A.P. Statistics
Portfolio (Final Project) Introduction
The portfolios for this class go beyond just covering the subject matter from this class. The portfolios are laid out as 21 expectations. These expectations match the true goals of both this class and of high school in general, which exceeds just knowledge of subject matter.
As you look at the expectations, note that they are grouped into seven major categories. Because this is a portfolio for a specific class, Subject Matter is perhaps one of the most important groups, but Thinking Skills, Communication Skills, Social Skills and Making it Real are all important factors in preparing you for life beyond high school. This portfolio attempts to give equal value to all of the important skills you will refine during this semester. The expectations of you are spelled out in writing, and you are responsible for providing evidence that you meet these expectations.
Portfolios are a very authentic form of assessment. You choose how you want to display yourself. You select the evidence to put into your portfolio. You don't have to rely on one test on one day to determine your fate; you have control.
Another underlying concept in this method of assessment is that students should become more self-directed in their education. To meet this goal, you are encouraged to create projects, perform research, go beyond the required assignments, and choose a path that interests you and allows you to complete the portfolio expectations.
FAQ's
The material that you put into the portfolio does NOT have to be from this class. However, you will need to use a significant amount of evidence from this class to complete the subject matter section.
Some pieces of evidence may apply to more than one expectation. You are allowed to use individual pieces of evidence in more than one expectation; however, if this is done too often it could reduce the quality of the portfolio, so care should be taken to put evidence where it fits best. Also remember that there is a minimum number of pieces of evidence which must be included.
You can choose to present your portfolio in any way you choose.
ASSESSMENT
Your portfolios will be assessed using the following rubric:
Each individual portfolio must:
Have at least one piece of evidence for each expectation.
Have at least one reflection written for each group of expectations.
Have at least 12 unique pieces of evidence. (Many portfolios will have more!)
A Evidence in place for every expectation and clearly exceeds the minimum requirements.
Much of the evidence is strong and exemplary.
Two or three of the Above and Beyond expectations completed.
Thorough reflections have been written for each piece of work.
Portfolio has a general good appearance and is presented in an attractive manner.
BEvidence in place for every expectation and clearly exceeds the minimum requirements.
One or Two of the Above and Beyond expectations completed.
Reflections have been written for each piece of work.
Portfolio has a general good appearance and is presented in an attractive manner.
CThe minimum number of pieces of evidence has been met.
Some of the expectations have weak or little evidence to support them.
Reflections are not developed for some expectations.
FMinimum standards have not been met.
Portfolio is presented in an unorganized or illegible format
Some expectations have not been met.
Keep in mind that completion of self directed projects or projects which would fall under the Above and Beyond expectations are excellent ways to earn plusses.
Before EVERY portfolio review meeting and EACH TIME you turn in your portfolios, it is REQUIRED that you complete a self-assessment of your portfolio. Self-assessment forms will be made available to you. Your portfolio will be due AT LEAST one week before your last day of school in the semester. You will have an opportunity to turn your portfolio in for assessment up to three weeks before the semester ends to get feedback, and help to assure you can make changes and receive a top assessment on the portfolio. If you wait until the last minute to turn in your portfolio, you may be disappointed with your resulting grade.
The Deal
If you receive a grade on your portfolio that is higher than your grade from the traditional class assessments, your final semester grade (the one that counts) will be raised by up to one letter grade to match your portfolio grade. (For example B's can turn into A's, C's can turn into B's, D's can turn into C's...)
1.0 Perspective
Students should provide a perspective about themselves and this portfolio to act as an introduction to an outside reader.
1.1 Autobiography
As this portfolio is a presentation to the public of a student's accomplishments towards the goal of understanding and applying mathematics, it is important for the student to provide a perspective about themselves and this portfolio to act as an introduction. Students should establish and share their goals and visions for what they hope to gain from the class and this portfolio. They should also give a description of themselves, including their own likes and dislikes and what they value about learning. The perspective should touch on the student's skills and weaknesses, and their dreams for the future.
2.0 Subject Matter
Students should demonstrate their knowledge of the topics covered in this course.
