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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
STAT 202 Administration Statistics II 2
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
STAT 202 Administration Statistics II 3
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
STAT 202 Administration Statistics II 4
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
STAT 202 Administration Statistics II 5
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.
STAT 202 Administration Statistics II 6
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.
STAT 202 Administration Statistics II 7
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
STAT 202 Administration Statistics II 8
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.
STAT 202 Administration Statistics II 9
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
STAT 202 Administration Statistics II 10
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
STAT 202 Administration Statistics II 11
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.
STAT 202 Administration Statistics II 12
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.
STAT 202 Administration Statistics II 13
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.
STAT 202 Administration Statistics II 14
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.
STAT 202 Administration Statistics II 15
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)
STAT 202 Administration Statistics II 16
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
STAT 202 Administration Statistics II 17
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.
STAT 202 Administration Statistics II 18
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.
STAT 202 Administration Statistics II 19
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.
STAT 202 Administration Statistics II 20
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.
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. (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.
STAT 202 Administration Statistics II 21
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%
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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
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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
STAT 202 Administration Statistics II 24
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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.)
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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.
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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
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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.
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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.
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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/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
STAT 202 Administration Statistics II 30
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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
STAT 202 Administration Statistics II 31
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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.
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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.
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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).
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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/
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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.
STAT 202 Administration Statistics II 36
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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.
STAT 202 Administration Statistics II 37
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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.
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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
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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.
STAT 202 Administration Statistics II 40
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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
STAT 202 Administration Statistics II 41
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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
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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.
STAT 202 Administration Statistics II 43
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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:
http://puzzlemaker.discoveryeducation.com/
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?
STAT 202 Administration Statistics II 44
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¿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
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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.
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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
(Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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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).
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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
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WORKSHOP THREE
Specific Content Objectives:
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.
Specific Language Objectives:
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.
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Electronic Links (URLs):
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:
http://faculty.vassar.edu/lowry/webtext.html
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
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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.
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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.)
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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
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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.
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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
2. Group: Class discussions and presentations
3. Written: Reflective Journal
4. Oral: Questions and Answers
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Lesson Wrap-Up:
1. Individual: Individual Review
2. Group: Group Review
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TALLER CUATRO
Objetivos Específicos de Contenido:
Al finalizar el Taller Dos, el/la estudiante estará capacitado/a para:
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:
Al finalizar el Taller Dos, el/la estudiante estará capacitado/a para:
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.
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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
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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
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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.)
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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
(Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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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
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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)
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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
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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.
Specific Content Objectives:
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.
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Specific Language Objectives:
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.
Electronic Links (URLs):
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).
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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.)
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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
STAT 202 Administration Statistics II 69
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
2. Group: Class discussions and presentations
3. Written: Report on the fulfillment of the course objectives
4. Oral: Oral presentation on the final project
STAT 202 Administration Statistics II 70
Updated, 03-28-2011
Lesson Wrap-Up:
1. Individual: Individual Review
2. Group: Group Review
STAT 202 Administration Statistics II 72
Updated, 03-28-2011
APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICIENCY
SCORING RUBRICS
STAT 202 Administration Statistics II 73
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/
STAT 202 Administration Statistics II 74
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
Source used for language rubrics: WIDA Consortium http://www.wida.us/
STAT 202 Administration Statistics II 75
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)
Source used for language rubrics: WIDA Consortium http://www.wida.us/
STAT 202 Administration Statistics II 76
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/
STAT 202 Administration Statistics II 77
Updated, 03-28-2011
APÉNDICE B / APPENDIX B
CLINICAL EXPERIENCE OBSERVATION TOOL
STAT 202 Administration Statistics II 78
Updated, 03-28-2011
School for Professional Studies
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.
STAT 202 Administration Statistics II 79
Updated, 03-28-2011
School for Professional Studies
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;
STAT 202 Administration Statistics II 80
Updated, 03-28-2011
School for Professional Studies
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.
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;
STAT 202 Administration Statistics II 81
Updated, 03-28-2011
School for Professional Studies
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.
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
The effective educator
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;
STAT 202 Administration Statistics II 82
Updated, 03-28-2011
School for Professional Studies
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.
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
The effective educator
consistently:
a) engages in targeted
professional growth
opportunities and
reflective practices;
STAT 202 Administration Statistics II 83
Updated, 03-28-2011
School for Professional Studies
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.
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
The effective educator
consistently:
STAT 202 Administration Statistics II 84
Updated, 03-28-2011
School for Professional Studies
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.
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
The effective educator
consistently:
STAT 202 Administration Statistics II 85
Updated, 03-28-2011
School for Professional Studies
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.
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;
STAT 202 Administration Statistics II 86
Updated, 03-28-2011
School for Professional Studies
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.
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
The effective educator
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;
STAT 202 Administration Statistics II 87
Updated, 03-28-2011
School for Professional Studies
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.
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.
