Sistema Universitario Ana G. Méndez School for ... 202 DLP... · Lowry, R. ... Antes de cada...

STAT 202 Administration Statistics II 1

Updated, 03-28-2011

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

STAT 202

ADMINISTRATION STATISTICS II

ESTADÍSTICA PARA LA ADMINISTRACIÓN II

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados

© Ana G. Méndez University System, 2010

All rights reserved


Updated, 03-28-2011

Prepared with the collaboration of:

Marcel Andino, Module Development Specialist

Pablo Andrade, Module Content Evaluator

Osmond Duffis, English Language Evaluator

Mariaelena Tudela, Spanish Language Evaluator

Daniel Poremba, Curriculum and Instructional Designer

TABLE OF CONTENTS / TABLA DE CONTENIDO


Updated, 03-28-2011

Página/Page

GUÍA DE ESTUDIO ..................................................................................................................... 5

STUDY GUIDE ........................................................................................................................... 19

WORKSHOP ONE ..................................................................................................................... 33

TALLER DOS ............................................................................................................................. 42

WORKSHOP THREE ................................................................................................................ 49

TALLER CUATRO .................................................................................................................... 57

WORKSHOP FIVE / TALLER CINCO ................................................................................... 65

APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING

RUBRICS ..................................................................................................................................... 72

APÉNDICE B / APPENDIX B: CLINICAL EXPERIENCE OBSERVATION TOOL ....... 77

APÉNDICE C / APPENDIX C: CLINICAL EXPERIENCE OBSERVATION REPORT

TEMPLATE ................................................................................................................................. 89

APÉNDICE D / APPENDIX D: 6-TRAITS OF WRITING RUBRIC………………………94

APÉNDICE E / APPENDIX E: ATTENDANCE RUBRIC .................................................. 110

APÉNDICE F / APPENDIX F: RUBRIC TO EVALUATE ASSIGNMENTS .................... 114

APÉNDICE G / APPENDIX G: RUBRIC TO EVALUATE CLASS WORK .................... 116

APÉNDICE H / APPENDIX H : PORTFOLIO INFORMATIONAL SHEET .................. 118

APÉNDICE I / APPENDIX I: LOG OF ENTRIES ............................................................... 120

APÉNDICE J / APPENDIX J: REFLECTIVE JOURNAL .................................................. 122


Updated, 03-28-2011

APÉNDICE K / APPENDIX K: OVERALL PORTFOLIO SELF-ASSESSMENT ........... 125

APÉNDICE L / APPENDIX L: CHECKLIST FOR PORTFOLIO ASSESSMENT ......... 128

APÉNDICE M / APPENDIX M: PORTFOLIO RUBRIC .................................................... 130

APÉNDICE N / APPENDIX N: REFLECTIVE JOURNAL ................................................ 135

APÉNDICE O / APPENDIX O: RUBRIC TO GRADE THE SHORT QUIZZES ............. 137

APÉNDICE P / APPENDIX P: RUBRIC TO EVALUATE THE FINAL PROJECT ....... 139

APÉNDICE Q / APPENDIX Q: RUBRIC TO EVALUATE ASSIGNMENTS .................. 145

APÉNDICE R / APPENDIX R: RUBRIC TO EVALUATE CLASS WORK ..................... 148


Updated, 03-28-2011

GUÍA DE ESTUDIO

Título del Curso: Estadísticas para la Administración II

Codificación: STAT 202

Créditos Tres

Duración: 5 semanas

Prerrequisito: MATH 199, STAT 201

Descripción

En este curso se estudian los conceptos de estimación, establecimiento de las pruebas de

hipótesis, e inferencia estadística incluyendo técnicas de muestreo. Además, se estudian

las técnicas para determinar el tamaño de la muestra, correlación lineal y análisis de

varianza (ANOVA).

La integración del método de solución de casos como herramienta útil de aplicación y

análisis en la solución de problemas es parte importante del curso y la utilización de

programas computarizados para llevar a cabo el análisis estadístico de los conceptos a

estudiarse.

Objetivos de Contenido Generales

Al finalizar el curso el/la estudiante estará capacitado para:

1. Reconocer los conceptos básicos de estimación de intervalos.

2. Realizar pruebas de hipótesis.

3. Aplicar las técnicas mayormente utilizadas de la inferencia estadística.

4. Realizar análisis de varianza (ANOVA).

5. Realizar regresiones lineales simples.


Updated, 03-28-2011

Objetivos de Lenguaje Generales:

1. Escuchar: Mejorar vocabulario con términos técnicos relacionados al tema de

cada taller.

2. Hablar: Participación en discusiones orales de la clase.

3. Leer: Leer y traducir escritura técnica relacionada con el contenido del curso.

4. Escribir: Escribir ensayos cortos para contestar preguntas relacionadas al

contenido de los talleres del curso.

Textos Recomendados y Recursos

Anderson, David R., Dennis J. Sweeney & Thomas A. Williams. (© 2009). Modern

Business Statistics. (3ra ed.) Cengage. ISBN-10: 0324598270 ISBN-13:

9780324598278.

Precio aproximado: $178.99 como libro tradicional, $105.49 como libro electrónico,

$8.99 como capítulo electrónico, y $67.49 para su renta como libro tradicional por 60

días.

http://www.cengage.com/search/productOverview.do?N=+11&Ntk=P_Isbn13&Ntt=9780

324598278

Anderson, David R., Dennis J. Sweeney & Thomas A. Williams. (2008). Estadística para

administración y economía. (10ma ed.) Cengage. ISBN-10: 9706868259,

ISBN-13: 9789706868251.

Lane, David M. (1993-2007) HyperStat Online Statistics Textbook (online)

http://davidmlane.com/hyperstat/) Es un e-libro con acceso sin costo.



http://davidmlane.com/hyperstat/


Updated, 03-28-2011

Cabrejas, Rafael (2008, actualizado 2010) Introducción a la Estadística Descriptiva.

http://www.matematicasbachiller.com/temario/libre/descriptiva/index.html Cabrejas,

Rafael (2007, actualizado 2010) Inferencia Estadística.

http://www.matematicasbachiller.com/temario/estadistica/estadistica_II.html Lowry, R.

(1999-2010). Concepts & Applications of Inferential Statistics.

http://faculty.vassar.edu/lowry/webtext.html

Lowry, R. Website for Statistical Computations.

http://faculty.vassar.edu/lowry/VassarStats.html Acceso sin costo para propósitos

educativos.

Adicionalmente, en cada taller se presentan recursos específicamente relacionados al

contenido del mismo.

Evaluación:

1. Trabajos para realizar previo a cada taller 20%

2. Cuatro (4) trabajos cooperativos 20%

3. Cuatro (4) pruebas para realizar en los

talleres

20%

4. Asistencia

5. Participación y portafolio 20%

10%

6. Trabajo Final: Estudio de caso y portafolio

http://www.matematicasbachiller.com/temario/libre/descriptiva/index.html

http://www.matematicasbachiller.com/temario/estadistica/estadistica_II.html


http://faculty.vassar.edu/lowry/VassarStats.html


Updated, 03-28-2011

del curso 20%

TOTAL

100%

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.

Descripción de la evaluación

1. Trabajos para realizar previo a cada taller (20%)

Antes de cada taller el/la estudiante deberá completar una variedad de ejercicios

básicos y preguntas guías, asignados para cada taller en este documento, que le

ayudarán en el proceso de comprensión de conceptos que se desarrollarán en la

práctica de las actividades que se efectuarán en el taller. Estas asignaciones se

deben entregar desde el primero hasta el quinto taller. Una penalidad de 25% del

valor de la asignación será descontada por demoras en la entrega de hasta una

semana y 20% por cada semana adicional.


Updated, 03-28-2011

2. Cuatro (4) trabajos cooperativos (20%)

El/la estudiante tendrá la oportunidad de trabajar en grupo con otros estudiantes

matriculados en el curso STAT 202. El facilitador decidirá como formar los

grupos en cada uno de los talleres. Cada grupo trabajará una situación asignada

que resolverá y presentará a la clase. El trabajo realizado se entregará al finalizar

el taller como un documento escrito o en la forma que el facilitador indique.

Habrá cuatro (4) trabajos cooperativos a partir del primer taller. En la quinta

reunión no se realizará esta actividad.

3. Cuatro (4) pruebas para realizar en los talleres (20%)

A partir de la primera reunión y hasta el cuarto taller, una vez discutidas las tareas

realizadas previo a cada taller, el/la estudiante debe estar capacitado para

contestar una prueba corta. La misma constará de una selección de ejercicios

prácticos que fortalecerán las destrezas adquiridas y la comprensión de los

conceptos analizados.

4. Trabajo Final: Estudio de caso y portafolio del curso (20%)

Durante el Taller Cinco, el/la estudiante presentará un estudio de caso de manera

oral y escrita. Este será un trabajo en grupo. Sin embargo, la evaluación

considerará ambas: variables de desempeño individual y 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. En el Primer Taller el facilitador

explicará detalladamente los objetivos del trabajo y dará la oportunidad para que

los estudiantes formen sus equipos y propongan el caso de estudio en que deseen


Updated, 03-28-2011

trabajar, que será enviado al facilitador antes del Segundo Taller para su

aprobación. Durante el Segundo Taller el facilitador ofrecerá indicaciones

adicionales a los equipos que hayan sometido propuestas, y aprobará o rechazará

las mismas. También formará en equipos a los estudiantes que no hayan enviado

una propuesta y asignará los casos a cada cual. Durante el Tercer y Cuarto Taller

el facilitador supervisará el avance del trabajo de cada equipo. En el Quinto

Taller cada equipo presentará el caso estudiado por cada cual al resto del grupo.

El portafolio debe ser una muestra clara del trabajo realizado durante el curso y

debe incluir todas las asignaciones entregadas, el trabajo realizado en clase, sea en

equipo o individual, las pruebas realizadas y los diarios reflexivos de cada taller.

El facilitador orientará a los estudiantes, desde el primer taller, la forma en que

deberán presentar este portafolio al finalizar el curso. (Ver además el Apéndice F:

Indicaciones para la preparación del portafolio.)