2.1 Descriptive Statistics
A data set is only a pile of numbers until a statistician presents that data using graphs, tables and summary statistics to tell the big picture in a concise and useful format. Students should know and understand how to display and describe both categorical and quantitative data. They should be skilled at choosing an appropriate approach to present any set of data or to compare multiple distributions of data.
2.2 Relationships between Variables
Students should know and understand the difference between correlation and causation and the uses and limitations of regression models. They should be skilled at using linear regression to demonstrate a relationship between two variables and be able to display and discuss that relationship.
2.3 Gathering Data
In order to draw conclusions that tell us the truth about the world, you must begin with ‘good’ data. ‘Good’ data is not necessarily data that leads to the conclusion we hoped to get, it is data gathered in an unbiased and precise manner. Students should know and understand methods of choosing random samples and principles for designing unbiased studies, simulations or experiments. They should be skilled and experienced at applying these methods to real situations.
2.4 Probability
Students should know and understand general probability rules, rules for dealing with random variables as well as the Normal, binomial and geometric probability models. They should be skilled at solving problems applying these probability rules and models.
2.5 Inference
Students should know and understand the conditions and procedures for performing inference on proportions, means, tables and regression. They should be skilled at choosing the correct procedure for a situation and producing a concise and correct conclusion based on the analysis.
2.6 Technology
New technologies are all around us, and are very important in the real world. Students should know about software tools that can be useful for analyzing data (‘crunching the numbers’) as well as tools for producing visual displays of data. They should be comfortable working with the outputs of computer programs when analyzing data. They should understand and value how these tools can be used to their advantage, and be skilled at using many of them.
3.0 Making it Real
Students should demonstrate the capability to follow projects through to completion and find practical applications of topics discussed in class.
3.1 The Finished Product
Although much can be learned from failures, students must also experience the completion of projects. Students should know the steps that are involved in seeing a project through from start to finish. They should value the attention to detail that is important in a completed product or project. Finally, they should be skilled in putting all the steps together to create a finished product.
3.2 Connecting to the 'Real World'
One of the goals of high school is to prepare students for the 'real world'. Students should know how the knowledge and skills they learn could be used in the real world. They should value real world learning experiences as a way of improving themselves, and they should be skilled at the practical applications of topics that they have learned.
4.0 Thinking Skills
Students should demonstrate many thinking skills through their work in the classroom, laboratory, outside projects, and in life in general.
4.1 Problem Solving
Throughout school, students are repeatedly challenged. One of the most important skills that is learned through this multitude of challenging (but not always applicable) problems presented to students is problem solving. This problem solving 'practice' will give students the ability to attack any problems they encounter in the real world with the confidence of an experienced problem solver. To become problem solvers, students should know a number of ways to approach a problem and the steps to take to solve it. They should value the ability to solve problems in class and in life and value the knowledge gained from a failed attempt. Finally, they should actively practice at problem solving to develop a skill and confidence in their ability.
4.2 Persistence and Focus
Persistence is a valuable quality. Very often a problem cannot be solved with a simple solution and it will take repeated efforts to reach a successful conclusion. There will also be many distractions along the way that can keep you from reaching your goals. Students should know how to approach problems with multiple strategies and choose to back up and start again when a strategy isn’t working. Students should value persistence in their approach to problem solving and achieving goals. Students should demonstrate that they can manage their impulsivity to keep focused on the task at hand.
4.3 Data Collection and Analysis
To learn about something you must first collect data and then analyze that data to draw a conclusion. Data comes in many forms and can be gathered by all your senses; however biases or imprecise measurements can affect the quality of conclusions that you can draw from the data. Students should be aware of their potential biases and strive for accuracy and precision while collecting data. They should value all observations, attempting to explain anomalies, and never fudging data points. Students should also be skilled in drawing intelligent conclusions based upon the analysis of data.
4.4 Inquiry and Reflection
Textbooks, teachers, parents and students are not always right in the things they say and do. Students need to be able to question the world around them, rather than just accept it, in order to understand it and continue to make it better. Students should reflect on their experiences and learn from their successes and failures. Students should show concern for evidence, viewpoint and cause and effect during their inquiries and make hypotheses based on those perspectives. Finally students should be willing to ask the question 'who cares?' and be able to answer that same question.
