grupo será evaluado durante la presentación del trabajo final

(Apéndice F).

3. Oral: Cada estudiante será evaluado en su presentación oral del caso de estudio

(Apéndice G).

4. Written: The facilitator will give the students individual feedback on their

written essay in English pertaining to: How they will apply statistics to their

professional practice in the health and sciences field.

Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP (English)

1. Individual: One-minute response: The facilitator will distribute a card to the

students with a question about something that was covered in the workshop. They

will all have a minute to answer the question and then several students will be

called to share their answers with the class.


Updated, 04-14-2011

2. Group: The class will be divided into small groups and they will be asked to

choose a term or concept that they learned in the biostatics course and then

present it in one of the following formats:

a. a newspaper report

b. a song

c. a news reporter who’s reporting from the scene

d. a poem


Updated, 04-14-2011

Apéndices/Appendices


Updated, 04-14-2011

APÉNDICE A / APPENDIX A:

SECOND LANGUAGE PROFICIENCY SCORING RUBRICS


Updated, 04-14-2011

Apéndice A/Appendix A

Listening Rubric

Level of Proficiency Criteria

Beginner

(1 – 2 pts.)

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Low Intermediate

(3 – 4 pts.)

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Intermediate

(5 – 6 pts.)

Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class

discussions

Understands class discussions with some difficulty

Understands most of what was said

Low Advanced

(7 – 8 pts.)

Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Advanced

(9 – 10 pts.)

Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is

said

Source used for language rubrics: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Updated, 04-14-2011

Speaking Rubric


Beginner

(1 – 2 pts.)

Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Low Intermediate

(3 – 4 pts.)

Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation

flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Intermediate

(5 – 6 pts.)

Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to

thinking of the correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in

class discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Low Advanced

(7 – 8 pts.)

Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Advanced

(9 – 10 pts.)

Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


http://www.wida.us/


Updated, 04-14-2011

Reading Rubric


Beginner

(1 – 2 pts.)

Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from

context (not developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose

deficiencies, resolve deficiencies independently or with the help of others, etc.) (not developed)

Low Intermediate

(3 – 4 pts.)

Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and

non-fictional texts that bridge personal, professional and academic themes, news articles, short

stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading

skills (e.g., skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly

emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from

context (e.g., definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical

order, comparison/contrast, cause/effect), and reading patterns in order to identify literary genres

(as listed above)

Applying successful reading skills (as listed above) are still emerging

Intermediate

(5 – 6 pts.)

Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as

listed above)-evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Low Advanced

(7 – 8 pts.)

Comprehends a wide array of level-appropriate written materials (as listed above) with mature

accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading

patterns to identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Advanced

(9 – 10 pts.)

Comprehends various types and lengths of level appropriate written materials (as listed above)-

fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above)

with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


http://www.wida.us/


Updated, 04-14-2011

Writing Rubric

Level of

Proficiency

Criteria

Beginner

(1 – 2 pts.)

Lacks clear writing and focus. Details are limited or unclear. There’s no clear distinction to what is important and

what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions makes it difficult to

understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech

makes it difficult to understand the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or

style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to

understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional

knowledge; and strategies for inquiry, for drafting [such as investigating genre, considering audience, and

responding to purpose], and for product revision) that are clearly not developed.

Low

Intermediate

(3 – 4 pts.)

Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times.

There is an attempt in details to support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is

developing,

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to

read the writing; but there are signs of improvement.

Demonstrates emerging strategic writing skills.

Intermediate

(5 – 6 pts.)

Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of

main idea is lacking. Reader is left with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect

ideas although at times they distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing

could read and sound better by improving conventions.

Utilizes strategic writing skills properly (now evident).

Low

Advanced

(7 – 8 pts.)

Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the

main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using

transitional words are properly in order to allow the proper flow of ideas.

Selects and uses vocabulary words that are much livelier and appropriate. Some common wording can be

improved.

Writes with a definite style and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few

and nothing distracts from the writing.