5. Asistencia y Participación (20%)

La asistencia a todos los talleres y la activa participación en los mismos es

necesaria e indispensable. En caso de ausencia, el/la estudiante debe realizar todas

las gestiones necesarias para comunicarse con el facilitador de manera que pueda

prepararse adecuadamente para la próxima reunión. El estudiante que no asista a

un taller perderá también la calificación del trabajo en grupo de ese taller. Bajo

circunstancias especiales el facilitador puede asignar un crédito parcial (no más de

70% y para un taller solamente) para el trabajo en grupo del estudiante ausente si

el estudiante presenta evidencia de un trabajo realizado que sea equivalente al


Updated, 03-28-2011

trabajo realizado en clase. (Ver Apéndice C: Rúbrica para evaluar asistencia y

participación en clase)

Escala

La evaluación final se calculará a base de promedios ponderados y considerando la escala

estándar de porcientos.

Percentage 100-90 89-80 70-79 60-69 59-0

Grade A B C D F

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.

http://bibliotecavirtualut.suagm.edu/


Updated, 03-28-2011

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.


Updated, 03-28-2011

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

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.


Updated, 03-28-2011

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

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.


Updated, 03-28-2011

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

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

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.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/


Updated, 03-28-2011

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

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

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

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

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

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


Updated, 03-28-2011

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

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.


Updated, 03-28-2011

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 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.


Updated, 03-28-2011

STUDY GUIDE

Course Title: Management Statistics

Code: STAT 202

Credits: Three

Time Length: 5 weeks

Prerequisite: MATH 199, STAT 201

Description:

The concepts of estimation, testing a hypothesis, and statistical inference, including

sampling techniques, are studied in this course. Included will be the study of techniques

to determine sample size, linear correlation, and analysis of variance (ANOVA).

This course will also cover the integration of the method of case solution as a useful

application tool for the analysis and solution of problems. Students will also learn about

computer program usage in order to prepare the statistical analysis of the areas covered

under this course.

General Content Objectives;

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

1. Recognize the basic concepts that refer to estimating interval statistics.

2. Test a hypothesis.

3. Apply the most frequently used techniques of statistical inference.

4. Prepare an analysis of variance (ANOVA).

5. Complete simple linear regressions.


Updated, 03-28-2011

General Language Objectives:

a. Listening: Listen to the concepts/techniques introduced in class and take

detailed notes.

b. Speaking: Enhance vocabulary with technical terms related to

the subject of each workshop and use them in oral presentations/discussions.

c. Reading: Read and interpret technical texts related to the contents of course

workshops.

d. Writing: Write short essays to answer specific questions related to the

contents of the workshops.

Recommended Texts and Resources

Anderson, David R., Dennis J. Sweeney & Thomas A. Williams. (© 2009). Modern

Business Statistics. (3rd

ed.) Cengage. ISBN-10: 0324598270, ISBN-13:9780324598278.

Approximate price: $178.99 as a traditional paper book, $105.49 as e-book, $8.99 as e-

chapters, and $67.49 for the rent during 60 days of the traditional paper book.


324598278

Anderson, David R., Dennis J. Sweeney & Thomas A. Williams. (2008). Estadística para

administración y economía. (10th

ed.) Cengage. ISBN-10: 9706868259,

ISBN-13: 9789706868251.

(no prices available)

Lane, David M. (1993-2007) HyperStat Online Statistics Textbook

http://davidmlane.com/hyperstat/) Free access e-book.



http://davidmlane.com/hyperstat/


Updated, 03-28-2011

Cabrejas, Rafael (2008, updated 2010) Introducción a la Estadística Descriptiva.

http://www.matematicasbachiller.com/temario/libre/descriptiva/index.html ) Free access

e-book.

Cabrejas, Rafael (2007, updated 2010) Inferencia Estadística.

http://www.matematicasbachiller.com/temario/estadistica/estadistica_II.html ) Free

access e-book.

Lowry, R. (1999-2010). Concepts & Applications of Inferential Statistics.

http://faculty.vassar.edu/lowry/webtext.html ) Free access e-book.

Lowry, R. (s.f.). Web site for Statistical Computations. Vassar College VassarStats:

http://faculty.vassar.edu/lowry/VassarStats.html ) Free access for educational purposes

Additional resources, specifically related to the course topics, presented in each

workshop.

Evaluation:

1.Attendance, participation in class, and E-lab activities 20%

2.Four (4) group tasks 20%

3.Four (4) tests to be completed during the workshops 20%

4.Final project - case study 20%

5.Portfolio 20%

TOTAL 100%

http://www.matematicasbachiller.com/temario/libre/descriptiva/index.html

http://www.matematicasbachiller.com/temario/estadistica/estadistica_II.html


http://faculty.vassar.edu/lowry/VassarStats.html


Updated, 03-28-2011

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.

Description of the Evaluation Process:

1. Assignments before each workshop. (20%)

Before each workshop each student should do some basic exercises and answer

guiding questions as assigned in this document for each workshop, which will be

useful in the process of understanding the concepts that will be developed during

the class time. These assignments should be turned in from the first to the fifth

workshop. A penalty of 25% of the value of the assignment should be deducted

for delays of up to one week, and 20% for each additional week.

2. Four (4) group tasks. (20%)

Every student will have the opportunity to work in a group with his peers as part

of the STAT 202 course. The facilitator will decide how to form the groups in

each workshop. Each group will work an assigned case that will be presented to


Updated, 03-28-2011

the entire class. All completed work shall be turned in at the end of the workshop,

either as a written document or using any other procedure indicated by the

facilitator. There will be four (4) group tasks, from the first to the fourth

workshops. This activity will not be done in the fifth workshop.

3. Four (4) tests to be completed in the workshops. (20%)

Beginning with the first workshop through the fourth. Once the assignment has

been discussed and the group task completed, the students should be capable of

answering a short quiz. Each quiz will be made up of practical exercises that will

strengthen the skills introduced and the comprehension of the concepts studied.

4. Final project. Case study and portfolio. (20%)

During Workshop Five the students will present a case study in written and oral

form. Although this project will be prepared in teams, its assessment will consider

both the individual and the group performance. Depending on the number of

students registered in the course, the facilitator will decide the formation of five

(5) teams or less with five (5) or less students assigned to each group.. In

Workshop One, the facilitator will explain the project objectives and will give the

students the opportunity to form their own teams and make a proposal on the case

study that they will be working on. It will have to be submitted before Workshop

Two for approval. During Workshop Two the facilitator will give additional

instructions to those who submitted proposals. Also, the facilitator will form

teams and assign case studies to those students who have not submitted a proposal

prior to Workshop Two. During Workshops Three and Four the facilitator will

supervise how each group is advancing with their project. In Workshop Five each


Updated, 03-28-2011

team will present their case study to the entire class. (See Appendix O: Rubric to

evaluate the final project.

The portfolio has to be a clear demonstration of the work done during the course

and should include every assignment, the work done in class and the reflective

journals for each workshop. The facilitator will explain to the students, from the

very first workshop, how each portfolio needs to be prepared and ready to be

handed in at the end of the course. (It is recommended that this portfolio is created

and is handed in using the present information technology and not as a printed

document.)

5. Attendance and participation. (20%)

Attendance to, and active participation in every workshop is required. In case of

absence the student must as necessary to communicate with the facilitator so that

she/he can prepare for the next workshop. The group work grade for the workshop

to which the student was absent will be lost as well. Due to special

circumstances, the facilitator could assign partial credit for group work (not more

than 70% and for one workshop only) to an absent student provided the student

presents evidence of work done that is equivalent to the work done in class. (See

Appendix C: Rubric to assess attendance and participation in class.)


Updated, 03-28-2011

Scale

The final grade will be obtained according to the standard percentage scale.

Percentage 100-90 89-80 70-79 60-69 59-0

Grade A B C D F

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 or less as required by the Florida

Commission of Independent Learning.

http://bibliotecavirtualut.suagm.edu/


Updated, 03-28-2011

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.

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


Updated, 03-28-2011

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:

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

level based on the student’s existing grade.

b. 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.

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.


Updated, 03-28-2011

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

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

students at the beginning of the first workshop.


Updated, 03-28-2011

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, 03-28-2011

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 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 Accounting 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

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

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


Updated, 03-28-2011

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

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.


Updated, 03-28-2011

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.

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, 03-28-2011

WORKSHOP ONE

Specific Content Objectives:

After completing Workshop One, the student will be able to:

1. Estimate confidence intervals for the mean and the proportion of a population,

both when the standard deviation of the population (σ) is known and when it is

unknown.

2. Determine the sample size required to obtain a desired confidence interval.

3. Use MS Excel for calculations related to these objectives.

4. Explain basic ethical considerations when estimating confidence intervals.

Specific Language Objectives:

1. Listening: learn how to pronounce correctly all six technical terms related to this

workshop as well as the definitions of each.

2. Speaking: participate in oral class discussions regarding basic ethical

considerations when estimating confidence intervals.

3. Reading: and interpret technical texts related to using MS Excel for calculations

when related to the course objectives.

4. Writing: the answers to any of the six specific questions listed under

Assignments Prior to the Workshop in short one-page essay form (in English).