4.5 Creativity
Inventing and figuring out what was previously unknown is what learning is all about. Coming up with new ideas, new hypotheses, and new designs involves a great deal of creativity and flexible thinking. Creativity is also a valuable skill for making presentations unique and exciting. Students should know the frustrations and rewards that come from creative processes. Students should value their own creativity and be able to display and/or demonstrate many examples of their creativity.
5.0 Communication
Students should demonstrate the ability to communicate with clarity and precision about technical subjects and retrieve technical information from a variety of sources.
5.1 Technical Writing
Technical subjects are often difficult to understand. (That's why they're technical.) Therefore, the ability to communicate becomes even more important in technical areas. Students need to know how to write fluent documents explaining technical subjects, lab experiments and design specifications. Students should understand the value of someone that not only understands technical subjects, but can also communicate what they know to others. Formal reports and informal lab notebooks should both be utilized as useful technical communication. They should be skilled technical writers and demonstrate this by showing attention to form and grammar, providing thorough explanations and detailed observations, separating facts from conclusions and utilizing charts and graphs in technical reports.
5.2 Presentation Skills
Verbal and visual presentations bring life to any subject. Students should know how to prepare and deliver a presentation that will captivate and educate their audience. They should be skilled at maintaining the attention of the audience, speaking clearly and concisely, and using visual aids and demonstrations to support their presentations.
5.3 Research
Although not very glamorous, research is an important part of the investigative process. Students should know a variety of methods and sources that can be used to research a topic such as books, articles, the Internet, and questioning of experts. They should value research as a way of expanding their knowledge. Finally, students should be skilled at finding the information they need via multiple sources on a wide variety of topics.
6.0 Social Skills
Students should demonstrate the ability to become productive members in a team environment.
6.1 Teamwork
To accomplish great things everyone must work together. This is the truth most of the time, and most of the time people (students and adults) are working together in teams, whether they want to or not. Students need to have experiences working in teams and develop their abilities to listen, cooperate, compromise and synergize in team environments. Students should also value their own ideas and abilities and be assertive when dealing with others and expressing differences. Students should demonstrate the ability to contribute to teams in both leadership and role-player modes.
6.2 Time Management
Teachers and future employers want people who can meet deadlines working with them. Of major importance as a student becomes a more responsible person, is the ability to manage your own time. Students should know a number of methods that will help them to manage their own time and make decisions more effectively. Students should value punctuality and meeting commitments. Finally, students should demonstrate their time management skills in this class and throughout their life.
6.3 Participation in the Classroom Community
During the school year, the members of this class become a mini-community - at least during the time constraints of this class, and perhaps beyond. As a member of this 'community' each student has the responsibility to make it better through their participation. Students should value their ability to teach others and learn from others in the class. Students should openly share their ideas, findings and questions with others in the class, and also show support of each other's through positive feedback and constructive criticism. Students should refrain from negative participation that disrupts the ability of others to learn and be productive. Students should recognize their own ability to make this class better for everyone.
6.4 Self-Directed Learning
One of the goals behind empowering students is for them to take control of their education and make it something that is truly valuable to them. It is not an easy conversion from doing just what is required and laid out for you to choosing your own projects and timetables. Once students leave school, continuing to learn and gain knowledge is a key to success, and one must be self-directed in order to do so. Therefore, students should know how to learn about things under their own direction and value both the choices and the opportunities that such empowerment gives them. They should demonstrate the ability to choose the agenda for their learning and to follow through on their plans.
7.0 Above and Beyond
Empowered students have the capability to exceed the minimum requirements of a course in a way that will improve themselves and leave no doubt as to their skills and abilities.
(Each of these expectations will involve a project, which should be planned out and approved by the teacher before proceeding.)
7.1 Interdisciplinary Work
Many of the students taking math and science courses do not intend to become mathematicians or scientists or engineers. Likewise, those students that do intend to pursue a technical career have many other humanities classes on their schedule. These requirements help to produce 'well-rounded' students. It is important to understand and explore the many ways that the different disciplines are related. To complete an interdisciplinary project, a student should explore one of many ways that this course and similar fields are interrelated with history, politics, writing, reading, music, art, foreign languages, and other subject areas. Students should become experts in the interdisciplinary fields they choose, value the power of understanding such connections, and be prepared to teach about the connection to others.