Diseño y Aplicación de un Instrumento de Evaluación Diagnóstica para el Programa Académico de Informática de la Universidad Autónoma de Nayarit

La Evaluación Intermedia para los programas de licenciatura tiene como propósito la detección e implementación de estrategias que permitan corregir anomalías en los programas de estudio tales como la similitud de contenidos entre diferentes unidades de aprendizaje o temas no cubiertos durante la impartición de los cursos. Este documento da cuenta de la experiencia en la instrumentación la evaluación intermedia en el año 2015 para el programa académico de Informática que pertenece a la Unidad Académica de Economía en la Universidad Autónoma de Nayarit, particularmente en la elaboración del instrumento y el método que se siguió para la construcción del mismo, al final se presentan algunos resultados y conclusiones posteriores a la aplicación respecto a esta experiencia que involucro a docentes, personal administrativo y directivo de la Unidad Académica y de la propia Universidad. The porpoise for an interim assessment in a Bachelor’s degree program is to detect and enforce strategies that leads to solve studies program anomalies. This document reports the 2015 experience on apply an interim assessment for a computing bachelors program at the Academic Unit of Economics in the Nayarit’s Autonomous University, specially about the instrument and it’s processing method, in the end some results and conclusions are presented about this experience where teachers, administrators and managers from the Academic Unit and the University itself were involved.

Comprehensive and Superficial Data Users: A Convergent Mixed Methods Study of Teachers’ Practice of Interim Assessment Data Use

Background/Context Teachers’ practice of interim assessment data use is subject to an array of individual, social, and organizational contextual factors. While contemporary research situates interim assessments within teachers’ broader practice of data use, teachers do not make sense of interim assessment data in isolation. This interconnectedness of data sources serves as an important context for understanding how teachers make sense of interim assessment data. Purpose/Objective/Research Question/Focus of Study Teachers’ ability to connect data sources to inform a common instructional practice has important implications for their instructional decision making. The present study maps the interconnectedness of interim assessment with other data sources as one of two dimensions of teachers’ practice of data use. Furthermore, this article explores how those dimensions are related to similarities, differences, and patterns in how teachers make sense of interim assessment data. Population/Participants/Subjects Data come from 88 grade 3-5 mathematics or English language arts teachers across 10 elementary schools in two states. All participants completed a survey about their data use practices. A subsample of 23 teachers completed an extended survey and participated in an interview data about how they use interim assessment data. Research Design: We conducted a convergent mixed methods study of teachers’ practice of interim assessment data use. Data Collection and Analysis Quantitatively, we analyzed the interconnectedness of data sources across teachers within an epistemic network analytic framework. Qualitatively, we coded interview transcripts to gather evidence of how teachers use interim assessment data to make instruction decisions. We integrated our quantitative and qualitative findings and recoded interview transcripts to develop a nuanced perspective on the similarities, differences, and patterns in how teachers make sense of interim assessment data. Findings/Results Findings reveal teachers rarely interpret interim assessment data in isolation and meaningfully vary in the extent to which they perceive it informs their broader instructional practice. Taken together, these two dimensions of teachers’ practice of interim assessment data use are indicators of significant patterns in the authenticity of teachers’ data use with implications for their instructional decision making. Conclusions/Recommendations The present study maps the interconnectedness of data sources within teachers’ instructional practice and how it serves as one of two dimensions that explain similarities, differences, and patterns in how they make sense of interim assessment data. Our findings have implications for how instructional support coaches, administrators, interim assessment developers, and researchers can support teachers’ use of interim assessment data for instructional purposes.

Results of the second interim assessment of rEECur, an international randomized controlled trial of chemotherapy for the treatment of recurrent and primary refractory Ewing sarcoma (RR-ES).

11502 Background: Five-year survival of RR-ES is about 15%. Several chemotherapy regimens are used, but without robust evidence. rEECur, the first randomised controlled trial in this setting, is defining a standard of care, balancing efficacy and toxicity. Methods: Patients aged 4 to 50 with RR-ES and fit to receive chemotherapy were randomised between topotecan & cyclophosphamide (TC), irinotecan & temolozomide (IT), gemcitabine & docetaxel (GD) or high-dose ifosfamide (IFOS). Primary outcome measure was objective response (OR) after 4 cycles by RECIST 1.1. Secondary outcomes included PFS, OS and toxicity. A probability-based Bayesian approach was used with multiple pairwise comparisons. At the first interim analysis patients allocated to GD had worse OR and PFS than the other arms and accrual to the GD arm was halted. The second interim assessment was planned to determine which arm should be closed when at least 75 evaluable patients had been recruited to the remaining arms and evaluated for the primary outcome measure. Results: 366 patients (87% RECIST-evaluable), recruited between 18/12/14 and 17/12/19, were randomised to TC (n=124), IT (118), GD (72) and IFOS (53). Median age was 20 years (range 4-49). Patients had: refractory disease (19%), first recurrence (66%), > first recurrence (14%). Initial disease site was bone in (66%). Sites of progression were: primary site only (16%) pleuropulmonary only (32%), other metastatic (52%). At median follow up of 9.2 months, outcome in the IT arm was: response rate 20%, median PFS 4.7 months (95% CI: 3.4 to 5.7), median OS 13.9 months (95% CI: 10.6 to 18.1). The table shows, for each pairwise comparison of IT with the other open arms (randomly labelled A and B to maintain blinding), the probabilities that OR, PFS and OS were better for X than for each other arm (RR = risk ratio, HR = hazard ratio). For OR, PFS and OS, all comparisons favoured arms A and B. The main grade 3/4 adverse events (% patients with an event) for IT (left hand values) compared with A and B pooled were: vomiting (6% v 1%), nausea (6% v 0%), diarrhoea (17% v 0%), fatigue (3% v 1%) and febrile neutropenia (3% v 24%). Conclusions: The first randomised trial in RR-ES has shown that IT, used as a control arm in planned and ongoing randomised phase II studies in RR-ES, is less effective than A and B in achieving tumour shrinkage or prolonging PFS and OS. The remaining two arms are continuing to recruit patients. Clinical trial information: ISRCTN36453794 . [Table: see text]