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Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
SOSC 302
APPLIED STATISTICS TO SOCIAL SCIENCE ESTADISTICAS APLICADAS A LAS CIENCIAS SOCIALES
© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.
© Ana G. Méndez University System, 2009. All rights reserved
SOSC 302 Applied Statistics to Social Science 2
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ...................................................................................................... 3
Study Guide ...................................................................................................13
Taller Uno/Workshop One ............................................................................. 22
Taller Dos/Workshop Two .............................................................................. 26
Taller Tres/Workshop Three .......................................................................... 30
Taller Cuatro/Workshop Four ......................................................................... 34
Taller Cinco/Workshop Five ........................................................................... 38
Anejo A/Appendix A ....................................................................................... 43
Anejo B/Appendix B ....................................................................................... 48
Anejo C/Appendix C ....................................................................................... 53
Anejo D/Appendix D ....................................................................................... 55
Anejo E/Appendix E ....................................................................................... 58
Anejo F/Appendix F ....................................................................................... 59
Anejo G/Appendix G ...................................................................................... 60
Anejo H/Appendix H ....................................................................................... 61
Anejo I/Appendix I .......................................................................................... 63
Anejo J/Appendix J ........................................................................................ 64
Anejo K/Appendix K ....................................................................................... 68
Anejo L/Appendix L ........................................................................................ 70
Anejo M/Appendix M ...................................................................................... 71
SOSC 302 Applied Statistics to Social Science 3
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
PRONTUARIO
Título del Curso: Estadisticas Aplicadas a las Ciencias Sociales
Codificación: SOSC 302
Duración: Cinco Semanas
Pre–requisito: SOSC 101-102, MATH 111
Descripción:
Métodos estadísticos, tanto de tipo descriptivo, como inferencial,
aplicados a las Ciencias Sociales. Razonamiento relacionado a las operaciones
de aquellos procesos de estadística usados en la determinación de las medidas
adecuadas para solucionar problemas en la ciencias del comportamiento
humano. Con énfasis en los cuestionamientos de cuándo, por qué y cómo se
utiliza una determinada técnica en los procesos de investigación social.
Objetivos Generales
1. Discriminará entre los métodos estadísticos inferenciales que mejor se
ajusten a las diferentes situaciones y necesidades de la investigación.
2. Ejecutará los análisis matemáticos correspondientes para lograr aplicar,
mediante ejemplos, la estadística inferencial.
3. Utilizará los métodos estadísticos inferenciales para recopilar, organizar y
presentar datos, tablas y gráficas en una distribución de probabilidades.
4. Examinará el uso y la importancia de las medidas inferenciales para
interpretar resultados, llegar a conclusiones y hacer recomendaciones para la
toma de decisiones en una investigación.
5. Analizará y aplicará los conocimientos y destrezas de investigación en el
campo de las Ciencias Sociales.
Texto y Recursos
Sánchez Viera, A. (2004). Fundamentos del Razonamiento Estadístico. 3ra.
Edición. San Juan, PR: Universidad Carlos Albizu. ISBN 1-881724-58-1
SOSC 302 Applied Statistics to Social Science 4
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Pagano, R. R. (1999). Estadísticas para las Ciencias Del Comportamiento. 5ta.
Edición. México: Internacional Thomson. ISBN 0-534-35390-8
Pagano, R.R. (2008). Understanding Statistics in the Behavioral Sciences. 9th
edition
Berenson, M. L., Levine, D. M. y Krehbiel, T. C. (2001). Estadísticas para
Administración. 2da. Edición. México: Prentice Hall. ISBN 968-444-456-7
Referencias y material suplementario
Glass, S. P. & Hopkins, K. D. (1996). Statistics Methods in Education and
Psychology. 6ta. Edición. New York. Allyn & Bacon: Boston, MA
Berenson, M. L. & Levine, D. M. (1996). Estadística Básica en Administración,
Conceptos y Aplicaciones. 6ta edición, México: Prentice Hall.
Downie, N. M. & Heath , R.W. (1986). Métodos Estadísticos Aplicados.
5ta edición. México: Harla.
Glass, G. V. & Stanley, J. C. (1970). Statistical Methods in Education and
Psychology, 2da Edición. New Jersey: Prentice Hall.
Guilford, J. P. & Fruchter, B. (1984). Estadística Aplicada a la Psicología y a la
Educación. 6ta. Edición. Colombia: McGraw-Hill Latinoamericana.
Huck, S. W. & Cormick, W. H. (1996). Contemporary Statistics: A Computer
Approach. 4ta. Edición. New York. McGraw-Hill.
Levin, J. & Fox, J. A. (1988). Elementary Statistics in Social Research. 4th ed.
New York: Harper and Row.
Levine, R. I. (1988). Estadística para Administradores. 2da Edición. New Jersey:
Prentice Hall.
Mann Prem, S. (1995). Statistics for Business and Economics. 5ta. Edición.
New York: Wiley.
Naiman, A., Rosenfeld, R. and Zirkel, G. (1987). Introducción a la estadística.
3ra edición. México: McGraw Hill.
Portilla Chimal, E. (1988). Estadística, primer curso. México: McGraw Hill.
Spiegel, M. R. (1991). Estadística. 2da. Edición. México: McGraw Hill.
SOSC 302 Applied Statistics to Social Science 5
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Evaluación
1. Trabajos para realizar previo a cada taller 20%
Antes de cada taller los estudiantes deberán completar las tareas que están
asignadas en el modulo para cada taller. En adición el facilitador podrá
asignar ejercicios que le facilitarán la comprensión de los conceptos que se
desarrollarán en las actividades que se realizarán en el taller. Estos serán un
escogido de ejercicios del libro de texto o de la búsqueda en Internet de
información básica conceptual que le ayudará en el proceso de comprensión
de los temas bajo estudio. Estas tareas se entregarán a partir de la primera
reunión. Este es un trabajo individual; no se aceptaran copias del Internet o
de las direcciones electrónicas utilizadas. (Ver Anejo A: Política de
Honestidad Académica). Cada trabajo tiene un valor de 100 puntos para un
total agregado de 500 puntos. La evaluación de estas tareas estará dividida
en 70% por contenido y 30% por objetivos de lenguaje. (Ver anejo B:
Rúbrica para evaluar tareas previas a los talleres). El/la estudiante que
entregue la tarea posterior al taller asignado tendrá un descuento de 20
puntos por cada reunión que pase posterior a la fecha de entrega.
2. Informe oral sobre trabajo investigativo 20%
Desde la primera hasta la cuarta reunión, el/ la estudiante tendrá la
oportunidad de trabajar en grupo. Cada grupo trabajará una situación que se
desarrollará y presentará de manera oral y escrita a la clase en el Taller
Cinco. Éste, 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 aleatoreamente hasta un máximo de seis (6) grupos
cuya composición no excederá cinco (5) estudiantes por grupo. Cada uno de
los grupos presentará a la clase el análisis del caso asignado. La
presentación oral grupal dicha situación o investigación tendrá un valor de
100 (cien) puntos. El facilitador deberá informar durante el Taller Dos, cuáles
serán los grupos para esta actividad. El facilitador le entregará a cada
estudiante una copia del caso que analizarán o los estudiantes seleccionaran
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el tema para el estudio. Las actividades efectuadas en cada uno de los
talleres, proveerán las destrezas necesarias para que el estudiante pueda
contestar estos ejercicios. (Ver Anejo C: Rúbrica para la evaluación de la
presentación oral y escrita del trabajo en grupo). Las presentaciones
orales y actividades especiales no se pueden reponer, si el estudiante
presenta una excusa válida y corroborable (ejemplo: médica o de un
tribunal), se procederá a citarlo para un examen escrito de la actividad a la
cual no asistió.
3. Portafolio 20%
En el quinto taller, los estudiantes entregarán un portafolio. (Ver Anejo D:
Portafolio). Este trabajo tiene un valor de 100 puntos y se realizará
individualmente (Ver Anejo E: Rúbrica para la evaluación del Portafolio).
El facilitador informara durante el taller uno cuáles serán los trabajos que se
incluirán en el portafolio, el cual incluira un ensayo corto sobre las
aplicaciones de los conceptos estadisticos en el area de las ciencias
sociales. Las actividades efectuadas en cada uno de los talleres, brindarán
las destrezas necesarias para que el estudiante pueda desarrollar el
portafolio.
4. Dominio de competencia conceptual 20%
Durante el cuarto taller los estudiantes tomaran una prueba escrita en el
salon de clases. La misma constará de una selección de ejercicios prácticos
y preguntas que fortalecerán las destrezas y conceptos presentados y
estudiados en el curso. Esta prueba tendrá un valor de 100 puntos.
5. Asistencia y Participación diaria en cada taller 20%
La asistencia a todos los talleres es necesaria e indispensable, dos o más
ausencias equivalen a fracaso del curso. El/la estudiante deberá demostrar
responsabilidad por su proceso de aprendizaje y deberá siempre traer los
materiales asignados. 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.
