Sistema Universitario Ana G. Méndez 320 DLP... · Hernández Sampieri, R., ... Investigación...

Sistema Universitario Ana G. Méndez

Florida Campuses

School for Professional Studies

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

MARK 320

MARKETING RESEARCH

INVESTIGACION DE MERCADEO

© Sistema Universitario Ana G. Méndez, 2008.

Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved.

MARK 320 Marketing Research 2

Prep. 2005. Luis Mercado, MA. Rev. 2008. Ely Melchor, MBA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Prontuario ........................................ .............................................................................. 3

Study Guide ....................................... .......................................................................... 10

Workshop One ...................................... ....................................................................... 15

Taller Dos ........................................ ............................................................................. 18

Workshop Three .................................... ...................................................................... 21

Taller Cuatro ..................................... ........................................................................... 24

Workshop Five/Taller Cinco ........................ ............................................................... 27

Anexo A/Appendix A ................................ ................................................................... 31

Anexo B/Appendix B ................................ ................................................................... 33

Anexo C/ Appendix C ............................... ................................................................... 35

Anexo D/Appendix D ................................ ................................................................... 37

Anexo E/Appendix E ................................ ................................................................... 39

Anexo F/Appendix F ................................ .................................................................... 40

Anexo G/Appendix G ................................ .................................................................. 42

Anexo H/ Appendix H ............................... ................................................................... 43

Anexo I/Appendix I ................................ ...................................................................... 44

Anexo J/Appendix J ................................ .................................................................... 45

Anexo K /Appendix K ............................... ................................................................... 47

Anexo L/Appendix L ................................ .................................................................... 48

Anexo M / Appendix M .............................. .................................................................. 49

Anejo N/Appendix N ................................ .................................................................... 50



Prontuario

Título del Curso: Investigación de Mercadeo

Codificación: MARK 320

Duración: Cinco Semanas o según aplique

Pre-requisito: STAT 201

Descripción:

Aplicación del método científico en la búsqueda, análisis y uso de la información

del mercado. Se incluyen los procedimientos para la recopilación de datos así

como para el análisis y utilización de pruebas estadísticas en la solución de

problemas de mercadeo. Se estudia además, la interpretación y uso apropiado de

los resultados generados en una investigación de mercado.

Objetivos Generales

1. Al finalizar el curso el estudiante estará familiarizado con los principios y

naturaleza de la investigación de mercadeo.

2. Desarrollar una metodología para resolver situaciones de empresas utilizando

los pasos que conlleva la investigación de mercado.

3. Desarrollar las destrezas analíticas del estudiante para interpretar los resultados

de una investigación de mercado.

Texto y Referencias:

Burns A. C. & Bush R. F. (2008). Basic Marketing Research. ISBN 0132059584

Malhotra, N.K. (2008). 3rd. edition. Basic Marketing Research.

Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucío, P. (2002).

Metodología de la Investigación. (3ra ed.). McGraw Hill. ISBN 9701036328

McDaniel, C. Jr. & Gates, R. (2007). Marketing Research Essentials with PSS.

Ferré, J.M. (2000). Investigación de Mercados Estratégica.

Cooper, D. R. & Emory, C. W. (1998). Business Research Methods. (8th ed.). Irwin:

Boston.

Alreck, P.L., & Settle, R.B. (1995). The Survey Research Handbook. Irwin:

Boston.



Evaluación

Entrega de los trabajos asignados en cada taller 50 pts. 10%

Presentación de Casos de estudio 50 pts. 10%

Ensayos / Diario Reflexivo 50 pts. 10%

Investigación Final (escrito) 50 pts. 15%

Investigación Final (oral) 50 pts. 15%

Examen Final 100 pts. 15%

Portafolio 50 pts. 10%

Asistencia y participación 50 pts. 15%

Total 450 pts 100% Escala de Evaluación

Nota Porciento

A 100 – 90

B 89 – 80

C 79 – 70

D 69 – 60

F 59 – 0

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®”

del Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será

facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada

taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes

serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés



y 50% en español. Para mantener un balance, el módulo debe especificar que se

utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una

pregunta en el idioma especificado, bien puede escoger el idioma de preferencia

para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el

idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues

es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los

cursos de lenguaje que deben ser desarrollados en el idioma propio todo en ingles o

todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si

la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido,

de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante

reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en

la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a

dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinara una actividad equivalente a

evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y

componentes del lenguaje como la presentación oral o actividad a ser repuesta.