Applies mature strategic writing skills.


http://www.wida.us/


Updated, 04-14-2011

APÉNDICE B / APPENDIX B:

6-TRAITS OF WRITING RUBRICS


Updated, 04-14-2011

Apéndice B / Appendix B

Six-Traits of Writing Rubric Student’s Name:______________________________________

Date:___________________

Facilitator:______________________Course:

____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Updated, 04-14-2011

Six Writing Traits Scoring Rubrics

SUMMARY

6 5 4 3 2 1

Ideas Creative, original ideas

Details support the main idea and make it interesting

Makes sense and enjoyable to read

Believable, reader cares about story

Interesting, new ideas

Details explain the main ideas, making it more interesting

Makes sense

Believable, reader is interested

Ideas are expressed clearly

Reader can identify the main idea that is supported with details

Most of the details relate to the main idea

Understandable

The main idea is presented, although there are some questions

Some details, but may be too general or not related to the main idea

Very few new ideas presented

Is there a main idea? I’m not sure!

Either very few details or too many details that aren’t connected

Reader is not interested, unsure about the topic

No main idea or lots of unrelated ideas

No details

Writer is confused

Reader is confused


Updated, 04-14-2011

6 5 4 3 2 1

Organization Well organized and purposeful

Ideas are clearly linked to support a position

Compelling lead & convincing conclusion

Carefully selected transitions

Good organization

Ideas are connected and supported with detail

Strong lead and appropriate conclusion

Strong transitions

Reader can follow the organization of ideas

Details are connected to main idea

Includes a lead and conclusion

Helpful transitions

Reader can usually follow the organization

Details don’t always match main idea

Introduction and/or conclusion may need revision

Some transitions

Hard to follow

No clear main idea

Too many or not enough details that don’t match main idea

Missing lead and/or conclusion

Few transitions

Impossible to follow

No main idea, just a collection of details

No lead or conclusion

No transitions


Updated, 04-14-2011

6 5 4 3 2 1

Voice Unique, individual and confident voice

Passionate about position, yet never overdone

Uses voice to enhance meaning

Appropriate voice for the topic and audience

Enthusiastic and convincing voice

Interested in topic and conveys purpose to audience


Occasionally original and/or confident voice

Writer sounds Interested in topic


Sometimes you can hear the authors voice

Voice might change

May convince the reader, not always sure

Usually appropriate for the topic and audience

Too informal, chatty, whiney or sarcastic

Not very interested in the topic, just listing facts

Voice doesn’t match audience

Can’t find a voice

Author not interested in topic at all

Boring or confusing to read

Voice does not match the audience


Updated, 04-14-2011

6 5 4 3 2 1

Word Choice

Language grabs the reader’s attention

Uses vivid, natural language including strong verbs and precise nouns

Uses unexpected phrasing, including alliteration, analogies & metaphors

Enjoyable to read

Uses interesting words

Uses natural language with strong verbs and nouns

Attempts to use alliteration, similes & metaphors

Holds readers attention

Uses clear language

Uses some common words

Uses descriptive adjectives and adverbs, good nouns and verbs

Adequate, gets the job done

Uses words correctly to express meaning

Relies on simple, common language

Uses familiar nouns and verbs

Few adjectives, adverbs or phrases

Needs revision

Words are very simple or used incorrectly

Words get in the way of meaning

Same words used over and over

Words are very general (e.g. stuff, nice, said, fun)

Very simple words

Words used incorrectly

Very difficult to understand, makes no sense

Same words used over and over

Reader gives up trying to read it


Updated, 04-14-2011

6 5 4 3 2 1

Sentence Fluency

Uses a variety of lengths and structures to enhance meaning Uses variety of sentence openers such as prepositional phrases, clauses, modifiers, participles,