Todas las actividades realizadas en el taller ausente, sujetas a evaluación,
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serán consideradas y ponderadas de acuerdo con los parámetros
específicos. Es decir, es vigente la pérdida de puntuación por cada trabajo
del cual no fue partícipe el/la estudiante por causa de la ausencia. (Ver
Anejo J: Parámetros Específicos para Evaluar Asistencia y
Participación).
Escala de evaluación:
La evaluación final se calculará a base de promedios ponderados, pero
considerando la escala estándar de porcientos.
Nota A B C D F
Porciento 100-90 89-80 70-79 60-69 59-0
NOTA:
El estudiante debe obtener una calculadora científica, ya que es una de las
herramientas principales para poder realizar eficientemente las tareas y
actividades provistas para cada taller.
Dominio de Computadora
Se requiere el uso y manejo básico de computadoras personales para
realizar exploración de direcciones electrónicas, trabajos computadorizados,
mantener comunicaciones electrónicas entre otras tareas. Cada estudiante
será responsable de realizar trabajos computadorizados, buscar la
informacion de la clase en Blackboard y mantener activo el correo
electrónico de la Universidad.
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Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo esta
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. Si un
estudiante tiene dificultad en hacer una pregunta en el idioma
especificado, bien puede escoger el idioma de preferencia para hacer la
pregunta. Sin embargo, el facilitador deberá contestar la misma en el
idioma designado para ese taller. Esto deberá ser una excepción a las
reglas pues es importante que los estudiantes utilicen el idioma
designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en inglés o todo en español según
aplique.
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
taller requiere un promedio de diez (10) horas de preparación y en
ocasiones requiere más.
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
decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o
asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la
fecha asignada. El facilitador ajustará la nota de las tareas repuestas.
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Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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 de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr
un trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y
no plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero (vea
la política de honestidad académica).
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá
discutirlos y entregar copia a los estudiantes por escrito al principio del
primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta 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.
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12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas
ofrecidas en el módulo, 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.altavista.com
www.ask.com
www.excite.com
www.pregunta.com
www.findarticles.com
www.telemundo.yahoo.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o
añadir algunas de ser necesario.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos
mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,
por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales
para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque
es el mantener una conexión entre los hechos 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 y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
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. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, 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 intrínsicamente
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.
SOSC 302 Applied Statistics to Social Science 12
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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.
SOSC 302 Applied Statistics to Social Science 13
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
STUDY GUIDE
Course Title: Applied Statistics for Social Science
Code: SOSC 302
Time Length: Five Weeks
Pre–requisite: SOSC 101-102, MATH 111
Description:
Statistical methods, descriptive and inferential, applied to the Social
Sciences. Logic and operation of the statistical processes used to determined
the adequate measures to solve problems related to the science of human
behavior. Giving emphasis to when, why and how to apply a specific technique
in the processes used for social investigation.
General Objectives
1. Discriminate within the inferential statistics method to choose the best method
that will apply to the different situations and needs of an investigation.
2. Conduct the necessary mathematical analysis for the application of inferential
statistics thru examples.
3. Use the appropriate inferential statistics methods for the collection,
organization and presentation of data, tables and graphs in a distribution of
probabilities.
4. Examine the use and the importance of the inferential measures to interpret
the results, make conclusions and recommendations to make decisions in an
investigation.
5. Analyze and apply the knowledge and skills on investigations in the field of
Social Science.
Texts and Resources
Sánchez Viera, A. (2004). Fundamentos del Razonamiento Estadístico. 3ra.
Edición. San Juan, PR: Universidad Carlos Albizu. ISBN 1-881724-58-1
Pagano, R. R. (1999). Estadísticas para las Ciencias Del Comportamiento. 5ta.
SOSC 302 Applied Statistics to Social Science 14
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Edición. México: Internacional Thomson. ISBN 0-534-35390-8
Pagano, R.R. (2008). Understanding Statistics in the Behavioral Sciences. 9th
edition
Berenson, M. L., Levine, D. M. y Krehbiel, T. C. (2001). Estadísticas para
Administración. 2da. Edición. México: Prentice Hall. ISBN 968-444-456-7
References and Supplementary Materials
Glass, S. P. & Hopkins, K. D. (1996). Statistics Methods in Education and
Psychology. 6ta. Edición. New York. Allyn & Bacon: Boston, MA
Berenson, M. L. & Levine, D. M. (1996). Estadística Básica en Administración,
Conceptos y Aplicaciones. 6ta edición, México: Prentice Hall.
Downie, N. M. & Heath , R.W. (1986). Métodos Estadísticos Aplicados.
5ta edición. México: Harla.
Glass, G. V. & Stanley, J. C. (1970). Statistical Methods in Education and
Psychology, 2da Edición. New Jersey: Prentice Hall.
Guilford, J. P. & Fruchter, B. (1984). Estadística Aplicada a la Psicología y a la
Educación. 6ta. Edición. Colombia: McGraw-Hill Latinoamericana.
Huck, S. W. & Cormick, W. H. (1996). Contemporary Statistics: A Computer
Approach. 4ta. Edición. New York. McGraw-Hill.
Levin, J. & Fox, J. A. (1988). Elementary Statistics in Social Research. 4th ed.
New York: Harper and Row.
Levine, R. I. (1988). Estadística para Administradores. 2da Edición. New Jersey:
Prentice Hall.
Mann Prem, S. (1995). Statistics for Business and Economics. 5ta. Edición.
New York: Wiley.
Naiman, A., Rosenfeld, R. and Zirkel, G. (1987). Introducción a la estadística.
3ra edición. México: McGraw Hill.
Portilla Chimal, E. (1988). Estadística, primer curso. México: McGraw Hill.
Spiegel, M. R. (1991). Estadística. 2da. Edición. México: McGraw Hill.
SOSC 302 Applied Statistics to Social Science 15
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Evaluation
1. Assignment to do previous to each workshop 20%
Previous to each workshop students must finish certain assignments that will
help them to prepare for the activities in the workshop. The assignments will
consist of Internet sites research related of basic conceptual information
provided in the module that will help the learning of the workshop objectives.
Additionally, the student will complete the assigned exercises that will help
him/her in the learning process to understand and apply specific concepts
that will be developed in the activities at each workshop. These exercises will
be a selection of problems from the textbook selected by the facilitator. The
assignments must be submitted starting at the first meeting. This must be an
individual work; copies from the Internet or from the URLs used will not be
accepted. (See Appendix A: Academic Honesty Policy). Each assignment
will be worth one hundred (100) points for an accumulated score of five
hundred (500) points. The evaluation of these assignments will be 70% for
content and 30% for language objectives. (See Appendix B: Rubrics to
evaluate assignments prior to the workshops). The students that turn in
the assignments after the corresponding workshop will have a deduction of 20
points per each workshop that passes before the assignment is turned in
2. Oral presentation of group project 20%
From the first to the fourth meeting the students will have the opportunity to
work with different classmates in group assignments. Each group will work a
situation that will be developed and presented in oral and written form at
workshop five (5). This will be a group project. However, the evaluation will
consider both, the individual and group aspects. Based on the number of
students registered in the course, the facilitator will randomly select the
groups. There will be a maximum of six (6) groups and each group will not
exceed a total of five (5) students per group. Each group must present to the
class the analysis and results of their assigned case. The group oral
presentation of this assignment will be worth one hundred (100) points.
During Workshop Two, the facilitator will announce the groups for this activity.
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The facilitator will provide a copy of the case to each of the students or the
students will select a topic for their investigation. The activities in each of the
workshops will provide the skills and knowledge required to do this activity.
(See Appendix C: Rubrics for evaluation of oral presentation and written
group work). The students will not be able to make-up the oral presentations
and special activities. If the student provides a valid and verifiable excuse
(example: medical and/or legal), a special written test will be provided on the
material for the presentation or activity that the student was absent
3. Portfolio 20%
In workshop five, the students will turn in a portfolio. (See Appendix D:
Portfolio). This activity will be done individually and will be worth one
hundred (100) points (See Appendix E: Rubric for Portfolio evaluation).
During workshop one the facilitator will inform the students the assigned work
to be included in the portfolio, this will include a short essay about the
application of statistics in the area of Social Science. The activities conducted
in each workshop will provide the students the skill and knowledge necessary
to do the portfolio.
4. Workshop Test 20%
On workshop four (4) the students will take a written test in the classroom.
This test will measure the knowledge acquired by the students at different
levels on the concepts of statistics. It will consist of a selection of practical
problems and questions that will measure the skills and knowledge learned
during the course. This written test is worth one hundred (100) points.
5. Attendance and Participation 20%
Attendance to workshops is mandatory; with two or more absences the
students will fail the class. The student should show responsibility for the
learning process and must complete all assigned work. In case of absence,
the student must contact the facilitator, in order to be ready for the next
workshop. All classroom activities done in his/her absence will be subject to
an evaluation based upon specific parameters. In other words, absenteeism
SOSC 302 Applied Statistics to Social Science 17
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
will produce loss of points. (See Appendix J: Specific parameters to
evaluate attendance and participation).