6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente

o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor

de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de

otro será calificado con cero (vea la política de honestidad académica).

8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento

que rigen SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están :

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu



• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es

una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio conocimiento sobre

el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse

en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsicamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.



5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



Study Guide

Course Title: MARKETING RESEARCH

Code: MARK 320

Time Length: Five Weeks or as applicable

Pre-requisite: STAT 201

Description

This course studies the application of the scientific method in the research, analysis and

use of information in the market. It covers the procedures involved in the collection of r

data, its analysis and the use of statistical tests to solve marketing problems.

Additionally, it studies the interpretation and proper use of results generated during a

market research.

General Objectives

1. Learn the fundamental concepts and principles of the marketing research.

2. Develop and apply the techniques, methodology and concepts of marketing

research in a study case.

3. Develop analytical skills and results interpretation from marketing research cases.

Texts and Resources

Burns A. C. & Bush R. F. (2008). Basic Marketing Research. ISBN 0132059584

Malhotra, N.K. (2008). 3rd. edition. Basic Marketing Research.

Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucío, P. (2002).

Metodología de la Investigación. (3ra ed.). McGraw Hill. ISBN 9701036328

McDaniel, C. Jr. & Gates, R. (2007). Marketing Research Essentials with PSS.

Ferré, J.M. (2000). Investigación de Mercados Estratégica.

Cooper, D. R. & Emory, C. W. (1998). Business Research Methods. (8th ed.). Irwin:

Boston.

Alreck, P.L., & Settle, R.B. (1995). The Survey Research Handbook. Irwin:

Boston.



Evaluation

Assignments before each workshop 50 points 10%

Cases study presentation 50 points 10%

Essay /Group Activities/ Reflexive Diary 50 points 10%

Final Investigation (written) 50 points 15%

Final Investigation (oral) 50 points 15%

Final Test 100 points 15%

Portfolio 50 points 10%

Participation and Attendance 50 points 15%

Total 450 points 100% Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop,

dividing that workshop’s time and activities between the two languages. If

students have difficulty with asking a question in the target language in which the

activity is being conducted, students may choose to use their preferred language

for that particular question. However, the facilitator must answer in the language

assigned for that particular day. This should only be an exception as it is

important for students to use the assigned language. The 50/50 model does not



apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare

in advance for each workshop according to the course module. Each workshop

requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted



or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences,

we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use

to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make the assessment part of the learning process, ensuring it

provides students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives

At the end of this workshop the student should be able to:

1. Recognize the principles and basic concepts of Marketing Research.

2. Determine when to conduct a Marketing Research.

3. Describe the basic steps of a Marketing Research.

4. Identify the requirements for a Marketing Researcher position.

Language Objectives

1. Summarize main ideas using correct grammar and spelling in English after

reading a selection from multiple resources.

2. Write a self reflection about the content and process of an activity or assignment

completed in this workshop, using appropriate vocabulary, grammar, and style.

3. Use cooperative learning strategies to analyze and discuss a topic.

Electronic Links

Marketing Research

http://www.marketingteacher.com/lessons/lesson_marketing_research.htm

http://www.managementhelp.org/mrktng/mk_rsrch/mk_rsrch.htm

http://www.quickmba.com/marketing/research/

Small Business Administration

http://www.sba.gov/

Marketing Research Steps

http://www.polarismr.com/education/steps_index.html

http://www.smallbusiness.com/wiki/Market_research_basics

Marketing Research Websites

http://libguides.uta.edu/content.php?pid=5126&sid=44813

Conducting a Marketing Research

http://www.allbusiness.com/marketing/market-research/2716-1.html

http://www.ehow.com/how_14781_conduct-market-research.html

Market Research Sample

http://www.marketresearch.com/map/prod/1165174.html

http://www.section508.gov/index.cfm?FuseAction=Content&ID=136



Marketing Researcher

http://www.princetonreview.com/Careers.aspx?page=1&cid=92&uidbadge=

Assignments before workshop one

1. Prepare a two pages essay presenting what market research is, the steps

involved in this research, types of research and the raising and study of the

problem. The essay needs to be double spaced and should follow APA style (see

Appendix C).

2. The student will implement a research through the internet or library on a market

research case where the problems and results found are presented. The case

needs to be a real case and the student can choose any topic. It will need to be

presented in PowerPoint or any other form of creative technology. A copy of the

presentation will be turned in to the facilitator (see Appendix B).

