Messing with Data March 3rd, 2009 My Expectations “I think you should be more explicit here in step 2.”

Slides:



Advertisements
Similar presentations
“When learners are at a distance, the careful design of assessments is particularly important, because society somewhat unfairly imposes higher expectations.
Advertisements

CCC Don Staub Director, Title III
Learning Assessment for the 21st Century: Making Course Evaluations More Meaningful and Useful with the FREE Student Assessment of Learning Gains Stephen.
JUNE 23 - JULY 18, 2014 For M.V.U.S.D. students currently enrolled Grades 10 to 12 Summer Classes will be held on the Creekside High School Campus
Teaching Guitar in an Online Environment Michael Kato Department of Educational Technology University of Hawai‘i at Manoa Honolulu, Hawaii USA
HFM SAN Distance Learning Project Teacher Survey 2008 – 2009 School Year... BOCES Distance Learning Program Quality Access Support.
“Thank you so much... again! This is the greatest invention since the bound book took over the scroll!” “Thanks for all your help!”
“When learners are at a distance, the careful design of assessments is particularly important, because society somewhat unfairly imposes higher expectations.
Speech 150 Hybrid Course Cerritos College What Is a “Hybrid” Course Anyway? It Sounds Like a Car to Me! I’m glad you asked… Keep clicking!
Hybrid Courses: Some Random Thoughts on Expectations and Outcomes Martha Goshaw Seminole State College of Florida November 12, 2009.
PROFILE OF A COMMUNITY COLLEGE STUDENT: Assessing their Barriers (and Ladders) to Success Frank Yunker Fulton-Montgomery Community College Johnstown, New.
.. CRB/FEH Distance Learning Project Teacher Survey 2004– 2005 School Year BOCES Distance Learning Program Quality Access Support.
Computer Literacy Placement Exam Design and Assessment Amber M. Epps The Art Institute of P ittsburgh.
Power School, Grit and Perseverance What does this have to do with you?
“When learners are at a distance, the careful design of assessments is particularly important, because society somewhat unfairly imposes higher expectations.
Large-Scale Assessment of Student Learning: Valid, Reliable and Customizable Instruments for Courses, Departments, and Across Programs Stephen Carroll.
LTDC Curricular Redesign Student Response System Grant Project 4 Campuses 27 Faculty 3500 Students UW System Joint Conference 2006 Green Lake, Wisconsin.
Integrating Web-based Blackboard™ into ESL Discussion and Writing Activities Presenter: Professor Lyra Riabov Southern New Hampshire University Presentation.
Lecture 2 Conditional Statement. chcslonline.org Conditional Statements in PHP Conditional Statements are used for decision making. Different actions.
Professional Development prepares you to integrate the Internet…. The way it was meant to be!
.. HFM Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support.
MAKING FRIENDS WITH CANVAS AND WRITERS HELP An Introduction to what’ is possible.
Susan Nugent.  Course is CIS-054, PowerPoint  I have taught it for about 8 years online  Generally a fairly easy course that students enjoy  Somewhat.
+. WHAT PAR IS:  Predictive modeling to determine student attrition risk  Visual presentation of commonly defined data to allow for benchmarking to.
By: Antonio Vazquez.  As far as this year goes, there were a lot of struggles that I had this year, I can’t really explain why, they just occurred. 
A Journey to the Ideal Corequisite Course
Computing in the Classroom and best practices to improve gender diversity equity: Professional development for adjunct faculty Professor Younge’s Experience.
The Good The Bad & The Ugly Real-Life Examples of the SLO Assessment Report Form With Tips on How to Complete It August 21, 2012.
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT® Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT Results
Understanding Your PSAT/NMSQT® Results
Presentation transcript:

Messing with Data March 3rd, 2009

My Expectations “I think you should be more explicit here in step 2.”

The Take-Aways ?

Aggregation - making it meaningful Dis-Aggregation - making it useful Triangulation - making it defensible

Let’s start with a simple example First, I start with my question:

What’s up with the beer aisle in Lowe’s??

Follow-on Questions: * What about NC breweries? * What about E NC breweries?

A little closer to home… What’s up with retention at CCC? Fall-to-Fall? Fall-to-Spring? Females?Males? Applied? Transfer? Nursing? Cosmetology? GOT? Took ACA? Used AS? Minorities? Non-Traditional? DL?

A little closer to home… What’s up with DL at CCC? Do DL students drop as much as traditional/seated students? Related but separate question: Do DL students succeed as much as traditional/seated students? If NO, then what’s going on?

270 seated sections 73% success / 22% failed or withdrew (15% W) 61 internet sections 65% success / 33% D, F, WD (16% W) 15 hybrid sections 81% success / 18% D, F, WD (9% W) CCC FA’08

Grade Distributions (Fall 2008) Aggregation

Attrition  IN01: 35%  IN02: 26%  WB03: 17%  WB04: 28%  WB05N: 18% Computer Literacy - FA ‘08 5 Sections: CIS WB; 2-IN Dis-Aggregation

Computer Literacy - FA ‘08 5 Sections: CIS WB; 2-IN Dis-Aggregation

More Dis-Aggregation

Dis - Aggregation Students in CIS110 - IN02 taking multiple courses

Dis - Aggregation Students in CIS110 - IN02 taking multiple courses

Now, what about Triangulation? Historical Data FA 08 internet: 61 sections 33% D, F, WD (16% W) FA 07 internet: 59 sections; 34% D, F, W FA 06 internet: 48 sections; 34% D, F, W

Now, what about Triangulation? Historical Data FA 08 internet: 61 sections; 33% D, F, WD (16% W) FA 07 internet: 59 sections; 34% D, F, W FA 06 internet: 48 sections; 34% D, F, W FA 08 hybrid: 15 sections; 18 % D, F, W FA 07 hybrid: 22 sections; 16% D, F, W FA 06 hybrid: 20 sections: 27% D, F, W

Now, what about Triangulation? Nothing wrong with Qualitative Data- Surveys, Evaluations, Focus Groups What do you think about online courses? Where have you succeeded with online? Where have you struggled online courses? Where have you succeeded with this course? Do you prefer Hybrid or Full Internet?

Rate these assignments from easiest (1) to most difficult (5). _ Word _ Excel _ Powerpoint _ Access _ Integration _ Theory

In Sum… Think about your question(s)…Outcomes? Where’s the data? How can you aggregate it for meaning? How can you dis-aggregate it for usefulness? How can you triangulate it for validity?

Was this what you expected? Suggestions for improvement? Would you attend follow-up sessions (on drilling deeper)…(or something else)? The Important Stuff