Grade Scale
The final grading will be calculated base on average grades within the
standard percentage scale.
Grade A B C D F
Score 100-90 89-80 70-79 60-69 59-0
NOTE:
The students MUST bring a Scientific Calculator, The use of a calculator is
required to do the assignments and the activities in each workshop. Students
must have their own calculator to work individually.
Use of Computers
The use of personal computers is required to conduct search of electronic
addresses, electronic files and maintain communication with other students.
Each student will be responsible for their electronic files, obtain information
about the class in Blackboard and maintain active the University electronic
mail (e-mail) address.
SOSC 302 Applied Statistics to Social Science 18
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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 English and Spanish, strictly using the 50/50 model. This means
that each workshop will be conducted entirely in the language specified. The
language used in the workshops will alternate to insure that 50% of the
course will be conducted in English and 50% in Spanish. To maintain this
balance, the course module may specify that both languages will be used
during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the
target language in which the activity is being conducted, students may choose
to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. 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 format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require
more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and 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 make-up work.
SOSC 302 Applied Statistics to Social Science 19
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students 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 activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
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 (see Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
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.
SOSC 302 Applied Statistics to Social Science 20
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
12. All students are subject to the policies regarding behavior in 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, 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.altavista.com
www.ask.com
www.excite.com
www.pregunta.com
www.findarticles.com
www.telemundo.yahoo.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
The facilitator may make changes or add additional web resources if
deemed necessary.
SOSC 302 Applied Statistics to Social Science 21
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism.
Constructivism is a philosophy of learning 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. As teachers,
our focus is on making connections between facts and fostering new
understanding in students. We will also attempt to tailor our teaching strategies
to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
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. And 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 the assessment part of the
learning process, ensuring 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.
SOSC 302 Applied Statistics to Social Science 22
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Workshop One
Specific Objectives:
1. Understand and comprehend the general and basic concepts used for the
descriptive statistics in the area of Social Science.
2. Examine the measures of variability in order to determine different
punctuations in the standard curve.
3. Analyze the normal distribution and its applications in different cases to
provide a statistical evaluation of the human behavior.
4. Study the curve for a normal distribution in the analysis of the data obtained in
cases with groups of simulated objects.
5. Analyze the statistical results of the Z punctuations and the normal curve
obtained from the collection of statistical data.
Language Objectives:
1. Demonstrate a command of standard English (vocabulary used, syntax and
flow of ideas)
2. Uses grammar appropriately and correctly.
3. Manages and uses verbs appropriately and correctly.
Electronic Links (URLs):
General and basic concepts in statistics
http://davidmlane.com/hyperstat/index.html
http://www.monografias.com/trabajos66/estadistica-basica/estadistica-
basica.shtml
Measures of Variability
http://cnx.org/content/m10947/latest/
http://www.iejs.com/Research_Methods/measures_of_variability.htm
http://davidmlane.com/hyperstat/A16252.html
SOSC 302 Applied Statistics to Social Science 23
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Normal Distributions
http://davidmlane.com/hyperstat/A6929.html
http://www.stat.yale.edu/Courses/1997-98/101/normal.htm
http://cnx.org/content/m11163/latest/
Z Punctuations
http://www.adamssixsigma.com/Newsletters/standard_normal_table.htm
http://www.gseis.ucla.edu/courses/ed230a2/notes/z1.html
Assignments before Workshop One:
1. Search and 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. After reading about the objectives in workshop one, the students will define
the following terms and will provide examples. This must be an individual
work; copies from the Internet or from the URLs used will not be accepted.
(See Appendix A: Academic Honesty Policy).
a. Information Table for Descriptive Statistcs
b. Statistical Graphs
c. Probability Distributions
d. Measures of Variability (Dispertion)
e. Variance
f. Standard Deviation
g. Coefficient of Variation
h. Z Punctuations
i. Normal Curve
3. Select an article from a newspaper, the Internet or a magazine that report
statistical data about social behaviors. They should include graphs, diagrams
and tables with the statistical data and the probability distributions. Bring them
to the classroom to be discuss in groups and talk about the human behavior.
SOSC 302 Applied Statistics to Social Science 24
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
4. Prepare and bring to class a list of demographic data and variables for the
basic personal characteristics. Put them in a table and prepare a graph
showing the possible probability distribution for these data and variables.
5. This assignment shall be turn in to the facilitator and shall be properly
identified with the student name, date and workshop. This assignment is
worth 100 points; the evaluation of this assignment will be 70% for content
and 30% for language objectives. (See Appendix B: Rubrics to evaluate
assignments prior to the workshops).
Activities:
1. The facilitator and the students will introduced them selves by engaging in an
icebreaking activity suggested by the facilitator. After all the students have
been presented, a Student Representative will be selected. Also, the
facilitator will inform about other issues or announcements related with the
Program (AHORA), such as new coming courses, holidays, and dates of the
Student Representative meeting.
2. The facilitator will present the class objectives, expectations, and teaching
methodology and evaluation criteria. During this process, the facilitator will
verify that every student in the class has been registered in order to take this
course. Furthermore, the facilitator will review that every student has the
module and the textbook. Also, the facilitator will provide his/her contact
information for the students to contact him/her. The facilitator will establish the
schedule and days of contact.
3. The facilitator will discuss what should be included in the portfolio. The
facilitator will provide specific information about the work to be included in the
portfolio and the rubrics for the portfolio evaluation. The facilitator will answer
any questions the students may have related to the portfolio. Also, the
facilitator will discuss the final project and the oral presentation.
4. Watch the following video about “What is Statistics”.
http://www.youtube.com/watch?v=5YsiVJFSwGo
SOSC 302 Applied Statistics to Social Science 25
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
5. The group will discuss and analyze the articles brought by the students. The
students will identify the important elements on the articles and the different
ways to present the data. After the discussion, the facilitator will provide a
summary of the relevant points and its application to the Social Science.
6. Assignment to be completed before workshop one: The student will
submit the assignment to the facilitator. The facilitator will clarify any doubts
and will answer any questions the student’s may have regarding the
assignment.
7. The facilitator will discuss the material related to the objectives in workshop
one and may provide and discuss some practice problems during the
workshop. The facilitator will discuss the terms and provide examples that will
help the learning process and the application of these terms.
8. The facilitator will provide additional problems for the students to practice and
find the solution of application problems. These problems will allow the
students to clarify any questions and to improve their skills and knowledge in
the workshop material.
9. The facilitator will divide the class in groups. Each group will discuss the list of
demographic data and variables for the basic personal characteristics from
the assignment. Each group will discuss and present in class the most
relevant points from their lists and the presentation of the information.
10. The facilitator will discuss the assignment to be completed before workshop
two. Also, the facilitator will provide a list of problems to be included as part of
the assignment before workshop two.
Assessment:
1. The facilitator will fill out the class participation form for each student (See
Appendix J)
2. The students must complete the Reflexive Diary for the workshop (See
Appendix K)
SOSC 302 Applied Statistics to Social Science 26
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Taller Dos
Objetivos Específicos:
1. Reconocer las diferentes maneras de evaluar datos estadísticos y sus
probabilidades referentes al campo de las Ciencias Sociales.
2. Aplicar la curva normal de datos estadísticos para hacer inferencias en el
área de las ciencias del comportamiento humano.
3. Crear una tabla de información de la distribución de probabilidades basado
en el análisis de correlación para las escalas de medición de datos
estadísticos con énfasis en el campo social de la Florida.
4. Evaluar e interpretar los diferentes índices de correlación al igual que las
limitaciones de estos en el análisis de datos estadísticos.
5. Estudiar y analizar las estrategias de regresión lineal para la presentación de
datos estadísticos obtenidos.
Objetivos del Lenguaje:
1. Demostrar dominio del idioma Español (vocabulario, syntax, presentación de
ideas).
2. Utilización apropiada y correcta de gramática.
3. Aplicación y utilización correcta y apropiada de los verbos.
Enlaces Electrónicos:
Curva Normal
http://www.fisterra.com/mbe/investiga/distr_normal/distr_normal.asp
http://personal5.iddeo.es/ztt/Tem/t21_distribucion_normal.htm
Distribución de Probabilidades
http://www.monografias.com/trabajos29/distribucion-probabilidades/distribucion-
probabilidades.shtml
http://carmesimatematic.webcindario.com/distribucionesp.htm
SOSC 302 Applied Statistics to Social Science 27
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Informacion Estadistica
http://html.rincondelvago.com/estadistica_42.html
http://html.rincondelvago.com/estadistica_47.html
Analisis de Correlacion (Indices de Correlacion)
http://www.monografias.com/trabajos30/regresion-correlacion/regresion-
correlacion.shtml
http://www.mitecnologico.com/Main/AnalisisDeCorrelacion
http://www.cyta.com.ar/biblioteca/bddoc/bdlibros/guia_estadistica/modulo_12.ht
m
Estrategias de Regresion Lineal
http://html.rincondelvago.com/regresion-lineal-simple.html
http://www.monografias.com/trabajos28/nociones-regresion-lineal/nociones-
regresion-lineal.shtml
Asignaciones antes del Taller:
1. El/la estudiante leerá y buscará información relacionadas a los objetivos del
taller dos en los libros de texto recomendados o en direcciones electrónicas o
cualquier otra referencia bibliográfica. Los estudiantes deberan prestar
atencion a las rubricas en los apendices. Estas rubricas seran utilizadas para
evaluar el conocimiento obtenido.