Smooth, natural writing begs to be read aloud

Many sentences begin differently and vary in length

Different sentence openers such as prepositional phrases or clauses

Consistent tense and subject/verb agreement

Writing is easy to read

Sentences begin in a variety of ways

Verb tense is usually consistent

The subject and verb almost always agree

Some repetition; a few awkward moments when read aloud

Readable, but often requires self-correction

Sentences often begin the same

Problems with subject/verb agreement and consistent tense

Some run-ons or choppy sentences

Short, choppy sentences

Many incomplete or run-on sentences

Sentences begin the same

Problems with subject/verb agreement affect meaning

Difficult to read

Short sentences all start with the same word

Most sentences are incomplete or run-on

Problems with sentence structure and grammar affect meaning

Very difficult to read


Updated, 04-14-2011

6 5 4 3 2 1

Conventions

Grammar

Structure

Syntax

Practically perfect!

Conventions carefully chosen to enhance meaning

Complex text requires wide use of sophisticated punctuation & conventions

Ready to publish

A few minor errors that don’t affect meaning

Attempts and uses sophisticated conventions, not always successfully

Almost ready to publish

Obvious, but minor errors that don’t affect meaning

Simple conventions are fine

Some errors in difficult spelling, or sophisticated conventions

Easily edited

Obvious, distracting errors that may affect meaning

Only attempts simple use of conventions

Errors on basic spelling, usage & punctuation

Needs editing

Many obvious, distracting errors

Lots of spelling, punctuation and usage errors

Serious problems with subject/verb agreement

Line-by-line editing required

Many serious errors that make it difficult to understand

Many misspellings of the same word

Capitalization and punctuation is incorrect

Needs to be completely rewritten

Source: Arizona Department of Education. AIMS Six Trait s for Analytic Writing Rubrics. Retrieved from

https://www.ade.state.az.us/standards/6traits/



Updated, 04-14-2011

Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from


6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated, 04-14-2011

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.



Updated, 04-14-2011

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.



Updated, 04-14-2011

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



Updated, 04-14-2011

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated, 04-14-2011

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.



Updated, 04-14-2011

APÉNDICE C / APPENDIX C: ATTENDANCE AND PARTICIPATION

EVALUATION


Updated, 04-14-2011

Apéndice C / Appendix C

Evaluación de la participación en cada taller

Criterios

Taller 1

Taller 2

Taller 3

Taller 4

Taller 5

Asistencia a clases

(8 puntos c/u)

Demostración del

dominio de los temas

discutidos en clase

(4 puntos)

Cumplir con las

tareas asignadas

en clase (4 puntos)

Puntualidad en la entrega

de trabajos

(4 puntos)

20 puntos /taller

Total de puntos: _____/ 100


Updated, 04-14-2011

Attendance and Participation Evaluation

Criteria

Workshop

1

Workshop

2

Workshop

3

Workshop

4

Workshop 5

Daily Attendance

(8 points each)

Showed mastery

of the topics

discussed in class

(4 points)

Completed

assigned

work (4 points)

Turned in work

on time (4 points)

Total 20 points

per workshop

Total points: _____/ 100


Updated, 04-14-2011

APÉNDICE D / APPENDIX D: RUBRICS FOR THE EVALUATION OF

ASSIGNMENTS DUE BEFORE THE WORKSHOP


Updated, 04-14-2011

Apéndice D /Appendix D

Matriz valorativa para evaluar:

Tareas técnicas previas a cada taller

Nombre del Estudiante:_______________________________________________

Taller #____________________Fecha asignada para entrega: ______________

Criterio Puntos Puntuación

Contenido

Las definiciones están completas, son claras y bien establecidas. La respuesta se

provee en oraciones claras y suficientemente explicativas.

4

Se muestran ejemplos explicativos relacionados con el curso. 4

Uso correcto del estilo APA. 2

Lenguaje

Demuestra conocimiento y uso correcto del español (vocabulario, sintaxis y flujo de

ideas).

2

Utiliza los verbos y las reglas de acentuación correctamente.

REMOVE BLUE COLOR!

