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QLP TA Training Workshop

QLP TA Training Workshop . Spring 2014. AGENDA. 2:00 – 2:05 Introduction QLP Team 2:05 – 2:30 QLP SLO’s and Collecting Assessment Data Kim Massaro 2:30 – 2:40 Q-grading Tips Kimberly Ward 2:40 – 2:50 Grading Writing Gail Pizzola

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QLP TA Training Workshop

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  1. QLP TA Training Workshop Spring 2014

  2. AGENDA 2:00 – 2:05 Introduction QLP Team 2:05 – 2:30 QLP SLO’s and Collecting Assessment Data Kim Massaro 2:30 – 2:40 Q-grading Tips Kimberly Ward 2:40 – 2:50 Grading Writing Gail Pizzola 2:50 – 3:00 Q&A QLP Team

  3. What is the QLP? The Quantitative Literacy Program is part of UTSA’s Quality Enhancement Plan to address the critical need for quantitative skills in students by enhancing core curriculum of select courses. The goal is to teach students to think critically when solving problems that involve observing and interpreting data.

  4. How are Q-courses different from regular courses? In regular (non-Q) courses, information and data are presented to students in a lecture format and discussed. In a Q-course, students generate and analyze real-world data sets appropriate for the subject. • Example:For example, students in Intro to Archeology investigated the findings of a small Prehistoric cemetery and tabulated the findings.

  5. QLP Student Learning Outcomes LEARNING TO EVALUATE

  6. EXPLORE Students will demonstrate the ability to explore data to define problems and identify solutions in a variety of real-world contexts.

  7. VISUALIZE Students will demonstrate the ability to visualize data through converting information into different graphical and tabular forms.

  8. ASSIMILATE & ASSESS Students will demonstrate the ability to assimilate and assess information from different sources, multiple representations of data, different methodologies, and different studies.

  9. LOGIC Students will demonstrate the ability to use logic in computing and interpreting probabilities, evaluating risks, and understanding the idea of uncertainty.

  10. UNDERSTAND Students will demonstrate the ability to understand units of measurement and scale, and the limitations of the quantitative analysis of data.

  11. ANALYZE Students will demonstrate the ability to analyze data using different quantitative methods and draw appropriate conclusions.

  12. TRANSLATE Students will demonstrate the ability to translate quantitative language into verbal assumptions and vice versa.

  13. EXPRESS Students will demonstrate the ability to express quantitative evidence effectively in oral or written communication.

  14. COLLECTING ASSESSMENT DATA

  15. Q-Grading tips

  16. Grading Tips • Each section of the course needs its own Excel file. • All assignments for the assignment are to be put on one excel sheet. • Student Rosters provided through Blackboard Learn* • Zero vs. Blank student scores • Make notations and comments on each question while grading • Total Columns • Be careful copy and pasting from Blackboard to Excel

  17. Collecting Data Tips • Multiple TA’s • Example: One of you could be a “Lead TA” who is in charge of collecting and compiling the grades for that class’s assignments.   • Don’t use email to transfer student info/grades. • When submitting data to QLP, only Q questions need to be sent. Due Date for All Q-Data: Study Days

  18. TA/Grader Resources If you have any questions: Your Faculty Program Coordinator QLP Team Other Resources to use QLP Website Blackboard Learn Tutorials

  19. Grading writing

  20. Clarity of Expression • 5 = text clearly, completely, and accurately explains points of graph/chart. • 3 = text needs more than one reading to understand the points of the graph/chart or is missing some information • 1 = text does not clearly or adequately explain points

  21. Editing 5 = text has no/few distracting editing problems (spelling, punctuation, grammar) 3 = text has some editing problems that are somewhat distracting 1 = text has excessive editing problems which shift the focus from the message to the editing problems.

  22. Practice 1: What score would you give? Prompt: State the comparisons represented on the graph between the average lean body mass for males and females. 1. Males are heavier. _________ 2. Males have an average lean body mass of 53.2 kg, which is approximately 10 kg. higher than that of females, who have an average lean body mass of 43.0 kg. _________ 3. Males have an average body mass of 53.1 and females 43.0 _________

  23. Practice 2: What score would you give? Prompt: The two variables collected for the study were lean body mass (in kilograms) and metabolic rate (in kilocalories). Using complete sentences, identify at least 2 variables that could have contributed to this study. 1. We need to study how old they are and how often they work out. ________ 2. The study should consider the number of calories individuals consume per day, the age of the individuals in the study, and the hours per week the individuals exercise. ________ 3. Other variables are food and exercising. ________

  24. Any Questions?

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