2. Una vez realice la lectura, contestará las siguientes preguntas. Esta tarea
deberá entregarla al facilitador debidamente identificada con su nombre,
fecha y taller. La misma tiene un valor de 100 puntos. La evaluación de esta
tarea estará dividida en 70% por contenido y 30% por objetivos de lenguaje.
(Ver anejo B: Rúbrica para evaluar tareas previas a los talleres).
a. Mencione diferentes formas de probabilidades basado en datos
estadisticos obtenidos.
SOSC 302 Applied Statistics to Social Science 28
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
b. Describir como organizar datos estadisticos en la curva de la
distribucion normal y cuan importante es esto para hacer
inferencias.
c. Explicar el uso de regresion lineal y correlacion en el estudio del
comportamiento humano.
d. Cuales son las limitaciones de los analisis de correlacion.
e. Interpretar los índices de correlación.
3. Seleccione un artículo el cual contenga un analisis estadistico sobre el
comportamiento social. Traerlo a clase y venir preparado a discutirlo en
grupo.
4. Resolver problemas del libro de texto asignados por el facilitador. Estos
problemas ayudaran a los estudiantes a entender los objetivos del taller. Este
es un trabajo individual; no se aceptaran copias del Internet o de las
direcciones electrónicas utilizadas. (Ver Anejo A: Política de Honestidad
Académica).
Actividades:
1. El facilitador devolvera los trabajos completados por los estudiantes durante
el taller uno. Estos trabajos estaran evaluados de acuerdo con las rubricas
incluidas en el modulo. El facilitador discutira la puntuacion obtenida con los
estudiantes según sea necesario. El facilitador contestara cualquier pregunta
que los estudiantes tengan en relacion a los trabajos del taller uno.
2. El facilitador informara durante el Taller Dos, cuáles serán los grupos y los
casos asignados para el de Trabajo Investigacion, presentacion oral. En este
taller se formarán los grupos que trabajarán los casos y se les hará entrega a
cada estudiante de una copia del caso que les tocara analizar o los
estudiantes entregaran el tema para el trabajo de investigacion. El facilitador
proveerá información adicional sobre la presentación oral y el reporte escrito.
En adición se discutirán en detalles la forma de evaluación de esta actividad
final.
SOSC 302 Applied Statistics to Social Science 29
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
3. Trabajo para realizar previo al Taller Dos: El/la estudiante entregará la
tarea asignada. Se aclararán todas las dudas de esta tarea.
4. El facilitador dividirá la clase en grupos para discutir los articulos sober el
analisis estadistico del comportamiento social. Los estudiantes indicaran los
puntos más importantes incluidos en los articulos y la relacion de estos en
decisiones relacionadas al comportamiento humano en la sociedad.
5. El facilitador discutirá en la clase el material relacionado a los objetivos del
taller y podrá asignar o hacer algunos problemas de práctica durante el taller.
Estos problemas ayudarán a los estudiantes a aclarar dudas y contestar
cualquier pregunta que tengan lo cual los ayudará a mejorar su conocimiento
y destrezas referentes al material de la clase.
6. El facilitador discutira lo que los estudiantes tienen que hacer para la tarea a
completarse antes del taller tres. En adicion el facilitador proveera una lista
de problemas del libro de texto los cuales seran resueltos y los incluiran
como parte de la tarea a completarse antes del taller tres.
Avalúo
1. El facilitador completara la forma de participacion en la clase para cada
estudiante (Ver Anejo J)
2. Los estudiantes completaran el diario reflexivo para el taller (Ver Anejo K)
SOSC 302 Applied Statistics to Social Science 30
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Workshop Three
Specific Objectives:
1. Identify and develop different strategies to do statistical inferences in the area
of social studies.
2. Define the fundamental theories used to make decisions after verifying the
statistical hypothesis.
3. Establish the hypothesis tests to do statistical inferences and determine the
implications of these inferences in the conclusions of a study.
4. Analyze the different research methods and determine how to select the best
method for a specific research project.
5. Summarize the findings and limitations of a study based on the theory related
to the research method.
Language Objectives:
1. Demonstrate a command of standard English (vocabulary used, syntax and
flow of ideas)
2. Uses grammar appropriately and correctly.
3. Manages and uses verbs appropriately and correctly.
Electronic Links (URLs):
Statistical inferences in social science
http://stats.org.uk/statistical-inference/
http://www.tamiu.edu/~jnorris/Intro%20to%20statistics.htm
Statistical Hypothesis
http://www.npwrc.usgs.gov/resource/methods/statsig/stathyp.htm
http://www.ganesha.org/spc/hyptest.html
Hypothesis Tests
http://fsweb.bainbridge.edu/dbyrd/statistics/hypothesistesting.htm
http://moon.ouhsc.edu/dthompso/CDM/power/hypoth.htm
SOSC 302 Applied Statistics to Social Science 31
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
http://business.clayton.edu/arjomand/business/glossary/hyptest.html
http://20bits.com/articles/hypothesis-testing-the-basics/
Statistical research methods
http://www.ehponline.org/members/1998/Suppl-6/1541-1550marcus/marcus-
full.html
http://www.statisticstutors.com/statistical_methods.shtml
Assignments before Workshop Three:
1. Search and 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. After reading about the objectives in workshop three, the students will define
the following terms and will provide examples. This must be an individual
work; copies from the Internet or from the URLs used will not be accepted.
(See Appendix A: Academic Honesty Policy).
a. Inferential Statistics
b. Hypothesis Tests
c. Research methods used for the design of studies in the area of
human behavior.
d. The limitations of a study based on the research method used.
3. The students will solve the problems assigned from the textbook. These
problems will help the students understand the terms and objectives of this
workshop.
4. The students will watch the following video;
http://www.youtube.com/watch?v=BX9iMIC6mcg&feature=related and will be
prepared to discuss the main topic and elements shown in the video.
5. This assignment shall be turn in to the facilitator and shall be properly
identified with the student name, date and workshop. This assignment is
worth 100 points; the evaluation of this assignment will be 70% for content
SOSC 302 Applied Statistics to Social Science 32
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
and 30% for language objectives. (See Appendix B: Rubrics to evaluate
assignments prior to the workshops).
Activities:
1. The facilitator will return the work completed by the students during workshop
two. The work completed would be assessed based on the rubrics included in
the module. The facilitator will discuss the points obtained with the students
as necessary. The facilitator will answer any questions the students may have
related to the workshop one completed work.
2. The group will discuss and analyze the video included in the assignment. The
students will identify the important elements presented in the video and how
these can be used in the evaluation of a real problem and its application to
the Social Science.
3. Assignment to be completed before workshop three: The student will
submit the assignment to the facilitator. The facilitator will clarify any doubts
and will answer any questions the student’s may have regarding the
assignment.
4. The facilitator will discuss the material related to the objectives in workshop
three and may provide and discuss some practice problems during the
workshop. The facilitator will discuss the terms and provide examples that will
help the learning process and the application of these terms.
5. The facilitator will provide additional problems for the students to practice and
find the solution of application problems. These problems will allow the
students to clarify any questions and to improve their skills and knowledge in
the workshop material.
6. The facilitator will divide the class in groups. Each group will come up with a
situation where they can apply the statistical hypothesis and do inferences to
make decisions. Each group will present their situation with the final decision
in front of the class.
7. The students will remain in their group to discuss the different research
methods used for a research project. They will discuss the limitations
SOSC 302 Applied Statistics to Social Science 33
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
associated with the research methods. The facilitator will select a member
from each group to present in class some of the research methods and its
limitations.
8. The facilitator will discuss the assignment to be completed before workshop
four. Also, the facilitator will provide a list of problems to be included as part of
the assignment before workshop four.
Assessment:
1. The facilitator will fill out the class participation form for each student (See
Appendix J)
2. The students must complete the Reflexive Diary for the workshop (See
Appendix K)
SOSC 302 Applied Statistics to Social Science 34
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
Taller Cuatro
Objetivos Específicos:
1. Determinar los diferentes tipos de error que hay en las pruebas de hipótesis,
particularmente en casos relacionados al comportamiento social
2. Identificar y utilizar la teoría de las distribuciones T, también conocidas como
“T Student”, cuando tenemos una muestra pequeña.