2

Usa gramática apropiada y correctamente. 2

Laboratorio

Utilizó el laboratorio de lenguaje o laboratorio electrónico 2 horas por cada idioma y

cada taller. ( Total 4 horas = 4 puntos)

4

Total Puntos

Nombre del Estudiante (en letra de molde)______________________________

Firma del Estudiante: _______________________________________________

Nombre del Facilitador (en letra de molde)_______________________________

Firma del Facilitador:_______________________________________________

Fecha Facilitador recibió las asignaciones:____________________________

20

(70%

contenido y

30%

lenguaje)

Puntuación

Total:

_______


Updated, 04-14-2011

Rubrics for the evaluation of assignments due before the workshops

Assignments due Prior to Workshop

Student Name:___________________________________________________

Workshop #______________________ Due Date: _____________________

Criteria Value

Points

Student

Score

Content

The definitions are complete, clear and well stated. The sentences are cohesive and

have a proper flow.

4

Examples related to the course content are provided with the definitions. 4

APA style is used correctly. 2

Language

Demonstrates command of standard English (vocabulary, syntax and flow of ideas). 2

Uses grammar appropriately and correctly. 2

Manages and uses verbs appropriately and correctly. 2

Language Lab

Used the language lab or E-Lab for 2 hours per language and during each workshop.

(Total 4 hours = 4 points)

4

Total Points

Student’s Name: (print)____________________________________________

Student’s Signature: ____________________________________

Facilitator’s Name: (print)____________________________________________

Facilitator’sSignature:_______________________________________________

Date Assignments were received:______________________________

20

(70%

content and

30%

language)

Student’s

total

Score:

_______


Updated, 04-14-2011

APÉNDICE E / APPENDIX E: INSTRUCTIONS FOR BUILDING A GLOSSARY

OF TERMS


Updated, 04-14-2011

Apéndice E / Appendix E

Instrucciones para elaborar el glosario

Antes del inicio de cada taller, los estudiantes deben conocer alguna terminología básica.

Para ello, los estudiantes deben:

1. Comprar tarjetas de indexar (index cards). Las dimensiones requeridas de

las tarjetas son 8 ½” x 5”.

2. Escribir una palabra de vocabulario/término en cada tarjeta. La palabra clave debe

aparecer en el anverso y la definición(es) y ejemplo(s) en el reverso.

3. Buscar estas palabras en las direcciones electrónicas citadas o en el diccionario.

4. El estudiante deberá traer el glosario a cada taller.

Instructions for building a glossary of terms

Before each workshop, students should learn the definitions and pronunciation of some

basic vocabulary/terms. Students should:

1. Purchase index cards that are size 8 ½” x 5”.

2. Write each vocabulary word/term on an index card. The key word should appear

on the front and the definition(s) and example(s) on the back.

3. Look up these words in the cited Web sites or in a dictionary.

4. The student should bring the vocabulary words to each workshop.


Updated, 04-14-2011

APÉNDICE F / APPENDIX F: RUBRIC TO EVALUATE PARTICIPATION IN

GROUP ACTIVITIES


Updated, 04-14-2011

Apéndice F / Appendix F

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________

Criterio Puntos Puntuación del

estudiante

Colaboró para obtener consenso. 2

Colaboró en la planificación y organización de las reuniones

o actividades de grupo.

2

Demostró disposición para cooperar con el grupo. 2

Contribuyó frecuentemente a las discusiones del grupo. 2

Participó activamente en las reuniones y actividades. 2

Demostró interés en las discusiones y actividades del grupo. 2

Vino preparado(a) a las reuniones, actividades y discusiones

del grupo.

2

Demostró atención y apertura a los puntos y argumentos de

sus compañeros.

2

Contribuyó al grupo con material e información adicional. 2

Contribuyó significativamente al trabajo que presentó el

grupo.

2

Total 20


Updated, 04-14-2011

Apéndice F / Appendix F

RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIES

Student’s Name: _________________________ Date: _______________

Group: ___________ Name of evaluating student: ______________________

Criteria Points Students Points

Collaborated to achieve consensus. 2

Collaborated with the planning and organization of

activities of the group.