3. Find two examples of marketing research studies. Analyze their findings and

summarize the study. Be prepared to discuss it in class.

4. Go to www.monster.com or www.careerbuilder.com and find a job description for

a marketing researcher. Make a list of the job responsibilities. Bring it to class.

5. Watch the following video: http://www.youtube.com/watch?v=cyGSmGFgyX4.

Create a list of several ideas on how to use social networking websites such as

MySpace and Facebook for marketing research. Be prepared to discuss them in

class.

Activities

1. The facilitator will introduce himself/herself to the students.

2. The facilitator will coordinate all participants’ introductions and the selection of

the Student Representative.

3. The facilitator will discuss the course objectives and evaluation methodology and

will explain all the assignments and the description of course policies.

4. The facilitator will perform an activity to determine the student’s knowledge about

Marketing Research.

5. Students will meet in groups to discuss the principles and basic concepts of

Marketing Research. A member of the group will take notes and will share their

findings with the rest of the class.



6. The facilitator will start an open discussion of when to conduct a Marketing

Research.

7. The class will be divided into groups. Each group will create a list of the basic

steps of a Marketing Research. A member of each group will write on the board

the list of steps.

8. The facilitator will present this video to the class:

http://www.youtube.com/watch?v=QNMjx1o_Uyo&feature=related. Open

discussion of good market research techniques (see Appendix N).

9. The facilitator will bring an example of Marketing Research and will create a

group discussion with the students. Also, the facilitator will present the study

results to complement the student’s presentations.

10. The facilitator will select the students who will work together during the final

research and the group activities for the next workshop.

11. The facilitator will discuss the assignments for the next workshop.

Assessment

1. The students will submit the essay and copy of the written presentation.

2. The student will make his /her assessment filling out a copy of the Reflexive

Diary (see Appendix D). This form will be given to the facilitator at the end of the

workshop.

3. Written report rubric.

4. Class participation rubric.



Taller Dos

Objetivos Específicos

Al finalizar el taller el estudiante estará capacitado para:

1. Definir e identificar como desarrollar y presentar un caso de investigación de

mercado.

2. Describir los métodos de investigación cualitativa y cuantitativa.

3. Crear una encuesta escrita.

Direcciones Electrónicas

http://www.spss.com/vertical_markets/survmkt_research/index.htm?gclid=CMabq6iZtJY

CFQa6sgodNkRtKw

Creando una Encuesta

http://www.ehow.com/how_8597_create-market-survey.html

http://www.statpac.com/surveys/

Investigación de Mercadeo

www.money.howstuffworks.com/market-research.htm

http://www.inc.com/guides/marketing/24018.html

www.marketingpower.com/pages/default.aspx

http://www.tutor2u.net/business/marketing/research_introduction.asp

Muestreo

http://www.tutor2u.net/business/marketing/research_sampling.asp

http://www.monografias.com/trabajos11/tebas/tebas.shtml

http://www.monografias.com/trabajos12/muestam/muestam.shtml

Investigación Cualitativa y Cuantitativa

http://www.fisterra.com/mbe/investiga/cuanti_cuali/cuanti_cuali.asp

http://www.fisterra.com/mbe/investiga/cuanti_cuali/cuanti_cuali2.pdf

http://www.fisterra.com/mbe/investiga/cuanti_cuali/cuanti_cuali2.pdf

Tareas a realizar antes del Taller Dos

1. Escribir un ensayo de al menos dos páginas acerca de las diferencias entre los

métodos de investigación cualitativos y cuantitativos. Utilice formato APA. Vea

Anejo C).



2. Presentar el nombre de una compañía u organización para la cual usted

preparará la investigación del proyecto final. Haga una breve descripción de la

compañía y sus productos, el problema de estudio de la compañía y tres

posibles muestras. La descripción debe incluir una breve historia de la

compañía. Esta presentación será una investigación de mercado siguiendo

todos los pasos en un proceso de investigación. Envíela con tiempo (dos días

antes del taller ) al facilitador para aprobación. Prepárese para presentar sus

hallazgos oralmente (vea Anejo B).

3. Busque al menos tres sitios Web que le permitan crear un cuestionario en línea

gratuitamente. Cree una tabla, compárelos y seleccione el más conveniente.

4. Busque tres ejemplos de cuestionarios. Imprímalos y llévelos a clase.

5. Haga una investigación de los tipos de preguntas que pueden haber en un

cuestionario. Prepare un ejemplo de cada pregunta para entregar.