STAT 202 Administration Statistics II 88
Updated, 03-28-2011
School for Professional Studies
Florida Campuses
Approved by: (Classroom) Teacher’s
Signature___________________________________________
Print:_______________________________________________________Date:________
(University) Facilitator’s
Signature______________________________________________________
Print:_______________________________________________________Date:________
Received by: Intern’s Signature
_______________________________________________________
Print:_______________________________________________________Date:________
STAT 202 Administration Statistics II 89
Updated, 03-28-2011
APÉNDICE C / APPENDIX C:
CLINICAL EXPERIENCE OBSERVATION REPORT TEMPLATE
STAT 202 Administration Statistics II 90
Updated, 03-28-2011
School for Professional Studies
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:
STAT 202 Administration Statistics II 91
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
STAT 202 Administration Statistics II 92
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
STAT 202 Administration Statistics II 93
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
STAT 202 Administration Statistics II 94
Updated, 03-28-2011
APÉNDICE D / APPENDIX D
6-TRAITS OF WRITING RUBRIC
STAT 202 Administration Statistics II 95
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:
STAT 202 Administration Statistics II 96
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
STAT 202 Administration Statistics II 97
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
STAT 202 Administration Statistics II 98
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
STAT 202 Administration Statistics II 99
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
STAT 202 Administration Statistics II 100
Updated, 03-28-2011
Enjoyable to
read
Needs
revision
fun) read it
STAT 202 Administration Statistics II 101
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
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easy to read moments
when read
aloud
sentences read
Very
difficult to
read
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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/
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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
https://www.ade.state.az.us/standards/6traits/
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/
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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.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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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.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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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.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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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/
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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.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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APÉNDICE E / APPENDIX E: ATTENDANCE RUBRIC
RÚBRICA DE ASISTENCIA
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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;
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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
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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%)
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APÉNDICE F / APPENDIX F: RUBRIC TO EVALUATE ASSIGNMENTS
RÚBRICA PARA EVALUAR ASIGNACIONES
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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
Hay algún espacio para mejorar 3
Debe mejorar bastante 2
No usó el lenguaje del taller 1
Total
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APÉNDICE G / APPENDIX G: RUBRIC TO EVALUATE CLASS WORK
RÚBRICA PARA EVALUAR TRABAJO EN CLASE
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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
Totalmente insuficiente 1
Calidad de la ejecución de las tareas:
Satisfactorio 4
Hay algún espacio para mejorar 3
Debe mejorar bastante 2
Totalmente insuficiente 1
Lenguaje:
Satisfactorio 4
Hay algún espacio para mejorar 3
Debe mejorar bastante 2
No usó el lenguaje del taller 1
Total
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APÉNDICE H / APPENDIX H : PORTFOLIO INFORMATIONAL SHEET
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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
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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.
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APÉNDICE J / APPENDIX J: REFLECTIVE JOURNAL
DIARIO REFLEXIVO
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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:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________
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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:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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APÉNDICE K / APPENDIX K: OVERALL PORTFOLIO SELF-ASSESSMENT
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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. ______________________________________________________________
STAT 202 Administration Statistics II 127
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______________________________________________________________
_____ 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. _______________________________________________________________________
STAT 202 Administration Statistics II 128
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APÉNDICE L / APPENDIX L: CHECKLIST FOR PORTFOLIO ASSESSMENT
STAT 202 Administration Statistics II 129
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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.
STAT 202 Administration Statistics II 130
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APÉNDICE M / APPENDIX M: PORTFOLIO RUBRIC
STAT 202 Administration Statistics II 131
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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?
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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?
STAT 202 Administration Statistics II 133
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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?
STAT 202 Administration Statistics II 134
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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
STAT 202 Management Statistics 136
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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?
STAT 202 Management Statistics 137
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APÉNDICE O / APPENDIX O: RUBRIC TO GRADE THE SHORT QUIZZES
STAT 202 Management Statistics 138
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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 ..
STAT 202 Management Statistics 139
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APÉNDICE P / APPENDIX P: RUBRIC TO EVALUATE THE FINAL PROJECT
STAT 202 Management Statistics 140
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.
STAT 202 Management Statistics 141
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Item Excellent (3 pts.) Good (2 pts.) Fair (1 pt.) Poor (0 pt.) Grade
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
STAT 202 Management Statistics 142
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Item Excellent (3 pts.) Good (2 pts.) Fair (1 pt.) Poor (0 pt.) Grade
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
STAT 202 Management Statistics 143
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Item Excellent (3 pts.) Good (2 pts.) Fair (1 pt.) Poor (0 pt.) Grade
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
STAT 202 Management Statistics 144
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.)
STAT 202 Management Statistics 145
Update, 03-28-2011
APÉNDICE Q / APPENDIX Q: RUBRIC TO EVALUATE ASSIGNMENTS
STAT 202 Management Statistics 146
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
STAT 202 Management Statistics 147
Update, 03-28-2011
mejorar 3
Debe mejorar bastante 2
No hizo la tarea 1
Lenguaje:
Satisfactorio 4
Hay algún espacio para
mejorar 3
Debe mejorar bastante 2
No usó el lenguaje del taller 1
Total
STAT 202 Management Statistics 148
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APÉNDICE R / APPENDIX R: RUBRIC TO EVALUATE CLASS WORK
STAT 202 Management Statistics 149
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
Totalmente insuficiente 1
Interés y dedicación:
Adecuado interés y dedicación 4
Alguna falta de concentración 3
Puede mejorar 2
Totalmente insuficiente 1
Calidad de la ejecución de las tareas:
Satisfactorio 4
Hay algún espacio para mejorar 3
Debe mejorar bastante 2
Totalmente insuficiente 1
Lenguaje:
Satisfactorio 4
Hay algún espacio para mejorar 3
Debe mejorar bastante 2
No usó el lenguaje del taller 1
Total