In this section, you first looked at the Young People Survey[1] to describe characteristics in the dataset about the drinking habits, music appreciation, and punctuality of surveyed young adults. Then you examined characteristics in the data from a Sleep Study[2]. Reflect for a moment upon how you answered the questions posed in the previous two activities. Then, for each of the objectives listed below, use the slider to indicate your level of comfort being able to perform them on a formal assessment.
[IDEA provide a slider that goes from 0 to 5 and changes color from red to yellow to green with phrases like “I need more practice,” “I think I could do it, but I’m not sure,” and “I’ve got this!” <– Testing Center Question: do students prefer casual language like “I’ve got this!” or more formal language like “I feel confident I can do this.”?]
[The following is just a list of LOs from About and Forming. We could turn them into more descriptive (conversational) questions.]
- Identify categorical variables from a dataset.
- Read and interpret a frequency table.
- Calculate frequencies and relative frequencies to complete a frequency table by hand.
- Use technology to create a frequency table.
- Read and interpret a pie chart.
- Use technology to create a pie chart
- Read and interpret a bar graph.
- Use technology to create a bar graph
- Use a data distribution such as a frequency table, pie chart, or bar graph to answer questions about the data.
[The code on this page will return an average readiness score, highlight which LOs are green, yellow, or red, and point the student to the specific questions in the About and Forming activities that feed LOs for which low confidence is indicated.]
Now use the ratings to get ready for the Self-Check. If your rating is a 3 or below, you should get help with the material before moving forward. [Remove this? — “Remember, your instructor is going to assume that you are confident with the material and will not take class time to answer questions about it.” — or change it to accommodate possible assumption of online delivery]
***************The original from DCMP is below****************************
Monitoring your readiness
Change this from DCMP style to an interactive self-reflection. The questions in the table below are only applicable to the What to Know About page, not the Forming Connections Page.
7) To effectively plan and use your time wisely, it helps to think about what you know and do not know. For each of the following, rate how confident you are that you can successfully do that skill. Use the following descriptions to rate yourself:
5—I am extremely confident I can do this task.
4—I am somewhat confident I can do this task.
3—I am not sure how confident I am.
2—I am not very confident I can do this task.
1—I am definitely not confident I can do this task.
Skills Needed for In-Class Activity 3.A
| Skill or Concept: I can . . . | Questions to check your understanding | Rating from 1 to 5 |
| Determine which variables are categorical from raw data. | 1 | |
| Understand how frequency tables are formed from raw data. | 2 | |
| Understand how graphs for categorical data are formed from frequency tables. | 4 | |
| Use data analysis tools to create a frequency table from an embedded dataset. | 3 | |
| Read frequency tables, bar graphs, and pie charts. | 3–5 |
Now use the ratings to get ready for your next in-class activity. If your rating is a 3 or below, you should get help with the material before moving forward. Remember, your instructor is going to assume that you are confident with the material and will not take class time to answer questions about it.
Ways to get help:
- See your instructor before class for help.
- Ask your instructor for on-campus resources.
- Set up a study group with classmates so you can help each other.
- Work with a tutor.
- Young people survey. (2016, December 6). Kaggle. Retrieved from https://www.kaggle.com/miroslavsabo/young-people-survey ↵
- Onyper, S., Thacher, P., Gilbert, J., & Gradess, S. (2012). Class start times, sleep, and academic performance in college: A path analysis. Chronobiology International, 29(3): 318–335. ↵