3. Aplicar en forma general la teoría de las distribuciones “Chi Square”.
4. Identificar las diferencias entre las distribuciones T y las distribuciones “Chi
Square”.
5. Aplicar estas distribuciones en la solución de problemas relacionados al área
de las ciencias sociales.
Objetivos del Lenguaje:
1. Demostrar dominio del idioma Español (vocabulario, syntax, presentación de
ideas).
2. Utilización apropiada y correcta de gramática.
3. Aplicación y utilización correcta y apropiada de los verbos.
Enlaces Electrónicos:
Tipos de Error en la Prueba de Hipotesis
http://www.monografias.com/trabajos17/pruebas-de-hipotesis/pruebas-de-
hipotesis.shtml
http://www.ask.com/bar?q=tipos+de+errores+es+estadistica&page=1&qsrc=2417
&ab=6&u=http%3A%2F%2Fwww.udc.es%2Fdep%2Fmate%2Festadistica2%2Fs
ec1_3.html
http://www.ask.com/bar?q=tipos+de+errores+es+estadistica&page=2&qsrc=2417
&ab=3&u=http%3A%2F%2Fwww.ilustrados.com%2Fpublicaciones%2FEEFuAkp
FpyjdHTnlre.php
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Distribuciones T
http://www.ask.com/bar?q=%22distribuciones+t%22&page=1&qsrc=2417&ab=3
&u=http%3A%2F%2Fhtml.rincondelvago.com%2Fdistribuciones-de-
probabilidad_1.html
http://www.ask.com/bar?q=%22distribuciones+t%22&page=2&qsrc=2417&ab=1
&u=http%3A%2F%2Fwww.mitecnologico.com%2FMain%2FDistribucionTDeStud
ent
http://html.rincondelvago.com/distribuciones-estadisticas.html
Distribuciones “Chi Square”
http://www.ask.com/bar?q=%22distribuciones+t%22&page=1&qsrc=2417&ab=3
&u=http%3A%2F%2Fhtml.rincondelvago.com%2Fdistribuciones-de-
probabilidad_1.html
http://www.ask.com/bar?q=%22distribuciones+chi%22&page=1&qsrc=2417&ab=
2&u=http%3A%2F%2Fsiona.udea.edu.co%2F%7Ebcalderon%2F2_distribucionc
hi.html
http://www.scribd.com/doc/6784174/Distribucion-Chi
Asignaciones antes del Taller:
1. El/la estudiante leerá y buscará información relacionadas a los objetivos del
taller cuatro en los libros de texto recomendados o en direcciones
electrónicas o cualquier otra referencia bibliográfica. Los estudiantes deberán
prestar atención a las rubricas en los apéndices. Estas rubricas serán
utilizadas para evaluar el conocimiento obtenido.
2. Una vez realice la lectura, contestará las siguientes preguntas. Esta tarea
deberá entregarla al facilitador debidamente identificada con su nombre,
fecha y taller. La misma tiene un valor de 100 puntos. La evaluación de esta
tarea estará dividida en 70% por contenido y 30% por objetivos de lenguaje.
(Ver anejo B: Rúbrica para evaluar tareas previas a los talleres).
a. Hipótesis Estadísticas
b. Hipótesis Alterna
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c. Hipótesis Nula
d. Niveles de Significación
e. Prueba de una o dos colas
f. Tipos de error
3. Resolver problemas del libro de texto asignados por el facilitador. Estos
problemas ayudaran a los estudiantes a entender los objetivos del taller. Este
es un trabajo individual; no se aceptaran copias del Internet o de las
direcciones electrónicas utilizadas. (Ver Anejo A: Política de Honestidad
Académica).
4. Los estudiantes repasaran el material estudiado en este taller y los talleres
anteriores. Los estudiantes vendrán preparados a la clase para tomar una
prueba en el salón de clase sobre el material estudiado hasta el taller cuatro.
La misma constará de una selección de ejercicios prácticos y preguntas que
medirán las destrezas y conocimiento de los estudiantes en los objetivos
aprendidos.
Actividades:
1. El facilitador devolvera los trabajos completados por los estudiantes durante
el taller tres. Estos trabajos estaran evaluados de acuerdo con las rubricas
incluidas en el modulo. El facilitador discutira la puntuacion obtenida con los
estudiantes según sea necesario. El facilitador contestara cualquier pregunta
que los estudiantes tengan en relacion a los trabajos del taller uno.
2. El facilitador revisara el progreso de los grupos referente al Trabajo
Investigación y presentación oral para hacerse durante el taller cinco. Los
estudiantes proveerán un resumen del trabajo de investigación junto con una
muestra del análisis hecho hasta el momento. El facilitador volverá a discutir
los detalles sobre la presentación oral y el reporte escrito. También se
discutirán nuevamente la forma de evaluación de esta actividad final.
3. Trabajo para realizar previo al Taller Cuatro: El/la estudiante entregará la
tarea asignada. Se aclararán todas las dudas de esta tarea.
SOSC 302 Applied Statistics to Social Science 37
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4. El facilitador discutirá en la clase el material relacionado a los objetivos del
taller y podrá asignar o hacer algunos problemas de práctica durante el taller.
Estos problemas ayudarán a los estudiantes a aclarar dudas y contestar
cualquier pregunta que tengan lo cual los ayudará a mejorar su conocimiento
y destrezas referentes al material de la clase.
5. El facilitador discutirá lo que los estudiantes tienen que hacer para la tarea a
completarse antes del taller cinco. En adición el facilitador proveerá una lista
de problemas del libro de texto los cuales serán resueltos y los incluirán
como parte de la tarea a completarse antes del taller cinco.
6. Los estudiantes tomaran una prueba escrita en el salón de clases. La misma
constará de una selección de ejercicios prácticos y preguntas que medirán el
conocimiento y las destrezas obtenidas por los estudiantes durante el curso.
.
Avalúo
1. El facilitador completara la forma de participación en la clase para cada
estudiante (Ver Anejo J)
2. Los estudiantes completaran el diario reflexivo para el taller (Ver Anejo K)
3. Los estudiantes tomaran una prueba la cual proveerá una evaluación del
conocimiento y destrezas obtenidas por los estudiantes durante el curso.
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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.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives:
1. Organize a set of data in a probability distribution form.
2. Develop the graphs for the Z punctuations and the normal curve for
probability distribution data.
3. Identify the important elements in the correlation analysis and simple lineal
regression for the social science.
4. Establish the importance of inferential statistics as well as the hypothesis
tests and the application of the probability distribution analysis in the decision
making process for the area of social science.
Language Objectives:
1. Demonstrate a command of standard English (vocabulary used, syntax and
flow of ideas)
2. Uses grammar appropriately and correctly.
3. Manages and uses verbs appropriately and correctly.
Electronic Links (URLs):
Probability Distributions
http://www.zweigmedia.com/RealWorld/tutorialsf2/frames6_4.html
http://math.elon.edu/statistics112/prob_dist.html
http://www.itl.nist.gov/div898/handbook/eda/section3/eda36.htm
Z punctuations
http://math2.org/math/stat/distributions/z-dist.htm
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http://ideal.stat.wvu.edu:8080/ideal/resource/modules/1/Normal/normal.html
http://www.anselm.edu/homepage/jpitocch/biostats/normal.html
Correlation analysis & simple lineal regression
http://www.visualstatistics.net/Visual%20Statistics%20Multimedia/correlation_an
alysis.htm
http://www.stator-afm.com/correlation-analysis.html
http://www.graphpad.com/curvefit/linear_regression.htm
http://www.stat.yale.edu/Courses/1997-98/101/linreg.htm
Inferential statistics
http://www.socialresearchmethods.net/kb/statinf.php
http://www.candleinthedark.com/inferentialchapter.html
http://www.fiu.edu/~ganapati/4153/regression.html
Assignments before Workshop Five: (This assignment will be done in
English)
1. Search and 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. After reading about the objectives in workshop three, the students will define
the following terms and will provide examples. This must be an individual
work; copies from the internet or from the URLs used will not be accepted.
(See Appendix A: Academic Honesty Policy).
a. Z Punctuations
b. Correlation Analysis
c. Simple Lineal Regression
d. Normal distribution curve
3. The students will solve the problems assigned from the textbook. These
problems will help the students understand the terms and objectives of this
workshop.
SOSC 302 Applied Statistics to Social Science 40
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4. The students will finalize the analysis, the written report and the presentation
for the final activity. The students will ensure that this report is completed and
ready for their presentation during workshop five.
5. The students will ensure that the Portfolio is in order and it meets the
evaluation requirements as stated in the rubrics (See Appendix D – H)
Activities:
1. The students will complete the class evaluation. The student representative
will return the course evaluation to the front office.