6. Reúnase con su grupo para crear un cuestionario para el siguiente caso: El

colegio Universitario Norman recibe cada semestre más de 500 aplicaciones y

solamente el 30% de estos estudiantes son registrados. La Universidad pierde

acerca de 350 estudiantes que hacen sus solicitudes. ¿Que usted haría si fuera

el Director de investigación de mercado de esta Universidad? ¿Qué preguntas

utilizaría? Imprima copias de su cuestionario para todos los miembros de la

clase. Puede utilizar el sitio Web para crear cuestionarios que seleccionó

anteriormente.

7. Continúe trabajando su portafolio (Anejos F al M).

Actividades

1. El facilitador comenzará la clase con un breve repaso.

2. El facilitador dividirá la clase en 2 grupos y promoverá un debate y discusión entre

los grupos acerca de los métodos de investigación cualitativa y cuantitativa (vea

Anejo N).

3. Los estudiantes mostrarán los cuestionarios encontrados y discutirán las

preguntas creadas.

4. Los estudiantes harán la presentación sobre el cuestionario de la asignación del

Caso del Colegio Universitario Norman. Cada grupo entregará los cuestionarios



para ser contestados en clase. Al final, los estudiantes votarán por el mejor

cuestionario y explicarán porque entienden que fue el mejor.

5. Los estudiantes presentarán la compañía u organización seleccionada y

aprobada por el facilitador para desarrollar el estudio de mercado del proyecto

final y mostrarán el problema de estudio de la compañía u organización

seleccionada para el proyecto final. Además, identificarán una muestra que será

usada en su proyecto final.

6. El facilitador explicará cómo desarrollar y presentar un caso de investigación de

mercado.

7. Los estudiantes se reunirán en pares para realizar un diagrama explicando el

proceso de desarrollar y presentar un caso de investigación de mercado.

8. El facilitador discutirá las asignaciones del próximo taller.

9. Los estudiantes llenarán su diario reflexivo.

Avalúo

1. El facilitador colectará los ensayos.

2. El estudiante entregará su Diario Reflexivo al finalizar el taller (vea Anejo D).

3. Matriz valorativa de Presentaciones Orales (Anejo B).

4. Matriz valorativa de trabajos escritos (Anejo C).

5. Matriz valorativa de participación en clase (Anejo N).



Workshop Three

Specific Objectives

At the end of this workshop the student should be able to:

1. Identify the data collection methods.

2. Analyze the results obtained from the questionnaires.

3. Organize data and prepare tables and graphics to present the

results.

4. Learn how to present the results verbally and written.

Electronic Links

Data Collection Methods

http://people.uwec.edu/piercech/ResearchMethods/Data%20collection%20methods/DA

TA%20COLLECTION%20METHODS.htm

http://www.evaluationtools.org/plan_data_collect.asp

Analyzing Questionnaire Results

http://etd.rau.ac.za/theses/available/etd-05112005-122122/restricted/HChapter6.pdf

http://support.microsoft.com/kb/151551

Example of a Questionnaire Analysis

http://www.personneltoday.com/Assets/GetAsset.aspx?ItemID=3263

Tabulating Questionnaires

http://www.action-research.com/uua/question4.html

Graphing Questionnaire Results

http://eff.csuchico.edu/questionnaire_resources/graphing_results.php

Additional Information

http://www.negociosgt.com/main.php?id_area=123

www.marketingpower.com/pages/default.aspx

http://www.secondarydata.com

http://www.tutor2u.net/business/marketing/research_types.asp

http://www.tutor2u.net/business/marketing/research_uses.asp



Assignments before Workshop Three

1. The students will write an essay in his/her own words about the seven most

effective steps to prepare a survey. The paper must be typed, single spaced, and

should be no longer than 3 pages.

2. The students will design and present a questionnaire draft for the Final Project,

following the organization presented in workshop two.

3. Design with your group a questionnaire and interview 20 people (adults) about

their preferences on the 2 Hispanic television programs of Telemundo and

Univision. The programs to be evaluated are the local news at 6:00 p.m. and the

news at 11:00 p.m., the national news in the morning and in the evening, and the

primetime soap operas. The students must call each channel and verify the

names of the soap operas and news programs in case they don't know. The

students will present the results using tables to the rest of the class. Do not

interview minors.

4. You should continue working with your portfolio (see Appendixes F – N).

Activities

1. The facilitator will start the class with a short review.

2. The facilitator will divide the class into 2 groups and will moderate a debate with

the students about the seven more effective steps used to design and execute a

survey.