2

Demonstrated cooperation and team work with the group. 2

Contributed frequently with the discussions of the group. 2

Participated actively in the meetings and activities. 2

Demonstrated interest in the discussions and activities of the

group.

2

Came prepared to meetings, activities and discussions of the

group.

2

Demonstrated attention to the arguments within the group. 2

Contributed to the group with additional information. 2

Contributed significantly with the work that presented the

group.

2

Total 20


Updated, 04-14-2011

APÉNDICE G / APPENDIX G: RUBRIC TO EVALUATE ORAL

PRESENTATIONS


Updated, 04-14-2011

Apéndice G / Appendix G

MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORALES

NOMBRE:___________________________ NOTA FINAL:____________

FECHA:______________________

TITULO:__________________________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No

Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. Realiza una introducción efectiva del

tema.

2. Identifica el propósito, los objetivos e

ideas principales que se incluyen en la

presentación.

3. Proyección efectiva, postura corporal

adecuada, y manejo propio de la

audiencia.

4. Las ideas y argumentos de la

presentación están bien fundamentados

en los recursos presentados,

consultados o discutidos en clase.

5. Capta la atención e interés de la


Updated, 04-14-2011

audiencia y/o promueve su

participación, según aplique.

6. El resumen de los puntos principales

y/o la presentación de las conclusiones

es claro y apropiado.

7. Uso efectivo de la tecnología, ayudas

visuales, drama o ejercicios de acuerdo

al ejercicio y el tema presentado, según

aplique

LENGUAJE

8. Se utiliza un lenguaje apropiado,

aplicando las funciones sintácticas y

gramaticales correctamente.

9. Dicción clara, sin muletillas o

barbarismos y tono adecuado.

10. La presentación es organizada y

coherente y

puede seguirse con facilidad.

Comentarios:

________________________________________________________________________

________________________________________________________


Updated, 04-14-2011

RUBRIC TO EVALUATE ORAL PRESENTATIONS

NAME:_______________________ FINAL GRADE: ___________________

DATE:___________________________ TITLE: ________________________

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD

5-EXCELLENT N/A- NOT APPLICABLE

CRITERIA 0 1 2 3 4 5 N/A

1. Performs an effective introduction of the

theme to be discussed.

2. Identifies purpose, objectives and principal

ideas are included in the presentation.

3. Effective projection, adequate body posture

and audience management.

4. The presentation ideas and arguments are

based in sources presented, consulted or

discussed in class.

5. Captures audience attention and interest

and/or promotes participation, depending on

which applies.

6. The summary of principal points and/or the

presentation of conclusions are clear and


Updated, 04-14-2011

appropriate.

7. Effective use of technology, visual aids,

drama or exercises depending on the theme

or exercise presented.

LANGUAGE

8. Utilized appropriate language with

syntactical and grammatical correctness..

9. Clear diction, with adequate tone and

without pet phrases or barbarisms..

10. Presentation is organized, coherent and can

be easily followed.

Comments:

________________________________________________________________________

________________________________________________________________________


Updated, 04-14-2011

APÉNDICE H / APPENDIX H: RUBRIC TO EVALUATE WRITTEN PAPERS


Updated, 04-14-2011

Apéndice H / Appendix H

MATRIZ VALORATIVA PARA EVALUAR TRABAJOS ESCRITOS

NOMBRE: _________________________NOTA FINAL ___________________

TÍTULO:____________________________ FECHA:________________________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. El escrito es claro, enfocado e interesante.

2. Identifica el propósito, los objetivos e ideas principales que se incluyen

en el escrito.

3. La presentación de las ideas es organizada y coherente y puede seguirse

con facilidad.

4. El escrito incluye todas las partes o elementos del tema o tarea asignada

de manera directa y apropiada.

5. El autor demuestra dominio del tema o materia de la presentación al

explicar con propiedad el contenido y no incurre en errores.

6. Las ideas y argumentos de la presentación están bien fundamentadas en

los recursos presentados, consultados o discutidos en clase.

