Sample Graphs from the Analysis Workbook
The following graphs are produced using the AmFarmAssess.xls spreadsheet and the AmFarmSample.txt sample data set. The graphs are interpreted in the context of the activity flowchart.
Activity FlowChart (Click on the flowchart to see a larger version)
Each node in the flowchart represents a web page of content and an assessment about that content. Students move forward through the activity when a they are successful on the assessment. Students that are not successful on the assessment are presented with remediation pages (nodes). Students must be successful on a final overall assessment to complete the activity.
The activity starts with an introduction (1-2) and ends with an overall assessment (21-23). The three course strands are grouped together and color coded: Problem Based Learning in blue (3-8), Remote Sensing in magenta (9-14), and Agriculture in green (15-20).
The critical path that all students must follow (minimum path) through a strand is shown going down the left side of each strand.
In the larger version of the flowchart the analysis items are indicated on the graph.
DataGraph2 (Click on the graph to see a larger version)
The graph on the DataGraph2 worksheet is created from data contained on the Data2 worksheet. The graph uses a timeline to show how the student progressed through the assessment activity. Each page (node) in the activity is listed down the left column (1-23) and a timeline in minutes is on the horizontal axis at the top. The critical path of pages (nodes) that all students must visit (minimum path) are indicated in bold on the left.
Students select which strand they wish to study (2) and after completing the strand select to review another strand or take the final assessment (21). This creates spikes in the graph as the student completes a strand and selects another strand.
This graph shows how student1 begins with Remote Sensing, then selects Problem Based Learning, then Agriculture. The student spends about half the time on remote sensing requiring some remediation on the second topic of remote sensing . The student required no remediation on the Problem Based Learning material, but again required remediation on the second topic of the Agriculture strand.
In the larger version of this graph the analysis items are indicated on the graph.
NodeCountGraph (Click on the graph to see a larger version)
The graph on the NodeCountGraph worksheet is created from the pivot table data on the NodeCountTable worksheet. Each page (node) in the activity is listed down the left column (1-23) and the number of page visits is on the horizontal axis at the top. The critical path of pages (nodes) that all students must visit (minimum path) are indicated in bold on the left and the corresponding bars on the graph are shaded. The graph uses data for all students in the imported data file.
This graph shows that NO student required remediation on the Problem Based Learning strand (3-8) and the students required the most remediation on the Remote Sensing strand (9-14).
In the larger version of this graph the analysis items are indicated on the graph.
NodeDeltaGraph (Click on the graph to see a larger version)
The graph on the NodeDeltaGraph worksheet is created from the pivot table data on the NodeDeltaTable worksheet. Each page (node) in the activity is listed down the left column (1-23) and the average time spent on each node is on the horizontal axis at the top. The critical path of pages (nodes) that all students must visit (minimum path) are indicated in bold on the left and the corresponding bars on the graph are shaded. The graph uses data for all students in the imported data file.
This graph shows that students spent most of their time on the Remote Sensing strand.
In the larger version of this graph the analysis items are indicated on the graph.