3. Each group of students will present the results about the Spanish television

channel in the area.

4. The facilitator will explain the last steps in a marketing research and will offer

examples of different researches.

5. The students will present the questionnaires and the questions for their

presentation and final project.

6. The facilitator will discuss several methods of data collection



7. The class will be divided into four groups. Each group will design 5 questions for

a face to face interview. The use of sensitive questions is not allowed. Ask the

facilitator if you are not sure about the selected questions. Once the questions

are finished, students will move to another group to interview each other. At

the end, students will discuss their feelings about the interview.

8. The facilitator will discuss the assignments for the next workshop.

Assessment

1. The facilitator will collect the essay and questionnaire of the case study.


Diary (see Appendix D). This form will be given to the facilitator at the end of the

workshop.

3. Class participation rubric.

4. Oral presentation rubric.




Taller Cuatro

Objetivos Específicos

Al finalizar el taller el estudiante deberá:

1. Identificar las técnicas para graficar y tabular resultados.

2. Describir varios programas de computadoras usados para facilitar el análisis de

datos.

3. Explicar los resultados de las encuestas y entrevistas.

4. Uso y aplicación de resultados de encuestas en la solución de problemas.

Direcciones Electrónicas

Programas para Estadísticas

http://www.spss.com/statistics/

http://www.freestatistics.altervista.org/en/stat.php

Usando MS Excel para Análisis de Datos

http://people.umass.edu/evagold/excel.html

http://phoenix.phys.clemson.edu/tutorials/excel/stats.html

http://www.coventry.ac.uk/ec/~nhunt/oatbran/

Graficando datos en Excel

http://www.ncsu.edu/labwrite/res/gt/gt-menu.html

http://www.ncsu.edu/labwrite/res/gt/gt-bar-home.html

http://phoenix.phys.clemson.edu/tutorials/excel/graph.html

Fórmulas y Funciones Estadísticas

http://office.microsoft.com/en-us/excel/CH062528311033.aspx

http://www.bearcave.com/misl/misl_tech/wavelets/stat/index.html

http://math.about.com/library/weekly/aa020502a.htm

Información Adicional

http://www.marketingteacher.com/lessons/lesson_marketing_research.htm

http://www.sellfiremarketing.com

http://www.tutor2u.net/business/marketing/research_introduction.asp

http://www.tutor2u.net/business/marketing/research_conducting.asp

http://www.tutor2u.net/business/marketing/research_quantitative.asp

http://original.mujeresdeempresa.com/negocios/negocios000808.shtml



Tareas a realizar antes del Taller Cuatro

1. Entrevistar a un Director de Mercado o un Gerente General de una empresa. La

entrevista estará enfocada en la experiencia que él/ella haya tenido en la

investigación de mercado. El estudiante obtendrá de la entrevista por lo menos

un ejemplo de un problema de mercado y la solución del problema, también

debe incluir el método de encuesta y análisis de datos usados. Prepárese a

discutirlo en clase.

2. Crear una compañía imaginaria que tiene sus operaciones en el centro de la

Florida e identificar el tipo de datos de mercado que él/ella necesitan para operar

la compañía.

3. Estudiar los conceptos, definiciones y el proceso de investigación de mercado

para el examen final.

4. Investigue sobre los diferentes programas de computadoras que existen para

realizar análisis estadísticos. Prepare una lista para entregar.

5. Observe este video sobre cómo utilizar MS Excel para realizar estadísticas

http://www.youtube.com/watch?v=HeKyTGZlLhI . Tome notas.

6. Observe este video sobre cómo crear gráficas en Excel

http://www.youtube.com/watch?v=ojFGMMBuoZk&feature=related. Realice un

ejercicio de práctica.

Actividades

1. El facilitador comenzará la clase con un breve repaso.

2. Los grupos compartirán con el resto de la clase y el facilitador las experiencias

de la entrevista realizada al Director de Mercado o al Gerente General.

3. Los estudiantes harán una presentación oral acerca de la compañía imaginaria

creada y explicar las técnicas de estudio de mercado que usarán para operar la

compañía.

4. Los estudiantes discutirán con el facilitador el último borrador del trabajo final y

aclararán dudas

5. Los estudiantes discutirán los diferentes programas de computadoras usados

para estadísticas.



6. El facilitador explicara las funciones estadísticas básicas necesarias para una

investigación de mercado.

