Midterm Portfolio Work Week

Step 1: Fork the Final Portfolio Repository

Step 2: Clone your copy into RStudio

Step 3: Look over the reflection_template.qmd file

Step 4: Start finding code that demonstrate each learning target

You can use any code from your Lab or Challenge assignments.

When locating code…

• find 1-2 high quality examples (quality > quantity)
• find examples that hit on multiple learning targets at the same time

For example..

the code below could be used to demonstrate proficiency with:

• WD-2 – in two places (select() and starts_with())!
• WD-7

• WD-4
• R-2 (tidy code)
• PE-4 (the |> is a “modern tool”)

ca_childcare |>
  select(study_year,
         mc_infant,
         mc_toddler,
         mc_preschool,
         region
         ) |>
  pivot_longer(cols = starts_with("mc_"), 
               names_to = "age", 
               values_to = "median_income"
               ) |> 
  mutate(age = fct_relevel(age, 
                          "mc_infant",
                          "mc_toddler",
                          "mc_preschool")
        )

Revising Your Thinking

Revising Your Thinking

“I am wondering if there is a specific number for the amount of assignments that constitutes all but a few for when phrasing like this is used in the grading criteria.”

No, but to me this indicates that you are submitting revisions frequently, especially for the “bigger” problems where additional feedback is warranted.

It’s possible that you are selective in the problems you choose to revise and submit for additional feedback. This criteria does not say “Revises entire assignment.”!

“Includes thoughtful reflections on why revisions are being requested.”

“I added information about where the data comes from, which is important. because without any context data can easily be taken as universal fact, and including context is necessary to show the specific situation the data was collected. In this case, being collected during COVID could have big implications, and without noting that it would be easy to extrapolate these results to other years as well.”

Demonstrating an understanding of the “bigger picture” ideas!

“Takes all feedback into account…

(including problems receiving an S) and incorporates into future assignments.”

Extending Your Thinking

Extending Your Thinking

“I’m confused by what counts as progression and pushing yourself, how is that measured. I think for me I would like a specific amount of challenges and maybe a growth over time of challenging oneself.”

You are making an argument about how you have extended your thinking—“pushing yourself” looks different for everyone.

Supporting Your Peers

Supporting Your Peers

“While this would be good [following the collaborative protocol], this is hard to measure and to show when arguing for our grades.”

• What have you learned about collaboration through the groupwork protocol?
  • How have you grown as a collaborator?
• How have you supported your peers through code review?
  • Do you have a specific code review you are proud of? Show me!
• Supporting your peers on Discord can look a variety of ways!
  • Did you ask questions that others could learn from?
  • Did you answer someone’s question?

Determining Your Grade

Determining Your Grade

I believe my grade equivalent to course work evidenced below to be an __.

Your goal is to argue, convincingly and with concrete evidence, that you have met the criteria for both content proficiency, evidence of continued learning, and growth as a team member that goes with a particular grade.

Plus / Minus Modifiers

+

• You’ve met all the criteria for the letter grade along with a significant amount, but not all, of the criteria for the next letter grade up.

-

• You have met the requirements for a letter grade but only in a way that you believe is a bare minimum.
• You’ve met almost all the requirements for the letter grade except for a small number of minor criteria.

What if you don’t agree?

There are two ways this might happen.

You ask for a grade that is higher than the evidence supports.

That is, you grade yourself too highly. For example, you believe you earned an A in the course, but I do not feel the evidence you’ve provided supports this grade.

In this case, I’ll tell you what grade I would have given you based on the evidence you provided in the portfolio. You can then use this feedback when constructing your Final Portfolio.

You ask for a grade that was lower than your actual performance indicates.

That is, you “lowball” yourself, for example you say you earned a B when in fact I think you earned an A-.

In this case, I will tell you what grade I believe you have earned and why.

Midterm Portfolio Meetings

Will occur on Thrusday of next week.

Sign-up for your time here: link to Google Sheet