7. El punto de vista del autor se presenta de manera clara, contundente y

bien fundamentada.

LENGUAJE

8. El escrito demuestra esencia, desarrollo lógico y originalidad.

9. Se utiliza un lenguaje apropiado, aplicando las funciones sintácticas y

gramaticales correctamente.

10. Contiene oraciones y párrafos bien construidos que facilitan la lectura y

comprensión del escrito.

Comentarios: ________________________________________________________________


Updated, 04-14-2011

RUBRIC TO EVALUATE WRITTEN PAPERS

NAME: _______________________ FINAL GRADE: ________________

TITLE: _______________________ DATE: _________________________

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT

N/A-NOT APPLICABLE

CRITERIA 0 1 2 3 4 5 N/A

1. The paper is clear, focused and interesting.

2. Identifies purpose, objectives and principal ideas included in the paper.

3. Presentation of ideas is organized, coherent, and can be easily

followed.

4. The paper includes all parts or elements of the assigned theme or task

in a direct and appropriate manner.

5. The author demonstrates mastery of the presentation theme or matter,

as it properly explains content and does not incur in mistakes.

6. The presentation ideas and arguments are based in sources presented,

consulted or discussed in class.

7. The author presents his point of view in a clear, convincing, and well-

based manner.

LANGUAGE

8. Utilizes appropriate language with grammatical and syntactical

correctness.

9. Utilizes precise, correct and appropriate vocabulary.

10. Contains well-constructed sentences and paragraphs that facilitate

lecture and comprehension.

Comments: ___________________________________________________________


Updated, 04-14-2011

APÉNDICE I / APPENDIX I: GUIDELINES FOR PREPARING THE

PORTFOLIO


Updated, 04-14-2011

Apéndice I / Appendix I

Guidelines for preparing the portfolio

1. Determination of content sources:

The following-but not limited to-documentation must be included:

Projects, surveys, and reports

Oral presentations

Essays: dated writing samples to show progress

Research papers: dated unedited and edited first drafts to show progress

Written pieces that illustrate critical thinking about readings: response or

reaction papers

Class notes, interesting thoughts to remember, etc.

Learning journals, reflective journals

Self-assessments, peer assessments, facilitator assessments

Notes from student-facilitator conferences

2. Organization of documentation:

Documentation will be organized by workshop and by type of assignments within the

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

3. Completion of the portfolio:

Documentation will be posted in a binder or in a digital version (e-portfolio).

The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix H1).


Updated, 04-14-2011

The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

A log of entries that can be expanded with each new entry properly numbered.

The table, which should be located at the beginning, should include a brief

description, date produced, date submitted, and date evaluated (Appendix H2).

Introduction and conclusion of the income and outcome of the portfolio.

Documentation and self-reflection sheet (Appendix H3) required in each

workshop.

Overall portfolio self-assessment (Appendix H4).

The progression follow-up template will be added to the portfolio (Appendix

H5).

A list of references and appendices of all assignments included will be added

to the end of the portfolio.

Letter of Use and Return or Use and Discard of Portfolio (Appendices H6, &

H7)

The entire portfolio will follow APA style: Courier, Times or New Roman

font, size 12, double space, and 1-inch margins. See the latest edition of the

Publication Manual of the APA.

4. Portfolio evaluation (Appendix H8).


Updated, 04-14-2011

APÉNDICE J / APPENDIX J: PORTFOLIO INFORMATIONAL SHEET


Updated, 04-14-2011

Apéndice J / Appendix J: PORTFOLIO INFORMATIONAL SHEET


Metro Orlando Campus


Check one:

Universidad del

Este

Universidad

Metropolitana

Universidad del

Turabo

Check one:

Undergraduate Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate


Updated, 04-14-2011

APÉNDICE K / APPENDIX K: LOG OF ENTRIES


Updated, 04-14-2011

Apéndice K / Appendix K: Log of Entries or Table of Contents

Entry Description

Date of Entry

Date

Submitted

Date Evaluated

Page #

1

2

3

4

5

6

Note: Students can build a table of contents instead.