Updated, 03-28-2011

Electronic Links (URLs):

Nelson, S. (w.d.). Confidence Interval Calculations with Microsoft Excel. Ezine @rticles:

http://ezinearticles.com/?Confidence-Interval-Calculations-with-Microsoft-

Excel&id=929792

Microsoft. (2007, Jan 18). Description of the CONFIDENCE statistical functions in Excel

from Microsoft Support: http://support.microsoft.com/kb/828124 Winks Statistics

Software. (n.d.). Descriptive Statistics in Excel. from Statistics Tutorials & Data Files:

http://www.stattutorials.com/EXCEL/EXCEL-DESCRIPTIVE-STATISTICS.html

Beigel, R. (2006, Apr 10). Math C067 — Confidence Intervals. College of Science and

Technology, Temple University:

http://www.cis.temple.edu/~beigel/Math067/Confidence.pdf

Edward, W. (2000, Oct 31). Understanding Confidence Intervals. University at Albany

School of Public Health: http://www.albany.edu/sph/data/confidence_intervals.pdf

Glez., P. J. (??). Estimación por Intervalos de Confianza. I.E.S. A Xunqueira I:

http://www.iesxunqueira1.com/Download/pdf/teointervalos.pdf

Rosas, L. M. (2008). Estimación Puntual E Intervalos (PPT). SlideShare:

http://www.slideshare.net/BAQUERO2008/estimacion-puntual-e-intervalosppt-

compatibility-m

Lane, D. M. (2007). Chapter 8: Confidence intervals. HyperStat Online Statistics

Textbook: http://davidmlane.com/hyperstat/confidence_intervals.html

Discovery Education. (s.f.). Puzzlemaker. from Discovery Education:

http://puzzlemaker.discoveryeducation.com/

http://ezinearticles.com/?Confidence-Interval-Calculations-with-Microsoft-Excel&id=929792

http://ezinearticles.com/?Confidence-Interval-Calculations-with-Microsoft-Excel&id=929792

http://support.microsoft.com/kb/828124

http://www.stattutorials.com/EXCEL/EXCEL-DESCRIPTIVE-STATISTICS.html

http://www.cis.temple.edu/~beigel/Math067/Confidence.pdf

http://www.albany.edu/sph/data/confidence_intervals.pdf

http://www.iesxunqueira1.com/Download/pdf/teointervalos.pdf

http://www.slideshare.net/BAQUERO2008/estimacion-puntual-e-intervalosppt-compatibility-m

http://www.slideshare.net/BAQUERO2008/estimacion-puntual-e-intervalosppt-compatibility-m

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



Updated, 03-28-2011

Assignments prior to the Workshop

1. Read the recommended URL’s, textbooks and other reference materials, as well

as in any other reference material that you consider relevant.

2. Choose and answer (in short essay form) six (6) of the following questions which

are labeled with letters that match your first name or last name; include examples

whenever possible.

a. What are sampling distributions?

b. Define and provide examples of the three properties of the arithmetic mean:

bias, efficiency and consistency.

c. For sampling distributions, how important is the knowledge of the mean,

standard deviation and standard error of the population?

d. What is the purpose of determining the normal distribution of the mean and

the value Z?

e. What is the effect of sample size, n, in the calculation of σ from the sample?

f. What is the effect of sample size, n, in the group of means in the sampling

distribution?

g. How do you calculate the lower and upper bounds of the mean of a

population?

h. How do you calculate the range that includes a fixed proportion?

i. What issues should be considered in carrying out sampling of populations

without normal distribution?

j. Explain the Central Limit Theorem.


Updated, 03-28-2011

k. What is a point estimate and what is its difference with an interval or range

estimate?

l. How is a range estimate obtained?

m. Explain the meaning of “confidence level”

n. What is the confidence estimate for the mean when σ is known?

o. What is the confidence estimate for the mean when σ is known?

p. When do you use the t-distribution and when the normal distribution for the

test of hypothesis?

q. What are the “degrees of freedom”?

r. How is the confidence interval for a ratio obtained?

s. How is the sample size for the mean value obtained?

t. How is the sample size for a proportion obtained?

u. What ethical considerations should be considered when obtaining confidence

intervals?

3. Look for an example in any of the textbooks or resources indicated for this

workshop, or from other sources, in which confidence intervals for a mean or a

proportion, or both, are obtained from a sample. Prepare a short Power Point

presentation (not more than 4 slides) about this example and come to the class

prepared to present it to the group. Do not forget to include a precise and

complete reference to the source from where you selected the example and

include it in the presentation using APA style.


Updated, 03-28-2011

4. If your last name begins with a letter from A to M do exercise # 1 below; if it is

from N to Z do exercise # 2. Do your calculations using MS Excel as much as

possible.

a. A random sample of 49 students indicates these students had a mean grade of

73 on a final exam, with a variance of 64.

i. Find the 90%, 95% and 99% confidence intervals for the mean

grade of all students who took this exam.

ii. How many more students should we include in the sample if we

need to reduce the margin of error by half?

b. An exit survey of 500 voters revealed that 210 of them favor a particular

referendum issue.

i. Find the 90%, 95% and 99% confidence intervals for the

proportion of all voters who favor the issue.

ii. How many more voters should we include in the sample if we need

to reduce the margin of error by half?

5. Prepare and solve a word puzzle (crisscross or other) with seven (7) or more terms

relevant to the contents of this workshop. Bring to the workshop a printed

unsolved copy of this word puzzle.

6. Compress the files with the documents you have prepared in points 2, 3, 4 and 5

above to a .zip or .rar file and send it to your facilitator’s e-mail (take it from

Blackboard if you have not received any communication from him/her) and bring

the original files to the workshop in a portable drive so you can use it for the class

activities.


Updated, 03-28-2011

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

____ 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, 03-28-2011

Integrated Activities:

Facilitator will first conduct routine activities as follows:

1. The facilitator and the students will introduce themselves by engaging in an

icebreaking activity suggested by the facilitator. At the end of this activity a

Student Representative should be selected.

2. The facilitator:

a. Will do a short presentation of the general objectives, the assessment

method and other relevant information about the course.

b. Will inform in writing any change to this module that has been approved.

c. Will also specify the way that assignments should be sent to her/him,

taking into consideration that all the assignments and class work should be

included in a final portfolio.

d. Will provide detailed instructions to the students regarding the contents

and organization of a portfolio (due at the last workshop) which should

include every assignment, class work, and assessment done in class or at

home.

e. Will provide detailed instructions to the students regarding the objectives,

content, and presentation of the case study that will be presented and

discussed at the last workshop. The facilitator will allow the students from

each team to present a proposal on the case study for which they will work

on and submit during Workshop Two for approval.


Updated, 03-28-2011

f. Will check that each student has sent by e-mail the assignments given as

preparation for this workshop and will remind them about the policy

regarding delays in turning in the assignments.

g. Will do a short review of the topics to be covered in this workshop.

3. Using MS Excel random number generator, or by any other suitable means, the

facilitator will create no less than three teams who will discuss the answers given

by their members to the questions they selected (#2 on the assignment list). Each

team will select three of the questions and will prepare to present them to the

entire group under the guidance of the facilitator.

4. The facilitator will show the videos

http://www.youtube.com/watch?v=Q6Lj_8yt4Qk, and

http://www.youtube.com/watch?v=hP6flJdoIxc or others selected by him, and

will promote its discussion in order to identify their main points.

5. The facilitator will ask for volunteers to show the Power Point presentation

created by her or him (#3 on the assignment list). Using these presentations the

facilitator will clarify any obscure issues and cover the procedures to formulate a

hypothesis using one of the groups as an example. The facilitator will clarify any

question that is raised about the exercises that had to be solved in item four of the

assignment. Then, the students, working in teams organized by the facilitator, will

solve an exercise or two, as indicated by the facilitator (there should be at least

two teams working on the same exercise). After giving the teams some time to

work out the problems, the facilitator will ask one of the teams to present their

solution and the others team that worked on the same exercise will criticize the

http://www.youtube.com/watch?v=Q6Lj_8yt4Qk

http://www.youtube.com/watch?v=hP6flJdoIxc


Updated, 03-28-2011

solution presented. The facilitator will clarify/discuss any obscure issues and

answer questions from the students.

6. The students, in teams randomly selected by the facilitator, will work to solve the

word puzzles created by one of their peers. The facilitator will answer questions

and supervise the correct solutions as necessary and clarify the process of creating

the word puzzle for the students that were not successful in doing it by

themselves.

7. The facilitator will provide any pertinent clarification about the assignment to be

completed by the students for the next workshop.

8. The students will complete a short quiz to assess their learning and write their

views in the Reflective Journal (Appendix M: Reflective Journal for Workshops

1-4.

Assessment:

5. Individual: Short quiz

6. Group: Class discussions and presentations

7. Written: Reflective Journal

4. Oral: Questions and Answers

Lesson Wrap-Up:

1. Individual: Individual Review

2. Group: Group Review


Updated, 03-28-2011

TALLER DOS

Objetivos Específicos de Contenido:

Al finalizar el Taller Dos, el/la estudiante estará capacitado/a para:

1. Reconocer la conexión entre la estimación del intérvalo de confianza y la prueba

de hipótesis.

2. Aplicar en casos prácticos la metodología de las pruebas de hipótesis como

técnica para la toma de decisiones sobre parámetros de población basado en

estadísticos muéstrales.

3. Explicar los riesgos involucrados en la toma de decisiones a partir de información

muestral solamente.

4. Describir y realizar diversas pruebas de hipótesis prácticas para una sola muestra.

Objetivos específicos del lenguaje:

Al finalizar el Taller Dos, el/la estudiante estará capacitado/a para lograr los siguientes

objetivos de lenguaje:

1. Escuchar: Mejorar su vocabulario con no menos de siete términos vinculados al

contenido del taller y con las definiciones apropiadas.

2. Hablar: Explicar frente al grupo asignado los riesgos involucrados en la toma de

decisiones a partir de información muestral solamente.

3. Leer: e interpretar. la metodología de las pruebas de hipótesis como técnica para

la toma de decisiones sobre parámetros de población basado en estadísticos

muéstrales.


Updated, 03-28-2011

4. Escribir: Crear una presentación en forma de Power Point en respuesta al punto

3 de la tarea asignada.

Enlaces Electrónicos

Pruebas de Hipótesis:

http://www.scribd.com/doc/6784213/Pruebas-de-Hipótesis

Lane, D. M. (2007). Chapter 9: Logic of hypothesis testing. HyperStat Online Statistics

Textbook: http://davidmlane.com/hyperstat/logic_hypothesis.html

Lane, D. M. (date unknown). Steps in Hypothesis Testing (1 of 5). HyperStat Online

Contents: http://davidmlane.com/hyperstat/B35642.html

Harper, D. (2008, April 15). Hypothesis Testing. YouTube:

http://www.youtube.com/watch?v=abjHpJ36pIE

Marcelrzmuo. (2010, Jun 21). Prueba de hipótesis en EXCEL. YouTube:

http://www.youtube.com/watch?v=TZlcEKlgo7Y

Discovery Education. (s.f.). Puzzlemaker Discovery Education:


Asignaciones antes del taller:

1. Estudie el material en los libros de textos y en los sitios Web recomendados así

como cualquier otro material de referencia que considere apropiado.

