Teacher Education Instruments

Teacher/Faculty Surveys

Instrument 19: Statistical Leaders In the Palmetto State (SLIPS) Workshop Questionnaire

Project: Statistics Leaders in the Palmetto State
Clemson University

Funding Source: NSF: Teacher Enhancement (ESIE)

Purpose: The first instrument focuses on teacher's understanding of statistical processes and procedures; the second instrument focuses on teacher's ability to effectively teach each of the processes and procedures.

Administered To: 85 teachers who participated in the project's workshop. 35 of these were middle school teachers; 50 were high school teachers.

Topics Covered:

• Self-Assessment (Teacher/Faculty): application of instructional methods, confidence, content knowledge, professional performance, understanding of instructional methods

Format/Length: 26 closed-ended questions total. Each instrument has 13 questions that use a 5-point Likert scale.

The purpose of this questionnaire is to collect information on your understanding of the major purposes and procedures in the Statistical Leaders In the Palmetto State Workshop. A major objective of this workshop is concerned with your comprehension of the major processes and procedures of statistics. For this part of the questionnaire you are to indicate your understanding of the processes/procedures on a five (5) point scale. These (5) points are:

	(5) I understand this process/procedure and can do it well.
	(4) I understand this process/procedure and can do it.
	(3) I know a little about this and can do some of it.
	(2) I know a little about this, but cannot do it.
	(1) I do not know about this process/procedure.

The scale categories are listed across the top of the page in five columns. The processes/procedures are listed from the top to the bottom of the page.

For each process/procedure, put an "X" in the scale column that reflects your understanding of the process/procedure at this point of the workshop.

This information will be maintained confidentially and is being collected to evaluate the workshop, not the workshop participants.

Process/Procedure	1. I do not know about this process/ procedure.	2. I know a little about this, but cannot do it.	3. I know a little about this and can do some of it.	4. I understand this process/ procedure and can do it.	5. I understand this process/ procedure and can do it well.
Interpreting statistics presented in numerical/tabular form
Interpreting statistical data presented in graphical or diagrammatic form
Understanding the similarities, differences, and relationships between and among the various numerical, tabular, and graphical forms
Comparing one data value to group(sample/population)
Comparing two groups(samples/populations) of data
Detecting association between qualitative variables
Detecting relationships between quantitative variables
Detecting cause and effect from a well-designed randomized comparative experiment
Detecting trends and seasonality over time
Interpret estimates and allow for variability of estimates from sample to sample
Comparison of sample frequencies with expected frequencies from theoretical distribution
Describe the strength of the evidence against an hypothesis by comparison of the observed value of a test statistic with the assumed distribution
Apply rules for making a "yes-no" decision based on a random sample, consider the two types of decision error and consequences of each type of error

The purpose of this questionnaire is to collect information about the degree to which you feel you could effectively teach your students about the majors processes and procedures in the Statistical Leaders In the Paimetto State Workshop. For this part of the questionnaire you are to indicate how you feel about your ability to effectively teach each of the processes/procedures on a five (5) point scale. These (5) points are:

	(5) I am sure I could teach this effectively.
	(4) I may be able to teach this effectively.
	(3) I am not sure I could teach this effectively.
	(2) I may not be able to teach this effectively.
	(1) I am sure I could not teach this at all.

The scale categories are listed across the top of the page in five columns. The processes/procedures are listed from the top to the bottom of the page.

For each process/procedure, put an "X" in the scale column that reflects your understanding of the process/procedure at this point of the workshop.

This information will be maintained confidentially and is being collected to evaluate the workshop, not the workshop participants.

Process/Procedure	1. I am sure I could not teach this at all.	2. I may not be able to teach this effectively.	3. I am not sure I could teach this effectively.	4. I may be able to teach this effectively.	5. I am sure I could teach this effectively.
Interpreting statistics presented in numerical/tabular form
Interpreting statistical data presented in graphical or diagrammatic form
Understanding the similarities, differences, and relationships between and among the various numerical, tabular, and graphical forms
Comparing one data value to group(sample/population)
Comparing two groups(samples/populations) of data
Detecting association between qualitative variables
Detecting relationships between quantitative variables
Detecting cause and effect from a well-designed randomized comparative experiment
Detecting trends and seasonality over time
Interpret estimates and allow for variability of estimates from sample to sample
Comparison of sample frequencies with expected frequencies from theoretical distribution
Describe the strength of the evidence against an hypothesis by comparison of the observed value of a test statistic with the assumed distribution
Apply rules for making a "yes-no" decision based on a random sample, consider the two types of decision error and consequences of each type of error