I want to start this presentation with the case study of a "social studies" teacher who was very bored with his teaching job. He was not challenged any more and he thought that his students were incapable of analyzing and evaluating the important and critical episodes in world history. He thought that one solution to this dilemma would be to write exam questions that required his students to engage in critical and upper level thinking. He spent quite a long time writing such an exam and was happy about his accomplishment. However, after he administered the exam, more than 90% of the students could not answer the questions he had designed. After some deliberation he came to the conclusion that he was not teaching for thinking. In other words: "He was testing for something that he did not teach.".

# Your search: "author:Esfandiari, Mahtash"

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Purposes of the study Assessing the extent to which the students in a lower division class (statistics 10) are expected to engage in recall of statistical information, comprehension & interpretation of statistical information, and application, analysis, synthesis, and evaluation of statistical concepts and methods. Assessing the extent to which the questions asked on statistics 10 examinations are stated within context and with reference to real world problems. Analysis of the type of questions (multiple-choice, true-false, word problems, and calculation problems) asked in the statistics 10 exams by level of challenge, context, and content taught.

WHAT PROBLEM DO WE ASPIRE TO SOLVE? We want to walk away from the traditional overview of statistics as a discipline that reliesupon repetitive procedures with fictitious datasets and major emphasis on step-wise and structured procedures.

INSTEADWe want to present applied statistics as aninterdisciplinary approach that allows thestudents to use statistics to answer real world questions and communicate statistical results.

HOW ARE WE APPROCAHING THIS DILEMMA?Implementation of case-based approach along with "generative model of teaching" and "technical writing"

Two presentation on the topics of Advanced Placement Statistics and Blended Instruction Case Studies given at SCASA, November 2004.

WHAT PROBLEM DO WE ASPIRE TO SOLVE? We want to walk away from the traditional overview of statistics as a discipline that reliesupon repetitive procedures with fictitious datasets and major emphasis on step-wise and structured procedures.

INSTEADWe want to present applied statistics as aninterdisciplinary approach that allows thestudents to use statistics to answer real world questions and communicate statistical results.

HOW ARE WE APPROCAHING THIS DILEMMA?Implementation of case-based approach along with "generative model of teaching" and "technical writing"

Purposes of the study Assessing the extent to which the students in a lower division class (statistics 10) are expected to engage in recall of statistical information, comprehension & interpretation of statistical information, and application, analysis, synthesis, and evaluation of statistical concepts and methods. Assessing the extent to which the questions asked on statistics 10 examinations are stated within context and with reference to real world problems. Analysis of the type of questions (multiple-choice, true-false, word problems, and calculation problems) asked in the statistics 10 exams by level of challenge, context, and content taught.

WHAT MAKES YOU A SUCCESSFUL CONSULTANT? EVALUATION OF INTERVENTIONS GET TO KNOW THE OVERALL GOALS OF THE INSTITUTION CONDUCING THE INTERVENTION AND THE SPECIFIC QUESTIONS OF THE INTERVENTION GET TO KNOW THE THEORETICAL AND PRACTICAL ASPECTS OF THE INTERVENTION (EXAMPLES WILL BE GIVEN ATTEND THE WORKSHOPS HELD FOR TRAINING THOSE WHO WILL IMPLEMENT THE INTERVENTION. THIS WILL HELP YOU ALIGN THE EVALUATION PROCEDURES WITH THE OBJECTIVES OF THE INTERVENTION

Assessing the extent to which the students in a lower division class (statistics 10) are expected to engage in recall of statistical information, comprehension & interpretation of statistical information, and application, analysis, synthesis, and evaluation of statistical concepts and methods. Assessing the extent to which the questions asked on statistics 10 examinations are stated within context and with reference to real world problems. Analysis of the type of questions (multiple-choice, true-false, word problems, and calculation problems) asked in the statistics 10 exams by level of challenge, context, and content taught.

What makes you a successful consultant? Evaluations of interventions: Get to know the overall goals of the institution conducing the intervention and the specific questions of the intervention. Get to know the theoretical and practical aspects of the intervention (examples will be given). Attend the workshops held for training those who will implement the intervention. This will help you align the evaluation procedures with the objectives of the intervention.