2. De las siguientes preguntas, responda de la 1 a la 4 si su apellido comienza con

alguna de las letras desde la N hasta la Z y de la 5 a la 8 de no ser así. Debe

incluir ejemplos en sus respuestas:

¿Cuál es la diferencia entre la hipótesis nula y la hipótesis alternativa?

http://www.scribd.com/doc/6784213/Pruebas-de-Hipótesis

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

http://davidmlane.com/hyperstat/B35642.html

http://www.youtube.com/watch?v=abjHpJ36pIE

http://www.youtube.com/watch?v=TZlcEKlgo7Y



Updated, 03-28-2011

¿Cuál es la diferencia entre un error tipo I y un error tipo II?

¿Qué significa el poder o potencia de una prueba?

¿Cuál es la diferencia entre una prueba de una cola y una de dos colas?

¿Qué significa el valor p en la prueba de hipótesis?

¿De qué manera la estimación de un intervalo de confianza para la media

de una población proporciona conclusiones a la prueba de hipótesis

correspondiente para la media de la población?

Enumere los pasos a seguir en la metodología de las pruebas de hipótesis.

¿Qué consideraciones éticas deben tomarse en cuenta al realizar una

prueba de hipótesis?

3. Seleccione un ejemplo resuelto de prueba de hipótesis de alguna de las fuentes

recomendadas o de alguna otra fuente confiable y prepare una presentación corta

en Power Point que le permita explicarlo al resto de la clase durante el taller si el

facilitador así lo solicita. No olvide incluir una referencia precisa y completa a la

fuente de donde seleccionó el ejemplo e inclúyala en la presentación utilizando

estilo APA.

4. Si su apellido comienza con una letra de la A hasta la M resuelva el ejercicio # 1;

si comienza de la N a la Z, haga el ejercicio # 2. Use MS Excel tanto como pueda

para realizar los cálculos requeridos.

a. Haga la siguiente prueba de hipótesis para µ, suponiendo que la muestra

fue tomada de una población normal:

Ho: µ ≤ 6;

Valor medio de la muestra: 7.2


Updated, 03-28-2011

Desviación típica de la muestra: 1.6

Cantidad de elementos en la muestra: 9

Niveles de significancia deseado: 10 % y 5%

b. Haga la siguiente prueba de hipótesis para µ, suponiendo que la muestra

fue tomada de una población normal:

Ho: µ =800;

Valor medio de la muestra: 795

Desviación típica de la muestra: 10% y 5%

Cantidad de elementos en la muestra: 29

Niveles de significancia deseado: 10 % y 5%

5. Elabore y resuelva un juego de palabras (crucigrama u otro) con no menos de

siete (7) términos relevantes vinculados a este taller. Lleve al taller una copia

impresa, sin resolver, de ese juego de palabras.

6. Envié al facilitador, en la forma que él haya indicado en el Primer Taller los

documentos que haya Ud. preparado para los puntos 2 al 5 anteriores. (Si el

facilitador no ha indicado algo diferente, hágalo de igual forma que lo hizo en el

Primer Taller.)

7. Recuerde que debe preparar la propuesta de su equipo para el proyecto final, que

debe entregar impresa al facilitador en el curso del taller.


Updated, 03-28-2011

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

____ Modelaje

____ Práctica Dirigida

____ Práctica Independiente

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

A. Preparación

_x__ Adaptación de Contenido

_x__ Enlaces al Conocimiento Previo

_x__ Enlaces al Aprendizaje Previo

_x__ Estrategias Incorporadas

Estrategias de CALLA


_x__ Cognoscitivo

_x__ Meta-cognoscitivo

_x__ Socio/Afectivo


Updated, 03-28-2011

Actividades Integradas

Antes de comenzar las actividades integradas, el facilitador hará lo siguiente:

a. Revisará que cada estudiante haya enviado su asignación para este taller

b. Pedirá a los equipos que han propuesto algún tema para su trabajo final

que lo expongan al grupo para su aprobación y precisará los requisitos de

los mismos.

c. Asignará un tema de proyecto a los equipos que no hayan hecho

propuestas.

d. Hará un resumen breve del contenido de este taller.

1. El facilitador creará equipos de trabajo para discutir internamente las respuestas

dadas por sus miembros a las preguntas formuladas en el punto 2 de la tarea

previa. Los equipos deben formarse de tal manera que participen estudiantes que

hayan respondido los dos grupos de preguntas, y así, cada equipo podrá discutir

todas las preguntas. Al final el facilitador dirigirá una sesión de todo el grupo que

revisará todas las preguntas, se asegurará que las respuestas discutidas en los

equipos sean correctas, y aclarará los conceptos pertinentes.

2. El facilitador mostrará el video

http://www.youtube.com/watch?v=cSTgNQ9tU90,

http://www.youtube.com/watch?v=zevwKEO7XSE u otro seleccionado por él y

promoverá la discusión del mismo identificando los aspectos más importantes.

3. El facilitador designará a algún o algunos estudiantes para que presenten el Power

Point creado por ellos en respuesta al punto 3 de la tarea asignada (en lo posible

serán estudiantes que no hayan realizado su presentación en el taller anterior).

http://www.youtube.com/watch?v=cSTgNQ9tU90

http://www.youtube.com/watch?v=zevwKEO7XSE


Updated, 03-28-2011

Aprovechando estas presentaciones el facilitador aclarará cualquier aspecto

confuso para realizar una prueba de hipótesis con un solo grupo.

4. El facilitador aclarará cualquier pregunta que surja en torno a los ejercicios

planteados en el punto 4 de la tarea previa al taller.

5. Los estudiantes, en equipos creados por el facilitador, resolverán los juegos de

palabras creados por algún estudiante que no pertenezca al grupo. Si es necesario,

el facilitador responderá preguntas y supervisará que las soluciones sean

correctas.

6. El facilitador aclarará la tarea que deben realizar los estudiantes como preparación

para el próximo taller.

7. Los estudiantes realizarán una prueba corta para evaluar su aprendizaje y

responderán el Diario Reflexivo.

Evaluación:

1. Individual: Prueba corta

2. Grupal: Discusiones y presentaciones en clase

3. Escrito: Diario reflexivo

4. Oral: Preguntas y respuestas

Cierre del Taller:

3. Individual: Repaso Individual

4. Grupal: Repaso Grupal


Updated, 03-28-2011

WORKSHOP THREE


By the end of Workshop Three the student should be able to:

1. Broaden the basic test of hypothesis to tests with two samples with numeric

variables.

2. Describe the ANOVA procedure to test differences among the means of two or

more groups.

3. Test for differences of a proportion between two groups.

4. Test for independence of two categorical variables.


By the end of Workshop Three the student should be able to:

1. Listening: listen for new technical terms (at least 6) and take notes as the

facilitator presents information regarding the subject to be discussed in this

workshop.

2. Speaking: oral class discussions for testing differences of a proportion will take

place between two groups of students .

3. Reading: read and interpret technical texts regarding the basic procedure for

testing a hypothesis in order to tests two samples with numeric variables.

4. Writing: write a short essay in English describing the ANOVA procedure for

testing differences among that means of two or more groups.


Updated, 03-28-2011


About testing of hypothesis with two samples

Lane, D. M. (2007). Chapter 10 Hypothesis Testing with Standard Errors. Retrieved Oct

15, 2010, from HyperStat Online Statistics Textbook:

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

Stat Trek. (s.f.). Statistics Tutorial: Hypothesis Test for the Difference between Two

Means. Retrieved Oct 15, 2010, from Stat Trek: Teach Yourself Statistics:

http://stattrek.com/AP-Statistics-4/Unpaired-Means.aspx?Tutorial=Stat

About analysis of variance (ANOVA)

Lane, D. M. (2007). Chapter 12 Introduction to ANOVA. Retrieved Oct 15, 2010, from

HyperStat Online Statistics Textbook:

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

Lowry, R. (1999-2010). Chapter 15. One-way Analysis of Variance for Correlated

Samples. Retrieved Oct 17, 2010, from Concepts & Applications of Inferential Statistics:


About tests for independence:

Lane, D. M. (2007). Chapter 16 Chi Square. Retrieved Oct 15, 2010, from HyperStat

Online Statistics Textbook: http://davidmlane.com/hyperstat/chi_square.html

Stat Trek. (n.d.). Statistics Tutorial: Chi-Square Test for Independence. Retrieved Oct 15,

2010, from Stat Trek: Teach Yourself Statistics: http://stattrek.com/AP-Statistics-

4/Independence.aspx?Tutorial=Stat

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

http://stattrek.com/AP-Statistics-4/Unpaired-Means.aspx?Tutorial=Stat

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


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

http://stattrek.com/AP-Statistics-4/Independence.aspx?Tutorial=Stat

http://stattrek.com/AP-Statistics-4/Independence.aspx?Tutorial=Stat


Updated, 03-28-2011

Assignments Prior to the Workshop:

1. Read the recommended URL’s, textbooks and other reference materials. Pay close

attention to the rubrics in the Appendix section. These rubrics will be used to

assess your knowledge.

2. Look for an example in any of the textbooks or resources indicated for this

workshop, or from other sources, about each one of the following topics. Prepare

a short Power Point presentation (not more than 4 slides about each topic) about

this example and come to the class prepared to present it to the group. Do not

forget to include a precise and complete reference to the sources from where you

selected the example and include it in the presentation using APA style. The

topics of the exercises are:

a. A test for a hypothesis about the mean values of two small samples

(sample size less than 30).

b. The application of the ANOVA technique.

c. A test for the differences in a proportion between two groups.

d. A test for independence of two categorical variables.

You can prepare this assignment teaming with other students, but if you do, any

student on the team must be prepared to do the presentation of any of the solved

exercises..

3. Prepare and solve a word puzzle (crisscross or other) with seven (7) or more terms

relevant to the contents of this workshop. Bring to the workshop a printed

unsolved copy of this word puzzle.


Updated, 03-28-2011

4. Send to the facilitator, in the way indicated by him or her in the first workshop,

the documents that you have prepared for assignments #2 and #3.(If the facilitator

has not indicated a different procedure, just do it in the same way that you did for

the first workshop.)


Updated, 03-28-2011



B. Scaffolding

____ Modeling




C. Grouping Options

_x__ Whole Class

_x__ Small Groups

____ Partners



_x__ Listening

_x__ Speaking

_x__ Reading

_x__ Writing

E. Application

_x__ Hands-on


_x__ Rigorous



A. Preparation





CALLA Strategies


_x_ Cognitive

_x_ Meta-cognitive



Updated, 03-28-2011

Integrated Activities:

(Starting with routine activities): The facilitator will ensure that every student will:

a. Check if he/she has completed and sent the assignments prior to this

workshop.

b. Work on a team for the final project and make sure that each team has a

well-defined project by requiring that they prepare a brief report of what

they have completed so far. (Reading/Writing)

c. Prepare the portfolio that should be turned in by the last workshop.