Updated, 04-14-2011

APÉNDICE L / APPENDIX L: OVERALL PORTFOLIO SELF-ASSESSMENT


Updated, 04-14-2011

Apéndice L / Appendix L:

Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the

strengths and weaknesses of your writing.

Part I: Read the statements below. Write the numbers that mostly honest reflects your

self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately

weak, 1=weak)

_____ 1. My portfolio contains all of the items required by the facilitator.

_____ 2. My portfolio provides strong evidence of my improvement over the course.

_____ 3. My portfolio provides strong evidence of my ability to report factual

information.

_____ 4. My portfolio provides strong evidence of my ability to write effectively.

_____ 5. My portfolio provides strong evidence of my ability to think and write

creatively.


Updated, 04-14-2011

Part II: On the lines below, write the topic of each assignment. Rate your effort for each

piece (5=strong effort, 1=weak effort). In the space below write one suggestion for

improving that piece.

_____ 1. _______________________________________________________

_______________________________________________________

_____ 2. _______________________________________________________

_______________________________________________________

_____ 3. _______________________________________________________

_______________________________________________________

_____ 4. _______________________________________________________

_______________________________________________________

_____ 5. _______________________________________________________

_______________________________________________________

Part III: In assessing my overall portfolio, I find it to be (check one)

Very satisfactory __________ Satisfactory __________

Somewhat satisfactory __________ Unsatisfactory __________

Part IV: In the space below list your goal for the next PT and two strategies you plan to

achieve.

Goal: ________________________________________________________________

Strategies:

1. _________________________________________________________________

2. _________________________________________________________________


Updated, 04-14-2011

APÉNDICE M / APPENDIX M: PROGRESSION FOLLOW-UP TEMPLATE


Updated, 04-14-2011

Apéndice M / Appendix M: Progression Follow-Up Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response and

comments


Prep. 11-12-2010 Prof. Ricardo Zaurín PhD, EPM

APÉNDICE N / APPENDIX N: USE AND RETURN OF PORTFOLIO



Apéndice N / Appendix N: Use and Return of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



APÉNDICE O / APPENDIX O: USE AND DISCARD OF PORTFOLIO



Apéndice O / Appendix O: Use and Discard of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

Biostatistics 130


APÉNDICE P / APPENDIX P: USE AND DISCARD OF PORTFOLIO

Biostatistics 131


Apéndice P / Appendix P: Overall Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are entries

free of errors? Do ideas expressed in entries follow a logical sequence with

appropriate transitions among paragraphs and topics?

Professionalism: Is the appearance of the portfolio professional? Are

graphics, colors and portfolio language consistent with professional

workplace expectations? Is the portfolio presented in a neat and orderly

manner?

Organization: Is the portfolio organized in a manner that makes it easy to

follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio? Are entries

relevant to the content of the portfolio? Do all entries contain the student’s

reaction or reflection on the selected topics? Do entries provide thorough

understanding of content? Resume, Activities List, Varied Samples of

Written Work, Evidence of Problem Solving, and Evidence of Decision

Making.

Authenticity: Are the samples and illustrations a true reflection of the

student’s efforts and abilities?

Growth/Development: Do samples provide thorough understanding of

Biostatistics 132


growth and development related to their field of concentration? Do items

show what the student has learned?

Collaboration: Do items show examples of both individual and group

work? Does the student provide clear understanding of collaboration, and

use collaboration to support his/her learning?

Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek

opportunities for professional growth? Does the student include self-

reflective comments? Does the student reflect enthusiasm for learning?

Professional Conduct: Do items show clear understanding of ethical

behavior and professional conduct? Do items display the pride the student

has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s value (skills,

abilities, knowledge) to a potential employer or college representative?

Rating Scale

4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement

Source:

Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted

02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement

– Metro Orlando Campus.

http://www.lcusd.net/lchs/portfolio/rubric.htm

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