7. El facilitador explicara cómo realizar gráficas en Excel.

8. El facilitador discutirá las asignaciones para el próximo taller.

9. El facilitador entregará el examen a ser realizado en el hogar y entregado en el

taller cinco.

Avalúo

1. El estudiante entregará su Diario Reflexivo al finalizar el taller (vea Anejo D)

2. Matriz valorativa para trabajos escritos (vea Anejo C).

3. Matriz valorativa para presentaciones orales (vea Anejo B).

4. Matriz valorativa para participación en clase (vea Anejo N).



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives

At the end of this workshop, the students should do:

1. Define the strategic planning concept.

2. Apply the strategic planning concept to a Marketing Research.

3. Discuss the results of the final marketing research.

Electronic Links

Strategic Planning

http://www.managementhelp.org/plan_dec/str_plan/basics.htm

http://www.managementhelp.org/plan_dec/str_plan/str_plan.htm

Strategic Planning Process

http://www.hfrp.org/publications-resources/browse-our-publications/strategic-planning-

process-steps-in-developing-strategic-plans

Example of Strategic Plans

http://www.planware.org/strategicsample.htm

http://www.kccd.edu/Chancellor/Strategic%20Planning/Strategic%20Plan/Approved%20

Strategic%20Plan%20Dated%209-7-06.pdf

Developing a Strategic Marketing Research

http://www.marketresearch.com/map/prod/1432913.html

http://www.asiamarketresearch.com/columns/market4.htm

Additional Information

http://es.gmi-mr.com

http://www.calidadlatina.com/pub/032-MAY-03.pdf#search='planificacion%20estrategica

http://www.calidadlatina.com

http://www.mystrategicplan.com



http://www.leadstrat.com/facilitation-strategic-

planning.html?gclid=CKfl8__Bw5YCFQVuswodRzkExg

http://www.hoovers.com/free

Assignments before Workshop Five

1. The students should submit an essay written in English, where they

present what strategic planning means to them and the benefits of getting results

using strategic plan in a marketing research. The essay needs to be typed;

double spaced, and should not exceed 4 pages (see Appendix C).

2. The students will prepare the final project including the oral presentation and

written report (see Appendix A ) to be presented in class. The presentation

should be in PowerPoint. You may include videos, charts or graphs, tables,

pictures and other visual aids. The oral presentation will be in Spanish (see

Appendix B) and the written report in English.

3. The students will incorporate in their marketing research final results, the

strategic plan used to solve the problem in their marketing research study.

4. The students will review the APA (American Psychology Association) format of

the written document, including the references (see Appendix E).

5. Students will practice the final presentation.

6. The students will give the final touches to their portfolio (see Appendixes F-M).

7. Complete the final exam. This has to be delivered at the beginning of the

workshop.

Activities

1. The facilitator will start the class with a short review (in Spanish).

2. Students will hand in their take home exams.

3. Students will briefly discuss their essays (in Spanish).

4. The students will give an oral presentation in Spanish and will turn in a written

report about their market research. They must include in their presentation the

problem, the methods of investigation, results, an analysis of the results, and a

solution in form of a strategic plan and ideas of a marketing plan.

5. The final presentation is a group activity. Each group will have enough time to

present their research, results and marketing plan.



6. Students will fill out their reflective journals and will add them to their portfolios.

7. Students will hand in their portfolios.

8. The student representative will start the class evaluation process.

9. Closing activity – to be determined by the facilitator.

Assessment

1. The facilitator will collect the final essay and final project.


Diary (see Appendix D). This form will be added to the portfolio.


4. Oral presentation rubric.

5. Class participation rubric

6. Portfolio rubrics (see Appendixes F-M).



Anejos/Appendixes



Anejo A/Appendix A

MATRIZ VALORATIVA PARA TRABAJO ESCRITO FINAL

5 / A

Se percibe claramente la excelencia en el desempeño. Pocas veces, el

facilitador tiene preguntas sobre el material. Observa varios ángulos de

una situación. Escribe y habla en forma lógica, ordenada y clara. Integra

ideas relacionadas con material previamente aprendido. Este trabajo

podría usarse de referencia o guía para otros compañeros de estudio.

Demuestra alta destreza de pensamiento crítico.

4/ B

El material es bueno y de alta calidad. Escribe y/o se expresa bien. El

estudiante incluye en su presentación más de lo requerido en la

actividad.