(Writing)

d. Write a short review of the topics to be covered in this workshop.(Writing)

2. Students will watch the video: (Listening/Speaking)

http://www.youtube.com/watch?v=7rGAh_XDvY8,

http://www.youtube.com/watch?v=QaEjRSVG02E,

http://www.youtube.com/watch?v=zD3VIBkwc-0,

http://www.youtube.com/watch?v=inwRQQM3EaY, (the last two are related and

should be shown in that order) or any other selected by the facilitator and will

promote a group discussion about their contents in order to identify the

outstanding issues.

3. Students will be asked to show the Power Point presentation created by them (# 3

of the assignment list) preferably students who have not presented in previous

workshops. Using these presentations the facilitator will clarify any issues and

cover the procedures to test a hypothesis for the differences of the mean and of a

ratio in two groups, for large and small sample sizes.

http://www.youtube.com/watch?v=7rGAh_XDvY8

http://www.youtube.com/watch?v=QaEjRSVG02E

http://www.youtube.com/watch?v=zD3VIBkwc-0

http://www.youtube.com/watch?v=inwRQQM3EaY


Updated, 03-28-2011

4. The students, working in teams organized by the facilitator, will solve an exercise

or two, as indicated by the facilitator (there should be at least two teams working

on the same exercise). After giving the teams some time to work out the

problems, the facilitator will ask one of the teams to present their solution and the

others team that worked on the same exercise will criticize the solution presented.

(Listening/Speaking) The facilitator will clarify any issues and answer questions

from the students.

5. The students, in teams randomly selected by the facilitator, will work to solve the

word puzzles created by one of their peers. The facilitator will answer questions

and supervise the correct solutions as necessary and will clarify the process of

creating the word puzzle for the students that were not successful in doing it by

themselves. (Listening, speaking, reading and writing)

6. The facilitator will give any pertinent clarification about the assignment to be

completed by the students for the next workshop.

7. The students will complete a short quiz to assess their learning and will write their

views in the reflective journal. (Writing)

Assessment:

1. Individual: Short quiz


3. Written: Reflective Journal

4. Oral: Questions and Answers


Updated, 03-28-2011

Lesson Wrap-Up:




Updated, 03-28-2011

TALLER CUATRO

Objetivos Específicos de Contenido:


1. Desarrollar el modelo de regresión lineal simple como medio para utilizar una

variable para predecir el comportamiento de otra variable.

2. Evaluar el ajuste del modelo de regresión lineal simple.

3. Diferenciar las ventajas y desventajas en el uso de los modelos de regresión lineal

simple.

4. Definir y determinar el grado de correlación como medida de la fuerza de

asociación entre dos variables.

Objetivos Específicos del Lenguaje:


1. Escuchar: a la definición del facilitador de como determinar el grado de

correlación como medida de la fuerza de asociación entre dos variables para luego

aplicar la misma.

2. Hablar: sobre el video presentado en clase y comenzar una discusión del mismo

identificando los aspectos más importantes acerca del uso de MS Excel para los

cálculos de regresión.

3. Leer: sobre las ventajas y desventajas en el uso de los modelos de regresión lineal

simple para luego hacer una presentación frente al grupo asignado o frente a la

clase.


Updated, 03-28-2011

4. Escribir: un resumen de dos páginas acerca del contenido de este taller.

Enlaces Electrónicos:

Sobre correlación y análisis de regresión

Acuna, E. (2004, Jan 21). Regresión Lineal Simple. Recuperado el Oct 15, 2010, de Dept.

of Mathematical Sciences, University of Puerto Rico, Mayaquez Campus:

http://math.uprm.edu/~carme_sv/bookreg1.pdf

Alicia Vila, M. S. (2003, Feb. 5). CORRELACIÓN LINEAL Y ANÁLISIS DE

REGRESIÓN. Universitat Oberta de Catalunya:

http://www.uoc.edu/in3/emath/docs/RegresionLineal.pdf

Cabrejas, R. (2008, Mar 13). Introducción a la Estadística. Tema 4: Regresion Lineal.

Tutoriales de Matemáticas:

http://www.matematicasbachiller.com/temario/libre/descriptiva/dscr_04_00.pdf

Gonzalez, E. (2004, Nov 2). Analisis de Regresion Lineal Simple. Universidad de Las

Palmas de Gran Canaria: http://serdis.dis.ulpgc.es/~ii-pest/clase8.pdf

Palifka, B. (2008). Regresión Lineal Simple. MAESTRIA EN PROSPECTIVA

ESTRATÉGICA, Instituto Tecnológico de Monterrey (ITESM):

http://www.mty.itesm.mx/egap/materias/re-4004/Cap3.ppt

http://math.uprm.edu/~carme_sv/bookreg1.pdf

http://www.uoc.edu/in3/emath/docs/RegresionLineal.pdf

http://www.matematicasbachiller.com/temario/libre/descriptiva/dscr_04_00.pdf

http://serdis.dis.ulpgc.es/~ii-pest/clase8.pdf

http://www.mty.itesm.mx/egap/materias/re-4004/Cap3.ppt


Updated, 03-28-2011

Asignaciones antes del taller:

1. Estudie el material en los libros de textos y en los sitios web recomendados así

como en cualquier otro material de referencia que sea apropiado.

2. De las siguientes preguntas, responda a las que tienen número impar si su apellido

comienza con alguna de las letras desde la A hasta la M y las que tienen número

par de no ser así. Debe incluir ejemplos en sus respuestas:

a. ¿Cuáles son los supuestos del análisis de regresión lineal simple y cómo deben

evaluarse?

b. ¿Cuál es la interpretación de la ordenada “Y” y la pendiente en un modelo de

regresión lineal simple?

c. ¿Cuál es la interpretación del coeficiente de determinación?

d. ¿Cuándo es igual a cero la variación no explicada o suma de cuadrados del

error?

I. ¿Cuándo es igual a cero la variación explicada o suma de

cuadrados de regresión?

II. ¿Por qué siempre debe realizarse un análisis residual como

parte del desarrollo del modelo de regresión?

III. ¿Qué es, qué mide, y cuál es la importancia de calcular el

estadístico Durbin-Watson?

IV. Contraste intervalo de confianza estimado de la respuesta

media y con el intervalo de predicción estimado.

3. Seleccione un ejemplo resuelto de regresión de alguna de las fuentes

recomendadas o de alguna otra fuente confiable y prepare una presentación corta


Updated, 03-28-2011

en Power Point que le permita explicarlo al resto de la clase durante el taller si el

facilitador así lo solicita. No olvide incluir una referencia precisa y completa a la

fuente de donde seleccionó el ejemplo e inclúyala en la presentación utilizando

estilo APA.

4. Seleccione alguna variable vinculada a su trabajo de proyecto y localice datos de

la misma en los últimos años, meses, u otro período de tiempo (la serie debe tener

no menos de diez (10) datos). Sin considerar los datos de los últimos tres

períodos, realice un análisis de regresión lineal simple con los restantes datos.

Utilizando la línea de regresión obtenida, pronostique los valores de esa variable

para los últimos tres períodos de la serie y compare los valores obtenidos de la

regresión con los que realmente se obtuvieron de la serie original.

5. Elabore y resuelva un juego de palabras (crucigrama u otro) con no menos de

siete (7) términos relevantes vinculados a este taller. Lleve al taller una copia

impresa, sin resolver, de ese juego de palabras.

6. Envíe al facilitador, en la forma que él haya indicado en el Primer Taller los

documentos que haya Ud. preparado para los puntos 2 al 5 anteriores. (Si el

facilitador no ha indicado algo diferente, hágalo de igual forma que lo hizo en el

Primer Taller.)


Updated, 03-28-2011

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

____ Modelaje

____ Práctica Dirigida

____ Práctica Independiente

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

A. Preparación

_x__ Adaptación de Contenido

_x__ Enlaces al Conocimiento Previo

_x__ Enlaces al Aprendizaje Previo

_x__ Estrategias Incorporadas

Estrategias de CALLA


_x__ Cognoscitivo

_x__ Meta-cognoscitivo

_x__ Socio/Afectivo


Updated, 03-28-2011

Actividades Integradas:

Antes de comenzar las actividades integradas, el facilitador hará lo siguiente:

a. Revisará que cada estudiante haya enviado su asignación para este taller.

b. Pedirá a los equipos un reporte oral breve del avance del trabajo del

proyecto final.

c. Supervisará y dará indicaciones pertinentes para la entrega del portafolio

en el próximo taller.

d. Hará un resumen breve del contenido de este taller.

e. El facilitador creará equipos de trabajo para discutir internamente las

respuestas dadas por sus miembros a las preguntas formuladas en el punto

2 de la tarea previa. Los equipos deben formarse de tal manera que

participen estudiantes que hayan respondido los dos grupos de preguntas,

y así, cada equipo podrá discutir todas las preguntas. Al final el facilitador

dirigirá una sesión de todo el grupo que revisará todas las preguntas, se

asegurará que las respuestas discutidas en los equipos sean correctas, y

aclarará los conceptos pertinentes.

1. El facilitador mostrará el video http://www.youtube.com/watch?v=wLNlfOf1P-0 ,

http://www.youtube.com/watch?v=Bye0ZBdd6iI u otro seleccionado por él y

promoverá la discusión del mismo identificando los aspectos más importantes

acerca del uso de MS Excel para los cálculos de regresión.

2. El facilitador designará a uno o varios estudiantes para que presenten el Power

Point creado por ellos en respuesta al punto 3 de la tarea asignada (en lo posible

serán estudiantes que no hayan realizado su presentación en los talleres

http://www.youtube.com/watch?v=wLNlfOf1P-0

http://www.youtube.com/watch?v=Bye0ZBdd6iI


Updated, 03-28-2011

anteriores). Aprovechando estas presentaciones el facilitador aclarará los

elementos principales para realizar un análisis de regresión e interpretar los

resultados. .