2. The facilitator will return the work completed by the students during workshop
four. The work completed would be assessed based on the rubrics included in
the module. The facilitator will discuss the points obtained with the students
as necessary. The facilitator will answer any questions the students may have
related to the completed work (in Spanish).
3. Assignment to be completed before workshop three: The student will
submit the assignment to the facilitator. The facilitator will clarify any doubts
and will answer any questions the student’s may have regarding the
assignment (in English).
4. The facilitator will discuss the material related to the objectives in workshop
five and may provide and discuss some practice problems during the
workshop. The facilitator will discuss the terms and provide examples that will
help the learning process and the application of these terms (in Spanish).
5. Final Project – Written Report and Oral Presentation of Case Study;
During Workshop Five the students will turn in the written report and will
conduct an oral presentation of the case study. (This activity will be in
English). This will be a group project. However, the evaluation will consider
both, the individual and group aspects. Each student must participate in the
oral presentation, the groups must present to the class their analysis and
results. The group oral presentation of this assignment will be worth one
hundred (100) points. (See Appendix C: Rubrics for evaluation of oral
presentation and written group work).
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6. Portfolio: The students will finalize the Portfolio in accordance with the
guidance previously provided by the facilitator. They will ensure that all the
work is included and everything is in order. The students then will turn in the
Portfolio to the facilitator.
7. Closing activity, the facilitator will start an open discussion to provide
feedback to the students on their performance during the oral presentation
and during the course. The facilitator will give the opportunity to each student
to provide their opinion on the course material and their performance. The
students will provide feedback to the facilitator on his/her performance during
the course (in Spanish).
Assessment:
3. The facilitator will fill out the class participation form for each student (See
Appendix J)
4. The students must complete the Reflexive Diary for the workshop (See
Appendix K)
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Anejos/Appendixes
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Anejo A/Appendix A
“Política de Honestidad Académica”
Introducción
El Sistema Universitario Ana G. Méndez está comprometido a consolidar su posición e imagen como una comunidad de aprendizaje de alta calidad, centrada en el ser humano1 por lo que promueve un ambiente de total honestidad e integridad intelectual y académica. Es importante que el estudiante muestre respeto a los estándares institucionales, por lo que se espera que sólo tome crédito por trabajo realizado por sí mismo. No se tolerarán ni se aceptarán bajo ninguna circunstancia actos deshonestos y no éticos en el Sistema.
Definiciones
El Sistema Universitario Ana G. Méndez considera deshonestidad académica lo siguiente:
Fraude en pruebas académicas y falta de honradez (Reglamento de Estudiantes: Artículo VII)
o Hablar con otros estudiantes durante el periodo de examen o Utilizar o circular cualquier material impreso en el periodo de
examen.
Plagio total o parcial (Manual de Normas Académicas y Administrativas: Capítulo XII)
o Copiar información de otra persona y hacerla pasar como propia. Copia directa, sin entrecomillar ni anotar, de párrafos,
frases, una frase suelta o partes significativas de una frase Paráfrasis o el resumen de un fragmento sin mencionar,
mediante nota o cualquier otro procedimiento, su fuente o procedencia
El uso de una idea previamente publicada, por cualquier medio, sin referencia a su autor o procedencia
Falsificación (Reglamento de Estudiantes: Artículo VII) o Alterar la identificación estudiantil, calificaciones, expedientes y
cualquier otro documento oficial.
Procedimientos a seguir en casos de Deshonestidad Académica
Las faltas antes mencionadas serán consideradas como faltas graves. El Reglamento de Estudiantes: Artículo XIII define una falta grave como aquella que “cometiera un estudiante que afecte adversamente el orden institucional, y requiera una sanción mayor que una reprimenda o medidas correctivas”. En caso de que el estudiante incurra en alguna falta de honestidad académica se tomarán las medidas presentadas en el Reglamento de Estudiantes (Artículo VIII)
1 Visión SUAGM 2005
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Un Consejo de Disciplina analizará el caso. En el campus principal este Consejo estará compuesto por dos representantes del área administrativa (Directores), dos del área académica (Profesores) y uno del área estudiantil (miembros de alguna organización estudiantil). En los Centros Universitarios estará compuesto por un representante del área administrativa, uno del área académica y uno del área estudiantil.
El Vicerrector de Asuntos Estudiantiles podrá iniciar una investigación previa de hechos y recibir un informe oral de un miembro del profesorado, oficial, empleado o estudiante de la Institución, sobre cualquier acto cometido que se considere una falta grave.
El proceso disciplinario se iniciará con la radicación oral o escrita de la queja por el Vicerrector de Asuntos Estudiantiles ante el Presidente del Consejo con copia de la notificación escrita o informe oral al estudiante afectado.
El Vicerrector podrá suspender provisionalmente al estudiante afectado, pero esta suspensión no excederá de veinte (20) días laborables.
El Presidente del Consejo convocará una reunión no más tarde del quinto día laborable, luego de la radicación de la queja, para informar a los miembros de la misma.
El Consejo celebrará una vista administrativa en presencia del estudiante (s) afectado (s). El estudiante podrá asistir con un abogado, pero se advertirá que la vista no será gobernada por procedimientos o normas de evidencia aplicables a vistas judiciales. En dicha vista el Vicerrector de Asuntos Estudiantiles y/o su representación legal presentarán toda la evidencia obtenida. El estudiante tendrá oportunidad de confrontar dicha evidencia y ofrecer otro tipo de prueba. Una vez finalizada la vista, el Consejo tomará una determinación y se le notificará por escrito al Rector, quien a su vez notificará al estudiante. El estudiante podrá apelar la determinación ante el Consejo en el término establecido.
El Presidente del Consejo notificará al estudiante y al Vicerrector de Asuntos Estudiantiles la determinación final del Consejo de Disciplina. En caso de que no se prueba la comisión de la falta se archivará el expediente.
Sanciones (Artículo VIII)
El Consejo de Disciplina podrá imponer una o más de las siguientes sanciones:
Amonestación escrita.
Establecer un periodo probatorio por un tiempo definido.
Suspensión de asistencia a todas o algunas de las clases por un término de tiempo establecido.
Suspensión de todos o algunos de los derechos como estudiante por un término fijo, dentro del semestre en curso.
Suspensión por el semestre en curso.
Suspensión por el año académico en curso o un término mayor.
Expulsión de la Institución.
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Academic Honesty Policy Philosophy No aspect of the College is of greater importance than the maintenance of the highest level of academic honesty and integrity. Faculty members, by the character of their private and professional lives, help to set standards which students will emulate. Most specifically, the tone that they set in their individual courses can help to establish an atmosphere in which probity and honesty are taken for granted. Such an atmosphere as a pre-condition for generating, evaluating and discussing ideas, activities which guarantee the pursuit of truth and which are at the very heart of academic life. Definitions of Academic Dishonesty Procedure for Handling Cases of Academic Dishonesty Penalties Appeal Definitions of Academic Dishonesty Claiming others’ ideas as one’s own, failing to acknowledge their ideas, and engaging in other unethical practices that seriously disrupt the pursuit of truth constitute academic dishonesty, which has no place in the academy and will not be tolerated at SUAGM. The system defines these three forms of academic dishonesty as follows:
Cheating includes but is not limited to such in-class behaviors as copying from other students, use of books, notes or other devices not explicitly permitted and communication of answers or parts of answers during an examination.
Plagiarism usually occurs in the case of reports or papers prepared outside the classroom. Plagiarism has been committed whenever a student submits as his or her own work any material taken from others—whether printed, electronic or oral; whether quoted directly or paraphrased—without proper acknowledgment and documentation. Copying the work of other students, whether in hard copy or electronic form, is included in this definition. Faculty members should indicate clearly to their classes which style of documentation is to be used of citing printed, oral and electronic sources, the sixth edition of the MLA Handbook for Writers of Research Papers (2003) is one source of instruction on how to cite both traditional documents and material taken from such electronic sources as the World Wide Web.
While most college students understand what plagiarism is and have learned how to document properly in high school, plagiarism is sometimes unconscious or unintended. Students who feel that they do not possess good bibliographic and citation skills should speak with their professors prior to submitting written
SOSC 302 Applied Statistics to Social Science 46
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work. Ignorance may not be an excuse for violating the College rules banning plagiarism. When instructors permit collaboration between students in the preparation of reports, papers or other assignments, they should make clear to students just how much collaboration is permitted and whether or how credits is to be given for each person contributing to the project. Students who knowingly allow others to copy their work, either in or outside of class, will be subject to the same penalties for plagiarism and cheating as those defined above.
Other kind of dishonest academic behavior include but are not limited to the following: falsifying or forging excuses for absence from class of for failures to complete assignments; forging the signature of an academic advisor’ mutilating library materials; and submitting a paper (or two papers that are substantially the same) for credit in two different courses without prior agreement of the instructors involved. Faculty members who become aware of other forms of dishonesty that they deem directly related to academic performance should consult about whether to press charges with the person designated by the Office of Academic Affairs to serve as the academic honesty officer.