3/C

Demuestra una comprensión satisfactoria sobre el material. Solamente

cumple con lo requerido en la actividad. Su comunicación oral y escrita

es aceptable para su nivel de estudio. Tiene un entendimiento aceptable

sobre los conceptos básicos relacionados con el trabajo.

2/D

La calidad y cantidad del trabajo es por debajo del promedio aceptable.

El estudiante demuestra confusión con los conceptos básicos

relacionados con la actividad. Su comunicación oral y/o escrita no es

aceptable.



RUBRIC FOR FINAL WRITTEN WORK

5 / A

This work is excellent in its presentation. The facilitator has very few

questions about this material. This work brings up several angles about

a situation and is written and presented in logical, organized and concise

way. The work integrates ideas related to material and ideas that were

learned and it could be used as a reference or guide for other students.

Demonstrates a strong aptitude for critical thinking.

4/ B

This work is acceptable and of high quality. The work is presented well

both orally and in writing. The student includes more than what is

required in the exercise or project.

3/C

This work demonstrates a satisfactory comprehension of the material.

The student only provides what is expected from the exercise. The

student’s communication oral and written is acceptable and he has an

acceptable understanding of the basic work related concepts.

2/D

The quality and quantity of work is below the acceptable average. The

student demonstrates confusion of the basic concepts related to the

exercise. His written and oral communication are not acceptable.



Anejo B/Appendix B

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL

ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criteri o Puntos Puntuación del estudiante

Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y puede seguirse con facilidad.

10

El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.

10

Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de contenido y 30%

Lenguaje)

Puntuación del Estudiante:

________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.

10

The presentation is organized and coherent, and could be easily followed

10

The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors

10

The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class

10

Capture of the attention and interest of the audience and/or promote their participation, as applicable

10

Effective personal projection, corporal posture and manage of the audience;

10

Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.

10

Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

Total Points 100 (70% of content and 30% of language)

Student’s Total Score: ________

Student’s signature: __________________Facilitator’s Signature: __________________



Anejo C/ Appendix C

RUBRIC TO EVALUATE WRITTEN WORK

(Summaries, essays, etc.)

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content.

10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality.

10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30% language)

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

(Ensayos, resúmenes, etc).

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Conten ido

Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.

10

La presentación de ideas es coherente y puede ser seguida fácilmente.

10

El documento explica propiamente el contenido.

10

La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y originalidad.

10

El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.

10

Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente.

10

Maneja verbos y acentuación apropiada y correctamente.

10

Total P untos 100 (70% conten ido y 30% lenguaje)

Puntuación Total : _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



Anejo D/Appendix D

DIARIO REFLEXIVO (Favor de entregar al Final del Taller) TALLER: ____________ ¿Qué ventajas encontró de trabajar en grupo? ________________________________________________________________ ________________________________________________________________ ¿Qué desventajas encontró de trabajar en grupo? ________________________________________________________________ ________________________________________________________________ ¿Qué le gustó de la clase y porqué? ________________________________________________________________ ________________________________________________________________ ¿Qué no le gustó de la clase y porqué? ________________________________________________________________ ________________________________________________________________ ¿Qué aprendió del Taller de hoy? ______________________________________________________________ ________________________________________________________________ Escriba un breve resumen de lo aprendido hoy en el Taller ________________________________________________________________ ________________________________________________________________

Nombre _______________________ Firma ______________ ______



REFLEXIVE DIARY

(Please hand it at the end of the workshop)

WORKSHOP: ____________ What were the advantages of working in group? ________________________________________________________________ ________________________________________________________________ What you did not like about the workshop and why? ________________________________________________________________ ______________________________________________________________ What were the disadvantages of working in group? ________________________________________________________________ ______________________________________________________________ What did you like about the workshop and why? ________________________________________________________________ _________________________________________________________ What did you learn from today’s workshop? ______________________________________________________________ ________________________________________________________________ Write in a few sentences what you learned today. ________________________________________________________________ ________________________________________________________________ Name _______________________ Signature ____________________



Anejo E/Appendix E

APA Formatting and Style Guide APA (American Psychological Association) is most commonly used to cite

sources within the social sciences. The American Psychological Association (APA) is in

charge of creating formal styles to refer material. They started to write instructions on

how to prepare manuals in 1929. Since then, the APA group has become one of the

leading authorities in publication styles.

References

American Psychological Association. (2001). Publication Manual of the American

Psychological Association. (5th ed.). Washington, DC: Author.

http://www.apastyle.org/pubmanual.html

http://owl.english.purdue.edu/owl/resource/560/01/



Anejo F/Appendix F

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• The entire portfolio will follow APA style: Ariel or Times New Roman font, size 12,

double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth

Edition”

• A log of entries that can be expanded with each new entry properly numbered.