3. El facilitador aclarará cualquier pregunta que surja en torno a los ejercicios

planteados en el punto 4 de la tarea previa al taller. El facilitador solicitará a

alguno de los estudiantes que presente su ejercicio y promoverá la discusión en el

grupo del análisis de regresión realizado y de la comparación de los valores

estimados de la regresión con los valores reales.

4. Los estudiantes, en equipos creados por el facilitador, resolverán los juegos de

palabras creados por algún estudiante que no pertenezca al grupo. Si es necesario,

el facilitador responderá preguntas y supervisará que las soluciones sean

correctas.

5. El facilitador aclarará la tarea que deben realizar los estudiantes como preparación

para el próximo taller.

6. El facilitador y los estudiantes decidirán la forma en que se debe concluir el curso

en el próximo taller

7. Los estudiantes realizarán una prueba corta para evaluar su aprendizaje y

escribirán un Diario Reflexivo. (Apéndice I: Diario Reflexivo para los Talleres 1-

4)


Updated, 03-28-2011

Evaluación:

1. Individual: Prueba corta

2. Grupal: Discusiones y presentaciones en clase

3. Escrito: Diario reflexivo

4. Oral: Preguntas y respuestas

Cierre del Taller:

1. Individual: Repaso Individual

2. Grupal: Repaso Grupal


Updated, 03-28-2011

WORKSHOP FIVE / TALLER CINCO

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!

UTILICEN SOLAMENTE UN

LENGUAJE A LA VEZ! Las primeras

dos horas serán en español. Las últimas

dos horas serán en inglés.

NOTE: This is a bilingual workshop.

Both the facilitator and the student must

use the language assigned for each

homework and activity. Do not mix both

languages! USE ONE LANGUAGE AT

A TIME- KEEP BOTH LANGUAGES

SEPARATE! The first two hours must

be in Spanish. The last two hours must

be in English.


By the end of Workshop Five the student will be able to:

1. Integrate the knowledge and skills obtained during the course by investigating a

case study and presenting the solution.

2. Describe in professional terms the procedures to estimate confidence intervals,

test hypothesis, apply the ANOVA technique and do regression analysis.

3. Evaluate MS Excel as calculation tool for statistical analysis.

4. Explain ethical aspects related to the use of statistical analysis.


Updated, 03-28-2011


1. Listening: to the course review based on the content objectives and take proper

notes.

2. Speaking: explain ethical aspects related to the use of statistical analysis.

3. Reading: and interpret technical texts related to Inferential Statistics.

4. Writing: a technical paper analyzing a specific case study in English.


About the use of MS Excel for statistical analysis

Statistics with Excel? http://www.practicalstats.com/xlsstats/excelstats.html

http://www.example.com

Assignments Prior to the Workshop:

Asignaciones a discutirse las primeras dos horas de instrucción (en español).

1. Trabajando en equipos como organizado al comienzo del curso; prepara un reporte

escrito (usando el programa MS Word y MS Excel) en el estudio como asignado

como proyecto final de curso.

2. Trabajando en equipos como organizado al comienzo del curso; prepara una

presentación visual (usando el programa MS PowerPoint) y una presentación oral

en el estudio como asignado al comienzo del curso.

Assignments to be discussed the last two hours of instruction (in English).

http://www.practicalstats.com/xlsstats/excelstats.html

http://www.example.com/


Updated, 03-28-2011

3. Summarize in a MS Word document or a MS Excel workbook all the relevant

terms that you used in the word puzzles you created in the previous workshops,

together with their definitions. Approximately one half of them would be in

Spanish and the other half in English, depending on the workshop for which they

were prepared.

4. Using each of the five general objectives for this course, prepare a short report in

English (no less than two-and not more than four- typed pages) about what you

have learned Prepare a portfolio of all the work done throughout the course where

you include all the assignments, class work, tests, and reflective journals (in the

language used during each workshop) as specified by the facilitator at the first

workshop.

As explained by the facilitator at the first workshop, turn in the documents that you

have prepared for assignments 1 - 5. (If the facilitator has not indicated a different

procedure, just do it in the same way that you did for the first workshop.)


Updated, 03-28-2011



B. Scaffolding

____ Modeling




C. Grouping Options

_x__ Whole Class

_x__ Small Groups

____ Partners



_x__ Listening

_x__ Speaking

_x__ Reading

_x__ Writing

E. Application

_x__ Hands-on


_x__ Rigorous



A. Preparation





CALLA Strategies


_x_ Cognitive

_x_ Meta-cognitive



Updated, 03-28-2011

Integrated Activities: (Two hours in Spanish and two hours in English)

The facilitator will start the class with a short review of the procedures learned in this

course to fulfill each one of the specific content and language objectives of the course.

Based on their assignments, the students will comment on each one of these objectives.

1. The students, in teams, will do the presentation of their final projects (in Spanish).

2. Working in teams the students will solve a word puzzle (crisscross, hidden words,

hangman, or any other) prepared by the facilitator with not less than twelve (12)

terms that are relevant to Inferential Statistics. The terms selected should be both

in Spanish and English. (This activity could be replaced by the facilitator for

another one that in some way emphasizes no less than twelve (12) important

technical terms related to the course (in Spanish).

3. Closing activity – as determined by the students and the facilitator in Workshop

Four (in English).

4. Students will complete a test in English.

NOTE: Students will hand in the completed portfolio as required by the facilitator.

Assessment:

1. Individual: Oral presentation on the final project


3. Written: Report on the fulfillment of the course objectives

4. Oral: Oral presentation on the final project


Updated, 03-28-2011

Lesson Wrap-Up:




Updated, 03-28-2011

APÉNDICES / APPENDIXES


Updated, 03-28-2011

APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICIENCY

SCORING RUBRICS


Updated, 03-28-2011

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, 03-28-2011

Speaking Rubric

Level of

Proficiency

Criteria

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, 03-28-2011

Reading Rubric

Level of

Proficiency

Criteria

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, 03-28-2011

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

http://www.wida.us/


Updated, 03-28-2011

APÉNDICE B / APPENDIX B

CLINICAL EXPERIENCE OBSERVATION TOOL


Updated, 03-28-2011


Florida Campuses

CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL

Part I: Accomplished Practices Matrix

(6 Pages)

Application of Florida Educator Accomplished Practices (6)

Student Intern:

School:

Date:

Classroom Teacher:

Lesson Subject:

Grade:

Instructions:

The student must place checkmark ( √ ) under the heading for Observed or

Not-Observed for each Educator Accomplished Practice Competency.


Updated, 03-28-2011


Florida Campuses Professional Competencies Classroom Observation

of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )

Describe the relevance of the competency

reserved to current education course.

#1 Quality of Instruction

The effective educator

consistently:

a) models and promotes the

importance of education

and academic

achievement to all

students;

b) plans and designs

lessons to achieve

student mastery;

c) selects appropriate

strategies to be used as

formative assessments to

monitor learning;

d) uses diagnostic student

data to design

instruction

e) develops learning

experiences that require

students to demonstrate

a variety of relevant

skills and competencies;


Updated, 03-28-2011


Florida Campuses

Professional Competencies Classroom Observation

of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )



f) appropriately sequences

lessons and concepts to

ensure coherence and

required prior

knowledge;

g) uses higher-order

questioning techniques;

h) uses varied instructional

strategies and resources,

including appropriate

technology, to teach for

student understanding;

i) delivers engaging,

challenging, and

relevant lessons;

j) differentiates instruction

based on an assessment

of student learning needs

and a recognition of

individual differences in

students;

k) respects and embraces

students’ cultural and

family background;

l) demonstrates behaviors

that are consistent with

fairness and equity;


Updated, 03-28-2011


Florida Campuses Professional Competencies Classroom Observation

of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )



m) utilizes student feedback

to monitor instructional

needs.

n) demonstrates behaviors

that are consistent with

fairness and equity;

o) utilizes student feedback

to monitor instructional

needs.

#2 Knowledge of Subject

Matter


consistently:

a) demonstrates deep and

comprehensive

knowledge of the subject

taught;

b) identifies and modifies

instruction to respond to

gaps in students’ subject

matter knowledge;

c) provides instruction to

address preconceptions

or misconceptions;


Updated, 03-28-2011


Florida Campuses


of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )



d) designs and modifies

instruction to deepen

students’ understanding

of content area and

advance student

learning;

e) selects and sequences

engaging, relevant,

standards-based content,

and then designs and

teaches lessons that are

relevant to students’

learning needs;

f) relates and integrates the

subject matter with other

disciplines during

instruction.

#3 Continuous Improvement


consistently:

a) engages in targeted

professional growth

opportunities and

reflective practices;


Updated, 03-28-2011


Florida Campuses


of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )



b) uses a variety of data,

independently and in

collaboration with

colleagues, to evaluate

learning outcomes and

to adjust planning and

practice;

c) designs purposeful

professional goals to

strengthen the

effectiveness of

instruction based on

students’ needs;

d) examines and uses data-

informed research to

improve instruction and

student achievement;

e) implements knowledge

and skills learned in

professional

development in the

teaching and learning

process.

#4 Learning Environment


consistently:


Updated, 03-28-2011


Florida Campuses


of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )



a) integrates learning

activities that

incorporate current

information and

communication

technologies;

b) adapts learning

environment to

accommodate the

differing needs and

diversity of students;

c) utilizes current and

emerging assistive

technologies that enable

students to achieve their

educational goals;

d) creates and maintains an

atmosphere of respect

for all areas of diversity.

#5 Assessment


consistently:


Updated, 03-28-2011


Florida Campuses


of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )



a) analyzes and uses data

from multiple

assessments and

measures to diagnose

students’ learning needs,

inform instruction based

on those needs, and

drive the learning

process;

b) designs and aligns

formative and

summative assessments

that match learning

objectives and lead to

mastery;

c) uses a variety of

assessment tools to

monitor student

progress, achievement

and learning gains;

d) modifies assessments

and testing conditions to

accommodate learning

styles and varying levels

of knowledge;


Updated, 03-28-2011


Florida Campuses


of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )



e) shares the importance

and outcomes of student

assessment data with the

student and the student’s

parent/caregiver(s);

f) employs technology to organize and integrate assessment information.