Procedure for Handling Cases of Academic Dishonesty When a faculty member has evidence of dishonesty academic behavior, above, he or she shall immediately speak with the student regarding the evidence. If after this conversation the faculty member has found evidence that the student has knowingly or with culpable negligence committed an act of academic dishonesty, he or she shall first so inform the student and than file a formal charge, the faculty member will provide the evidence that substantiates it to the academic honesty officer. Other members of the college community—staff or students—who become aware of dishonest behavior as defined above should consult with the academic honesty officer about whether and/or how to press charges. When the Office of Academic Affairs has received the formal charge from the faculty member, the academic honesty officer will schedule a meeting with the student and discuss both the charge and the evidence. If the academic honesty officer concurs that the student has committed the offense, he or she shall inform the student of the penalty in writing. Penalties When the first offence is related to an academic assignment—as in the cases of plagiarism, cheating and submitting the same paper twice without permission—the minimum penalty for the first offense shall be a zero for the work in question. The maximum penalty shall be failure in the course of courses concerned.
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When the first offense is directly related to academic conduct but not to a specific assignment—as in the case of forging a signature—the academic honesty officer will determine an appropriate penalty. In either case, any additional offenses, which have not yet been reported and evaluated, may be brought up at that time by the student for simultaneously evaluation. Penalties for these additional violations will not be more severe than those for a first offense. If a student has been previously found guilty of academic dishonesty, any subsequent finding of academic dishonesty shall result in a failure for any course directly concerned and also in suspension from the College for a term determined by the academic honesty officer. If a student has been cleared of charges of academic dishonesty, no records regarding the case will be place in the student’s file. Appeal The student charged might ask for a review of the accusation, the evidence upon which it was base, or the penalty within two weeks after he or she has been notified of the respective charge or penalty. The Vice President for Academic Affairs and Dean of Faculty, the chair of the division concerned, and a faculty member nominated by the student shall constitute the Review Board. The board’s decision is final.
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Anejo B/Appendix B
Rúbrica para evaluar tareas previas al taller
Assignment Before Workshop One
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
Part 2 (a) – The answer is clear and well stated. It provides the definition of the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (b) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (c) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (d) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (e) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (f) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (g) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (h) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (i) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 3 – The student bring an article to class with the requested information. The student comes prepare to class to discuss the information in the article.
10
Part 4 – The student prepares and brings to class a list of demographic data and variables. The student prepares a table and graph for this information.
15
Language
Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas)
10
Uses grammar appropriately and correctly 10
Manages and uses verbs appropriately and correctly 10
Total Points 100 (70% content and
30% language)
Student’s total Score:
_______
Student’s Signature: _____________
Facilitator’s Signature: _______________
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Tarea Previa al Taller Dos
Nombre Estudiante: ______________________ Fecha: _______________
Criteria Puntuación Puntuación Estudiante
Contenido Parte 2 (a) – La explicación es clara y completa. Se provee la información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto.
5
Parte 2 (b) – La respuesta es clara y bien establecida. La descripción es correcta y se establece la importancia de forma clara. Las oraciones tienen sentido, son claras y concisas.
5
Parte 2 (c) – La explicación es clara y completa. Se provee una información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto.
5
Parte 2 (d) – La respuesta es clara y bien establecida. Las limitaciones son claramente identificadas y explicadas. Las oraciones tienen sentido, son claras y concisas.
5
Parte 2 (e) – La explicación es clara y completa. Se provee la información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto.
5
Parte 3 – El(La) estudiante trae un artículo referente al material a discutirse en clase. Viene preparado a discutir la información en el artículo.
15
Parte 4 – Todos los problemas son correctamente utilizando el procedimiento adecuado.
30
Lenguaje Demostrar dominio del idioma Español (vocabulario, syntax, presentación de ideas)
10
Utilización apropiada y correcta de gramática 10
Aplicación y utilización correcta y apropiada de los verbos
10
Total de Puntos 100 (70% contenido y
30% languaje)
Puntuación total Estudiante:
_______
Firma de Estudiante: __________________________
Firma de Facilitador: _________________________
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Assignment Before Workshop Three
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content Part 2 (a) – The answer is clear and well stated. The information is correct and it provides sufficient details. The sentences are cohesive and have a proper flow.
5
Part 2 (b) – The answer is clear and well stated. The definition is correct ant it provides sufficient details. The sentences are cohesive and have a proper flow.
5
Part 2 (c) – The answer is clear and well stated. The information is correct and it provides sufficient details. The sentences are cohesive and have a proper flow.
5
Part 2 (d) – The answer is clear and well stated. The information provided is correct. The sentences are cohesive and have a proper flow.
5
Part 3 – The assigned problems are solved correctly and the proper procedure is use.
40
Part 4 – The student watches the video and comes prepare to discuss it in class.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas)
10
Uses grammar appropriately and correctly
10
Manages and uses verbs appropriately and correctly
10
Total Points 100 (70% content and 30% language)
Student’s total Score:
_______
Student’s Signature: __________________________
Facilitator’s Signature: _________________________
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Tarea Previa al Taller Cuatro
Nombre Estudiante: ______________________ Fecha: _______________
Criteria Puntuación Puntuación Estudiante
Contenido Parte 2 (a) – La definición es clara, completa y bien establecida. Las oraciones tienen sentido, son claras y concisas.
5
Parte 2 (b) – La respuesta es clara y bien establecida. La información es correcta y se proveen los detalles necesarios. Las oraciones tienen sentido, son claras y concisas.
5
Parte 2 (c) – La explicación es clara y completa. Se provee una información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto.
5
Parte 2 (d) – La respuesta es clara y bien establecida. La información es correcta y se proveen los detalles necesarios. Las oraciones tienen sentido, son claras y concisas.
5
Parte 2 (e) – La explicación es clara y completa. Se provee una información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto.
5
Parte 2 (f) – La respuesta es clara y bien establecida. La información es correcta y se proveen los detalles necesarios. Las oraciones tienen sentido, son claras y concisas.
5
Parte 4 – Todos los problemas son correctamente utilizando el procedimiento adecuado.
40
Languaje Demostrar dominio del idioma Español (vocabulario, syntax, presentación de ideas)
10
Utilización apropiada y correcta de gramática 10
Aplicación y utilización correcta y apropiada de los verbos
10
Total de Puntos 100 (70% contenido y 30%
languaje)
Puntuación total
Estudiante:
_______
Firma de Estudiante: __________________________
Firma de Facilitador: _________________________
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Assignment Before Workshop Five
Student Name: ______________________ Date: _______________
Criteria Value Points Student Scores
Content Part 2 (a) – The answer is clear and well stated. The information is correct and it provides sufficient details. The sentences are cohesive and have a proper flow.
10
Part 2 (b) – The answer is clear and well stated. The definition is correct ant it provides sufficient details. The sentences are cohesive and have a proper flow.
10
Part 2 (c) – The answer is clear and well stated. The information is correct and it provides sufficient details. The sentences are cohesive and have a proper flow.
10
Part 2 (d) – The answer is clear and well stated. The information provided is correct. The sentences are cohesive and have a proper flow.
10
Part 3 – The assigned problems are solved correctly and the proper procedure is use.
30
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas)
10
Uses grammar appropriately and correctly 10
Manages and uses verbs appropriately and correctly 10
Total de Puntos 100 (70% contenido y 30%
languaje)
Puntuación total Estudiante:
_______
Student’s Signature: __________________________
Facilitator’s Signature: _________________________
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Anejo C/Appendix C
Rubric for evaluation of oral and written group work
Name: Date:
Categories Oral Evaluation Criteria Value
Points 2 4 5 6
Organization
Sequence of the information provided cannot be understood.
The audience has difficulty understanding because the person does not have a logical order.
The student presents the information in a logical sequence. Sometimes needs to explain in more details the information presented.
The information is presented in a logical, organized and clear format which is totally understood.
_______
Visual Contact
The student read all the information without establishing any visual contact with the audience.
The student reads most of the information and occasionally establishes visual contact with the audience.
The student maintains visual contact with the audience but read the notes frequently.
The student maintains visual contact with the audience all the time, without reading the notes.
_______
Communication Effectivity
The student expresses the information incoherently, and uses incorrect pronunciations, with persistent errors. The voice is low and can not be hear by the audience.
The student voice is relatively clear but people skating in the back of the room cannot hear. The student makes some major pronunciation errors.
The student voice is sufficiently loud and clear to be understood by the entire audience. The student makes some minor grammatical errors and pronounces the terms correctly.
The student voice is loud and clear every one can understand and hear the presentation. The student does not make any grammatical errors and pronounces the terms correctly. The student uses the words and terms in the correct context.
_______
Total x 5.5 = % ____
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Name: Date:
Categories Written Problem Evaluation Criteria Value
Points 2 3 4 5
Understanding the Problems
The students clearly did not understand the problem.
The students have some understanding of the problem, fail to identify the variables and identify some of the facts provided in the problem.