The table, which should be located at the beginning, should include a brief

description, date produced, date submitted, and date evaluated (Appendix H).



• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added to

the end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket of

the binder for identification purposes (Appendix G).

4. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005). Facilitators will e-mail a feedback template to

all students. This template will contain information pertaining to weaknesses and

strengths found in students’ portfolios (Appendix K). Facilitators will focus their attention

on showing students what is possible and their progress rather than what is wrong;

however, this does not mean that facilitators will not cover weaknesses and areas for

improvement during the conference. Facilitators will send this feedback template upon

completion of workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better metacognitive learners on the feedback

template. Students will e-mail the template with their comments back to the facilitator

After every workshop.

5. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix L).

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio samples will be destroyed; otherwise, they will be returned to their original authors (Appendix M).



Anejo G /Appendix G: PORTFOLIO INFORMATIONAL SHEET (to be placed in fron t)

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one: �� Universidad del Este �� Universidad Metropolitana �� Universidad del Turabo Check one:

��Undergraduate

��Graduate Concentration

Student’s Name

Facilitator’s Name

Course

Portfolio Rated as

Reason of this rate



Anejo H/ Appendix H

Log of Entries

Entry Description Date of Entry

Date Submitted

Date Evaluated

Page #



Anejo I/Appendix I

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make valid judgments?

Does the portfolio include evidence of complex learning in realistic setting?

Does the portfolio include students’ self-evaluations and reflections on what was learned

Does the portfolio include students’ self-evaluations and reflections on what was learned?

Does the portfolio enable one to determine learning progress and current level of learning?

Does the portfolio provide clear evidence of learning to users of the portfolio?

Does the portfolio provide for student participation and responsibility?

Does the portfolio present entries in a well-organized and useful manner?

Does the portfolio include assessments based on clearly stated criteria of successful performance?

Does the portfolio provide for greater interaction between instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education, Inc.



Anejo J/Appendix J Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

• Readable : Are entries typed in an appropriate font and

size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs

and topics?

• Professionalism : Is the appearance of the portfolio professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

• Organization : Is the portfolio organized in a manner that

makes it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

• Content : Are all required entries included in the portfolio?

Are entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of written Work, Evidence of Problem Solving, and Evidence of Decision Making.

• Authenticity : Are the samples and illustrations a true

reflection of the student’s efforts and abilities?

• Growth/Development : Do samples provide through

understanding of growth and development related to their field of concentration? Do items show what the student has learned?



• Collaboration: Do items show examples of both individual

and group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning

• Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

• Professional Conduct: Do items show clear

understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

• Is this portfolio an asset in demonstrating the student’s

value (skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro. Orlando Campus



Anejo K /Appendix K

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s Comments

Student’s Response and comments



Anejo L/Appendix L

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed

withoutmy consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo M / Appendix M

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________

Student’s Signature



Anejo N/Appendix N

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________

Criteri o Puntos Puntuación del estudiante

Asistió a las reuniones o actividades del grupo.

10

Colaboró en la planificación y organización de las reuniones o actividades de grupo.

10

Demostró disposición para cooperar con el grupo.

10

Contribuyó frecuentemente a las discusiones del grupo

10

Participó activamente en las reuniones y actividades.

10

Demostró interés en las discusiones y actividades del grupo.

10

Vino preparado(a) a las reuniones, actividades y discusiones del grupo.

10

Demostró atención y apertura a los puntos y argumentos de sus compañeros.

10

Contribuyó al grupo con material e información adicional.

10

Contribuyó significativamente al trabajo que presentó el grupo.

10

Totals 100



RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S

Students name: _________________________ Date: _______________

Group: ________ Name of evaluating student: ______________________

Criteri a Points Students Points

Attended all the meetings and activities of the group.

10

Collaborated with the planning and organization of activities of the group.

10

Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.

10

Participated actively in the meetings and activities.

10

Demonstrated interest in the discussions and activities of the group.

10

Came prepared to meetings, activities and discussions of the group.

10

Demonstrated attention to the arguments within the group.

10

Contributed to the group with additional information.

10

Contributed significantly with the work that presented the group.

10

Totals 100

Sistema Universitario Ana G. Méndez 320 DLP... · Hernández Sampieri, R., ... Investigación...

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