#6 Communication


consistently:

a) conveys high expectations;

b) supports, encourages, and provides immediate and specific feedback to students to promote student achievement;

c) models and teaches clear, acceptable oral and written communication skills;


Updated, 03-28-2011


Florida Campuses


of Competencies

(Total of 3 Hours)

Observed Not

Observed

( √ ) ( √ )



d) fosters two-way communication with students and parent/caregiver(s); and

e) collaborates with the home, school, and larger communities to support student learning and continuous improvement.

Professional Responsibility

and Ethical Conduct

The effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, by fulfilling the expected obligations to students, the public and the education profession.


Updated, 03-28-2011


Florida Campuses

Approved by: (Classroom) Teacher’s

Signature___________________________________________

Print:_______________________________________________________Date:________

(University) Facilitator’s

Signature______________________________________________________

Print:_______________________________________________________Date:________

Received by: Intern’s Signature

_______________________________________________________

Print:_______________________________________________________Date:________


Updated, 03-28-2011

APÉNDICE C / APPENDIX C:

CLINICAL EXPERIENCE OBSERVATION REPORT TEMPLATE


Updated, 03-28-2011


Florida Campuses

CLINICAL SCHOOL EXPERIENCE OBSERVATION REPORT

TEMPLATE

Part II: School General Operation Activities

(2 Pages)

Student Intern:

School:

Date:

Classroom Teacher:

Lesson Subject:

Grade:


Updated, 03-28-2011

Total Hours (Must

equal 4 hours)

Place a checkmark (√) under the proper activity/ meeting such as

the ones described below (see the code at the bottom of the page).

Only participate in activities or meetings that are taking place the

day you are at the school. This information will be part of the final

report required in the class.

Time Total

Hours

(Must

equal 4

hours)

IEP LEP RTI Parent

Teacher

Conference

Faculty

Meeting

Department

or Grade

Level

Meeting

Comments


Updated, 03-28-2011

Approved by: (Classroom) Teacher’s

Signature___________________________________________

Print:___________________________________________________Date:____________

(University) Facilitator’s

Signature______________________________________________________

Print:___________________________________________________Date:____________

Received by: Intern’s

Signature_______________________________________________________

Print:___________________________________________________Date:____________

CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program, RTI=Response to

Intervention


Updated, 03-28-2011

APÉNDICE D / APPENDIX D

6-TRAITS OF WRITING RUBRIC


Updated, 03-28-2011

__________________________

ESSAY WRITING ACTIVITY EVALUATION FORM

_____________________________________________

THE ESSAY MUST BE WRITTEN IN ENGLISH

The main purpose of this exercise is to determine the ability of the candidate to express ideas in

an essay format in standard professional English.

After reading the essay, the evaluator must refer to the Six Traits for Analytic Writing Rubrics. The

evaluator may use The SUMMARY RUBRICS. However, if the evaluator needs more specific

criteria, he/she must use the detailed rubrics.

Use the following scale to evaluate the essay based on the writing scoring rubrics:

If the score provided is between 6 – 5, the color code level is Verde

If the score provided is between 4 – 3, the color code level is Yellow

If the score provided is between 2-1, the color code level is Red

Candidate: _________________________________________ Date: _______

Evaluator:

________________________________________________________________

EVALUATE THE FOLLOWING: Green Yellow Red

Idea and Content (use #1 page 70)

Organization (use #2 page 71)

Voice (use #3 page 72)

Word Choice (vocabulary) (use #4 page

73)

Sentence Fluency (use #5 page 74)

Conventions (Grammar and Syntax) (use #6 page 75)

(Circle One) Green Yellow Red

Comments:


Updated, 03-28-2011

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, 03-28-2011

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, 03-28-2011

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

Appropriate

voice for the

topic and

audience

Occasionally

original

and/or

confident

voice

Writer

sounds

Interested in

topic

Appropriate

voice for the

topic and

audience

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

Cant find

a voice

Author

not

interested

in topic at

all

Boring or

confusing

to read

Voice

does not

match the

audience


Updated, 03-28-2011

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

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

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,

Very simple

words

Words

used

incorrectly

Very

difficult to

understand,

makes no

sense

Same

words used

over and

over

Reader

gives up

trying to


Updated, 03-28-2011

Enjoyable to

read

Needs

revision

fun) read it


Updated, 03-28-2011

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

Sentences

begin in a

variety of

ways

Verb

tense is

usually

consistent

The

subject

and verb

almost

always

agree

Some

repetition;

a few

awkward

Readable,

but often

requires

self-

correction

Sentences

often begin

the same

Problems

with

subject/verb

agreement

and

consistent

tense

Some run-

ons or

choppy

Short,

choppy

sentences

Many

incomplete

or run-on

sentences

Sentences

begin the

same

Problems

with

subject/verb

agreement

affect

meaning

Difficult to

Short

sentences

all start

with the

same

word

Most

sentences

are

incomplete

or run-on

Problems

with

sentence

structure

and

grammar

affect

meaning


Updated, 03-28-2011

easy to read moments

when read

aloud

sentences read

Very

difficult to

read


Updated, 03-28-2011

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, 03-28-2011

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, 03-28-2011

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, 03-28-2011

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, 03-28-2011

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, 03-28-2011

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, 03-28-2011

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, 03-28-2011

APÉNDICE E / APPENDIX E: ATTENDANCE RUBRIC

RÚBRICA DE ASISTENCIA


Updated, 03-28-2011

Apéndice E / Appendix E

ATTENDANCE RUBRIC

RÚBRICA DE ASISTENCIA

Asistencia y puntualidad / Attendance and punctuality

4 = Asistió a tiempo / Arrived on time

3 = Llegada tardía de menos de una hora/ Late arrival of less than one hour

2 = Llegada tardía de menos de dos horas/ Late arrival of less than two hours

1 = Llegada tardía de más de dos horas/ Late arrival of more than two hours

0 = Faltó al taller / Absent to the workshop

Workshop 1 Taller 2 Workshop 3 Taller 4 Ws /Taller 5 TOTAL

Aportación a la clase / Contribution in class

3=Adecuada /Adequate

2=Insuficiente / Insufficient;

0=Nunca / Never;


Updated, 03-28-2011

CRITERIOS / CRITERIA Work

shop 1

Taller

2

Work

shop 3

Taller

4

Wkshp

/Tall 5

TOTAL

1. Contribuye a las discusiones

en clase / Contributes to class

discussions

2. Demuestra interés en las

discusiones en clase / Shows

interest in class

3. Contesta preguntas del

facilitador y sus compañeros /

Answers questions of the

facilitator and other students

4. Formula preguntas pertinentes

al tema de la clase / Asks

questions that are pertinent to the

topic of the class.

5. Demuestra atención y apertura

a los argumentos de sus

compañeros / Shows attention and

is open to arguments from his/her


Updated, 03-28-2011

peers.

6. Demuestra iniciativa y

creatividad / Shows initiative and

is creative

Total

Asistencia y puntualidad / Attendance and participation ____ / 20 = _________%

Aportación a la clase / Contribution in class ____ / 18 = _________%

Based on the two previous numeric values and his own

qualitative criterion, the facilitator assigns a total ____ (maximum is 20%)


Updated, 03-28-2011

APÉNDICE F / APPENDIX F: RUBRIC TO EVALUATE ASSIGNMENTS

RÚBRICA PARA EVALUAR ASIGNACIONES


Updated, 03-28-2011

Apéndice F / Appendix F

Rúbrica para evaluar asignaciones / Rubric to evaluate assignments

CRITERIOS 1 2 3 4 5 Total

Puntualidad en la entrega:

Antes del inicio del taller 4

Antes del siguiente taller 3

Menos de 2 talleres de retraso 2

Más de 2 talleres de retraso 1

Cumplimiento de tareas indicadas:

Todas se realizaron 4

Casi todas se realizaron 3

Más de la mitad se realizaron 2

Menos de la mitad se realizaron 1

Calidad de la ejecución de las tareas:

Satisfactorio 4

Hay algún espacio para mejorar 3

Debe mejorar bastante 2

No hizo la tarea 1

Lenguaje:

Satisfactorio 4



No usó el lenguaje del taller 1

Total


Updated, 03-28-2011

APÉNDICE G / APPENDIX G: RUBRIC TO EVALUATE CLASS WORK

RÚBRICA PARA EVALUAR TRABAJO EN CLASE


Updated, 03-28-2011

Apéndice G / Appendix G

Rúbrica para evaluar trabajo en clase / Rubric to evaluate class work

CRITERIOS Taller

1

Taller

2

Taller

3

Taller

4

Taller

5

Total

Se demuestra preparación:

Buena 4

Satisfactoria 3

Debe mejorar 2

Totalmente insuficiente 1

Interés y dedicación:

Adecuado interés y dedicación 4

Alguna falta de concentración 3

Puede mejorar 2



Satisfactorio 4




Lenguaje:

Satisfactorio 4




Total


Updated, 03-28-2011

APÉNDICE H / APPENDIX H : PORTFOLIO INFORMATIONAL SHEET


Updated, 03-28-2011

Apéndice H / Appendix H

PORTFOLIO INFORMATIONAL SHEET (to be placed in front)

Sistema Universitario Ana G. Méndez

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

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


APÉNDICE I / APPENDIX I: LOG OF ENTRIES


Updated, 03-28-2011

Apéndice I / Appendix I: Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

Note: Student can also build a Table of Contents instead.


Updated, 03-28-2011

APÉNDICE J / APPENDIX J: REFLECTIVE JOURNAL

DIARIO REFLEXIVO


Updated, 03-28-2011

Apéndice J / Appendix J: Reflective Journal

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________


Updated, 03-28-2011

Apéndice J / Appendix J: Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Updated, 03-28-2011

APÉNDICE K / APPENDIX K: OVERALL PORTFOLIO SELF-ASSESSMENT


Updated, 03-28-2011

Apéndice K / Appendix K: 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.

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. ______________________________________________________________


Updated, 03-28-2011

______________________________________________________________

_____ 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, 03-28-2011

APÉNDICE L / APPENDIX L: CHECKLIST FOR PORTFOLIO ASSESSMENT


Updated, 03-28-2011

Apéndice L / Appendix L

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make valid

judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student learning?

Does the portfolio include students’ self-evaluations and reflections on

what was learned?

Does the portfolio enable one to determine learning progress and current

level of learning?