The students understand the problem but fail to identify some of the variables and some of the facts provided in the problem.
The students understand the problem and identify the variables and the facts provided in the problem.
_______
Utilization of the correct procedures and formulas
The students do not use the correct procedures and formulas.
The students identify part of the procedures to solve the problem but do not use the correct formulas.
The students identify the correct procedures to solve the problem but do not use all the correct formulas.
The students identify the correct procedures to solve the problem and use the correct formulas.
_______
Organization and calculations
The solution of the problem is not organized and do not include the calculations.
The solution of the problem is mostly disorganized and the calculations are included but cannot be understand.
The solution of the problem is somewhat disorganized and most of the calculations are included.
The solution of the problem is well organized and understandable all the calculations are included and the procedures are clearly identified.
_______
Results and problem solution
The students do not have the correct results and fail to answer the question and do not provide a solution to problem.
The students do not have the correct answer but they answer the question and provide a written solution based on their results.
The students find the correct answer but do not use the analysis and calculations in their conclusions or in the written solution.
The students find the correct answer and provide a conclusion using their analysis and calculations to answer the question provided.
_______
Total x 5 = % ____
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Anejo D/Appendix D
Guidelines to prepare the portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show
progress
e. Written pieces that illustrate critical thinking about readings: response
or reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment
within workshops. Workshops will be separated from one another using
construction paper or paper of different colors, with tabs indicating the
workshop number.
3. Presentation of the portfolio
Documentation will be posted in a binder or in a digital version
(eportfolio).
The cover page will follow exactly APA guidelines applied to a
cover page of research papers submitted at Metro Orlando
Campus. This cover page will be placed at the beginning of the
portfolio.
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The entire portfolio will follow APA style: Courier or Times New
Roman font, size 12, double space, and 1-inch margins. See a
“Publication Manual of the APA, Fifth Edition”
A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning,
should include a brief description, date produced, date submitted,
and date evaluated (Appendix F).
Introduction and conclusion of the income and outcome of the
portfolio.
A list of references and appendixes of all assignments included will
be added to the end of the portfolio.
The Portfolio Informational Sheet will be placed in the transparent
front pocket of the binder for identification purposes (Appendix E).
4. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student
or school life, is sharing feedback with each student to review the contents,
student reflections, and your evaluations of individual items and all of the
work together as related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will
contain information pertaining to weaknesses and strengths found in students’
portfolios (Appendix I). Facilitators will focus their attention on showing
students what is possible and their progress rather than what is wrong;
however, this does not mean that facilitators will not cover weaknesses and
areas for improvement during the conference. Facilitators will send this
feedback template upon completion of workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback
and write their own comments and/or ideas of how to improve the quality of
their portfolios, and how to become better metacognitive learners on the
feedback template. Students will e-mail the template with their comments
back to the facilitator after every workshop.
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5. Portfolio storage:
Portfolio samples will be safely stored for a six-month term on campus.
Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix L).
After this term, and if their authors authorize Ana G. Mendez University
System to discard their portfolios by signing an official document,
portfolio samples will be destroyed; otherwise, they will be returned to
their original authors (Appendix M).
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Anejo E/Appendix E
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
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
Course:
Portfolio rated as
Reason of this rate
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Anejo F/Appendix F Log of Entries
Entry Description Date of Entry Date Submitted
Date Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Anejo G/Appendix G
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.
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Anejo H/Appendix H Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio? Are entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?
Growth/Development: Do samples provide thorough understanding of 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?
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Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
Professional Conduct: Do items show clear understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
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Anejo I/Appendix I
Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas
Facilitator’s comments
Student’s response
and comments
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Anejo J/Appendix J
PARÁMETROS ESPECÍFICOS PARA EVALUAR ASISTENCIA Y
PARTICIPACIÓN
La evaluación de asistencia y participación en los cinco talleres tiene un peso de
20% del total de la evaluación final del curso SOSC 302. Es requisito
insustituible la asistencia a todas las cinco reuniones, dos o más ausencias
equivalen a fracaso del curso. Las actividades realizadas en el taller ausente,
sujetas a evaluación, serán consideradas y ponderadas de acuerdo con los
parámetros específicos. Por lo tanto, si el/la estudiante se ausenta y entrega los
trabajos posteriormente, su puntuación comenzará con descuento porcentual
previamente establecido para cada actividad realizada en la respectiva reunión;
como se demuestra a continuación:
Actividad Puntos Descontados
Trabajos a realizar previo a cada taller 20 puntos por cada taller que entregue tarde
Prueba Escrita 20 puntos / Debe reponer antes del siguiente taller, de no ser así perderá todos los puntos.
Portafolio Pierde todos los puntos
Trabajo Final en Grupo Pierde todos los puntos
Asistencia & Participación:
En un rango de 1 a 20 puntos, siendo 20 la puntuación mayor por cada taller, se
considerará que el/la estudiante haya efectuado aportaciones o preguntas
efectivas en la discusión de los conceptos, ejercicios y actividades del taller.
Debe entenderse por aportaciones efectivas todas aquellas preguntas,
presentaciones o ayudas que dirijan al grupo hacia un mejor entendimiento de
los temas discutidos.
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SPECIFIC PARAMETERS FOR THE ATTENDANCE AND PARTICIPATION
EVALUATION
The evaluation for attendance and participation is worth 20% of the total final
evaluation of the class. Attendance to all five workshops is required and cannot
be replaced; students with two or more absences will fail the class. If the student
is absent, the student must contact the facilitator, in order to be ready for the next
workshop. The students will loose points accordingly based on the specific
parameters for all activities subject to evaluation during the workshop that the
student is absent, see table below:
Activity Discounted Points
Assignments prior to each workshop 20 points for each workshop that the work is late.
Written Test 20 points / Must be taken prior to the next workshop otherwise will loose all the points.
Portfolio Loose all the points
Final Group Exercise Loose all the points
Attendance & Participation:
In a range from 1 to 20 points, where 20 is the highest score the students can get
in each workshop, this will considered how effective were the students questions
and comments in relation to the discussion of the class topics, problems and
workshop activities. The affectivity of the student participation will be measured
based on the how the questions and comments helped to clarify the concepts
and to make it more understandable.
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RÚBRICA PARA EVALUAR LA PARTICIPACIÓN EN CLASE
NOMBRE: _____________________________ CURSO: ______________
1- Asistencia y puntualidad: ______ 2 - Aportación a la clase: ______ Puntuación Total: __________ ____ 0 = Faltó al taller; _____ 1-5 = Asistió pero llegó tarde al taller; ____ 6-10= Asistió a tiempo ____ 0 = Faltó al taller; ____ 1-5 = Participación: Poca a regular; ____ 6-10= Buena a excelente
CRITERIOS Taller 1 Taller 2 Taller 3 Taller 4 Taller 5
1 2 1 2 1 2 1 2 1 2 1. Contribuye frecuentemente a
las discusiones en clase
2. Demuestra interés en las discusiones en clase
3. Contesta preguntas del facilitador y sus compañeros
4. Formula preguntas pertinentes al tema de la clase
5. Viene preparado(a) a clase
6. Contribuye a la clase con material e información adicional
7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase
8. Demuestra atención y apertura a los argumentos de sus compañeros
9. Contesta preguntas y planteamientos de sus compañeros
10. Demuestra iniciativa y creatividad
TOTAL
Comentarios
________________________________________________________________
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RUBRIC FOR EVALUATION OF CLASS PARTICIPATION NAME: _____________________________ COURSE: ______________
1- Assistance: ______ 2 – Participation in Class: ______ Total Score: __________ ____ 0 = Absent; _____ 1-5 = Present but arrived late; ____ 6-10= Assisted class on time ____ 0 = Absent; ____ 1-5 = Participation: Minimal to regular; ____ 6-10= Good to excellent
CRITERIA WS 1 WS 2 WS 3 WS 4 WS 5
1 2 1 2 1 2 1 2 1 2 1. Frequently contribute to class
discussions
2. Show interest in class discussions
3. Answer questions from other students and from the facilitator
4. Make questions related to the class topic
5. Arrive prepared for class
6. Contribute to the class with additional information and material
7. Present arguments based on the readings and class work
8. Show attention and is opened to the arguments from other students
9. Answer to questions and arguments from other students
10. Show initiative and creativity TOTAL
Comments
___________________________________________________________________
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Anejo K/Appendix K
Diario Reflexivo Instrucciones: 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. Que aprendí hoy? 2. En que me puede ayudar el tema presentado en clase? 3. Como puede aplicar lo discutido en la clase a su vida y experiencias personales?
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Reflexive Diary Instructions: The purpose of the reflexive diary 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 competed at the conclusion of each section. It must be included as part of the portfolio. Questions: 1. What did I learned today? 2. Who does the theme discussed today can help me? 3. Who can I apply what I learned today in my personal life?
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Anejo L/Appendix L
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo M/Appendix M
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date