Does the portfolio provide clear evidence of learning to users of the

portfolio?

Does the portfolio provide for student participation and responsibility?

Does the portfolio present entries in a well-organized and useful manner?

Does the portfolio include assessments based on clearly stated criteria of

successful performance?

Does the portfolio provide for greater interaction between instruction and

assessment?

Adapted from:

Gronlund, N. E. (2003). Assessment of student achievement. 7th

ed. Boston: Pearson Education,

Inc.


Updated, 03-28-2011

APÉNDICE M / APPENDIX M: PORTFOLIO RUBRIC


Updated, 03-28-2011

Apéndice M / Appendix M: 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?


Updated, 03-28-2011

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?


Updated, 03-28-2011

Growth/Development: Do samples provide thorough

understanding of 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?


Updated, 03-28-2011

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

STAT 202 Management Statistics 135

Update, 03-28-2011

APÉNDICE N / APPENDIX N: REFLECTIVE JOURNAL


Update, 03-28-2011

Apéndice N / Appendix N

Diario Reflexivo para los Talleres 1 a 4 / Reflective Journal for Workshops 1 to 4

El propósito del diario reflexivo es provocar en el

estudiante una actitud de reflexión o análisis de las

experiencias vividas en cada clase o al concluir una

actividad educativa. Esta reflexión le permitirá al

estudiante a aplicar lo aprendido a su experiencia

del diario vivir, así como a analizar las

implicaciones de lo aprendido en su desempeño

profesional.

Este instrumento deberá completarse al concluir

cada una de las sesiones lectivas. Se incluirán estos

documentos como parte del portafolio.

Preguntas guías:

1. ¿Cuál fue el tema discutido en clase que

pienso me será más relevante en mi vida

profesional?

2. ¿Qué aplicación puedo dar a lo que aprendí

en mi desempeño profesional?

3. De los temas tratados en clase, ¿cuál o

cuáles me gustaría estudiar más por mí

mismo y por qué?

The purpose of the reflective journal is to create in

the students an attitude of reflection or analysis of

the experiences learned in class or at the conclusion

of an activity. This reflection will allow the students

to apply the knowledge acquired in class to the

regular day to day living as well as to analyze the

implications and applications of the class material to

their professional life.

This tool must be completed at the conclusion of

each section. It must be included as part of the

portfolio.

Questions:

1. Which topic discussed in class do I think

will be the most relevant in my

professional life?

2. How can I use what I have learned in class

in my professional life?

3. Which are the topics discussed in class

would I like to study more by myself and

why?


Update, 03-28-2011

APÉNDICE O / APPENDIX O: RUBRIC TO GRADE THE SHORT QUIZZES


Update, 03-28-2011

Apéndice O/ Appendix O

Rúbrica para evaluar las pruebas cortas / Rubric to grade short quizzes

The facilitator will prepare short quizzes made up of practical exercises that will strengthen the

skills obtained and the comprehension of the concepts studied during the student’s self-

preparation. Quizzes should be designed to be done in 15 to 30 minutes by an average student

who has properly done the assignments for the workshop and adequately participated in class

discussions. The following rubric is suggested to grade each question or exercise included in the

quiz.

Scoring range:

Excellent

(5 pts.)

Good

(4 pts.)

Average

(3 pt.)

Pass

(2 pt.)

Fail

(0)

The answer has

no more than one

minor mistake or

miscalculation

(including

grammar and

language).

The answer has

very few minor

mistakes or

miscalculations.

The answer is

quite correct but

there are several

minor mistakes

or

miscalculations

or an important

one.

The answer is

not clearly

explained and

there are too

many major

mistakes or

miscalculations.

The answer is

missing and/or

the process used

to obtain the

answer is

essentially

incorrect.

Mistakes are related to both the technical content of the question, and to language errors ,

such as spelling, grammar or syntax ..


Update, 03-28-2011

APÉNDICE P / APPENDIX P: RUBRIC TO EVALUATE THE FINAL PROJECT


Update, 03-28-2011

Apéndice P / Appendix P

Rúbrica para evaluar el proyecto final / Rubric to evaluate the final project

The project requires a group of students to do a research project or locate a survey or

research project reported on a professional source and evaluate its design, the data

collection, the analysis of the data, the presentation of data, and the conclusions drawn.

(Adapted from http://www.rcampus.com/rubricshowc.cfm?code=U46BW6&sp=yes)

Project Contents (based on the written document) cont’d

Item Excellent (3 pts.) Good (2 pts.) Fair (1 pt.) Poor (0 pt.) Grade

Sample and

Method of

Sampling

The Sample and

method of

sampling is

clearly identified

and accurate. An

analysis of the

appropriateness

of both the

sample and

method is clearly

written and based

on a full

understanding of

the terms and

procedures

The Sample and

method of

sampling is

identified and

accurate. The

analysis of the

appropriateness of

both the sample

and method of

sampling lacks

clarity and/or

shows limited

understanding of

the terms and

procedures.

Either the Sample

or method of

sampling is

missing from the

report. The

analysis of the

appropriateness of

either the sample

or sampling

method is missing

or shows little to

no understanding

of the terms and

procedures

The Sample,

method of

sampling and the

analysis of the

appropriateness of

both the sample

and method of

sampling are

missing.

http://www.rcampus.com/rubricshowc.cfm?code=U46BW6&sp=yes


Update, 03-28-2011


Data Collection The data

collected and

method of

collecting data

are clearly stated

and accurate.

Visual

representations

of the data are

noted and,

analysis of the

appropriateness

of the method of

presentation is

clear and

supported.

The data collected

and method of

collecting data are

stated but unclear

and/or inaccurate.

Visual

representations of

the data are noted

but, the analysis

of the

appropriateness of

the method of

presentation is

missing or lacks

support

The data collected

and method of

collecting data are

stated but unclear

and/or inaccurate.

Visual

representations of

the data are not

noted and analysis

is missing.

The data collected

and method of

collecting data are

missing from the

report. Analysis is

missing.

Results

&Conclusion

The results are

clearly stated,

briefly explained

and analyzed,

and accurate

The results are not

clearly stated,

briefly explained

and analyzed

and/or inaccurate.

The results are not

clearly stated,

briefly explained

and analyzed

and/or inaccurate.

The conclusion of

those conducting

the study is

missing from the

report


Update, 03-28-2011


Discussion &

Reflection

Evaluation of the

methods,

organization,

statistics and

presentation of

data are clear and

supported by

criteria outlined

in textbook and

in class.

Concerns and/or

questions are

clearly stated and

supported

Evaluations of the

methods,

organization,

statistics and

presentation of

data are included

but are not

specific and

poorly supported

by criteria

outlined in

textbook and in

class. Concerns

and/or questions

are not specific

and/or not

supported.

Evaluations of the

methods,

organization,

statistics and

presentation of

data are included

but views are not

supported. No

reference is made

to concerns or

questions

Evaluation of the

methods,

organization,

statistics and

presentation of

data, along with

concerns or

questions are

missing from the

report.

Discussion

& Reflection


Update, 03-28-2011


Final written

report

Written report is

logical and

organized.

Sentences are

well-phrased and

varied in length

and structure.

Word choice is

consistently

precise and

accurate. The

writing is free or

almost free of

errors in

grammar,

spelling and

writing

mechanics (three

or less). The

report is the

specified length

of the

assignment.

Written report is

generally logical

and organized.

Sentences are

well-phrased and

vary in length and

structure. Word

choice is

generally good

and mostly

precise and

accurate. There

are occasional

errors in

grammar, spelling

and writing

mechanics. The

report is the

specified length of

the assignment.

Written report

lacks logical

progression or

organization.

Sentences are

awkward and

often unclear.

Word choice is

acceptable but

range of words is

limited or lack

precision. The

writing has many

errors which

impact the

understanding of

the report and

cause a

distraction. The

report is shorter

than the specified

length of the

assignment.

Written report is

not logical or

organized.

Sentences do not

form a cohesive

whole and

structure of

sentences is

distracting and

confusing to the

reader. Words are

used

inappropriately.

There are many

errors in grammar,

spelling and

writing

mechanics. The

report if shorter

than the specified

length of the

assignment.

Final written

report

Citations APA format is APA format is The work is cited Citation is Citations


Update, 03-28-2011

used accurately

and consistently.

used with some

errors.

but does not

follow any

approved forma.t

missing.

After every item has been graded using the scale 0 to 3, all grades will be averaged and it

is suggested that the following scale be used to grade the project as a whole:

Average of the grades

for all the items

3 to-4 2-2.99` 1.5-1.99 1-1.5 0-0.99

Grade for the project A B C D F

(The facilitator may adequately use this rubric to his convenience and according to the

type of project completed by each group, in which case, the group should be informed at

the first meeting.)


Update, 03-28-2011

APÉNDICE Q / APPENDIX Q: RUBRIC TO EVALUATE ASSIGNMENTS


Update, 03-28-2011

Apéndice Q / Appendix Q

Rúbrica para evaluar asignaciones / Rubric to evaluate assignments

CRITERIOS 1 2 3 4 5 Total

Puntualidad en la entrega:

Antes del inicio del taller 4

Antes del siguiente taller 3

Menos de 2 talleres de

retraso 2

Más de 2 talleres de retraso 1

Cumplimiento de tareas indicadas:

Todas se realizaron 4

Casi todas se realizaron 3

Más de la mitad se

realizaron 2

Menos de la mitad se

realizaron 1

Calidad de la ejecución de las

tareas:

Satisfactorio 4

Hay algún espacio para


Update, 03-28-2011

mejorar 3


No hizo la tarea 1

Lenguaje:

Satisfactorio 4

Hay algún espacio para

mejorar 3



Total


Update, 03-28-2011

APÉNDICE R / APPENDIX R: RUBRIC TO EVALUATE CLASS WORK


Update, 03-28-2011

Apéndice R / Appendix R

Rúbrica para evaluar trabajo en clase / Rubric to evaluate class work

CRITERIOS Taller

1

Taller

2

Taller

3

Taller

4

Taller

5

Total

Se demuestra preparación:

Buena 4

Satisfactoria 3

Debe mejorar 2


Interés y dedicación:

Adecuado interés y dedicación 4

Alguna falta de concentración 3

Puede mejorar 2



Satisfactorio 4




Lenguaje:

Satisfactorio 4




Total

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